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Differential impact of methylphenidate and atomoxetine on sustained attention in youth with attention-deficit/hyperactivity disorder / Anne-Claude V. BÉDARD in Journal of Child Psychology and Psychiatry, 56-1 (January 2015)
[article]
Titre : Differential impact of methylphenidate and atomoxetine on sustained attention in youth with attention-deficit/hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anne-Claude V. BÉDARD, Auteur ; Mark A. STEIN, Auteur ; Jeffrey M. HALPERIN, Auteur ; Beth KRONE, Auteur ; Estrella RAJWAN, Auteur ; Jeffrey H. NEWCORN, Auteur Article en page(s) : p.40-48 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder atomoxetine methylphenidate attention vigilance Index. décimale : PER Périodiques Résumé : Background This study examined the effects of atomoxetine (ATX) and OROS methylphenidate (MPH) on laboratory measures of inhibitory control and attention in youth with attention-deficit/hyperactivity disorder (ADHD). It was hypothesized that performance would be improved by both treatments, but response profiles would differ because the medications work via different mechanisms. Methods One hundred and two youth (77 male; mean age = 10.5 ± 2.7 years) with ADHD received ATX (1.4 ± 0.5 mg/kg) and MPH (52.4 ± 16.6 mg) in a randomized, double-blind, crossover design. Medication was titrated in 4–6-week blocks separated by a 2-week placebo washout. Inhibitory control and attention measures were obtained at baseline, following washout, and at the end of each treatment using Conners' Continuous Performance Test II (CPT-II), which provided age-adjusted T-scores for reaction time (RT), reaction time variability (RT variability), and errors. Repeated-measures analyses of variance were performed, with Time (premedication, postmedication) and Treatment type (ATX, MPH) entered as within-subject factors. Data from the two treatment blocks were checked for order effects and combined if order effects were not present. Clinical trial registration: Clinicaltrials.gov: NCT00183391. Results Main effects for Time on RT (p = .03), RTSD (p = .001), and omission errors (p = .01) were significant. A significant Drug × Time interaction indicated that MPH improved RT, RTSD, and omission errors more than ATX (p < .05). Changes in performance with treatment did not correlate with changes in ADHD symptoms. Conclusions MPH has greater effects than ATX on CPT measures of sustained attention in youth with ADHD. However, the dissociation of cognitive and behavioral change with treatment indicates that CPT measures cannot be considered proxies for symptomatic improvement. Further research on the dissociation of cognitive and behavioral endpoints for ADHD is indicated. En ligne : http://dx.doi.org/10.1111/jcpp.12272 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Child Psychology and Psychiatry > 56-1 (January 2015) . - p.40-48[article] Differential impact of methylphenidate and atomoxetine on sustained attention in youth with attention-deficit/hyperactivity disorder [Texte imprimé et/ou numérique] / Anne-Claude V. BÉDARD, Auteur ; Mark A. STEIN, Auteur ; Jeffrey M. HALPERIN, Auteur ; Beth KRONE, Auteur ; Estrella RAJWAN, Auteur ; Jeffrey H. NEWCORN, Auteur . - p.40-48.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-1 (January 2015) . - p.40-48
Mots-clés : Attention-deficit/hyperactivity disorder atomoxetine methylphenidate attention vigilance Index. décimale : PER Périodiques Résumé : Background This study examined the effects of atomoxetine (ATX) and OROS methylphenidate (MPH) on laboratory measures of inhibitory control and attention in youth with attention-deficit/hyperactivity disorder (ADHD). It was hypothesized that performance would be improved by both treatments, but response profiles would differ because the medications work via different mechanisms. Methods One hundred and two youth (77 male; mean age = 10.5 ± 2.7 years) with ADHD received ATX (1.4 ± 0.5 mg/kg) and MPH (52.4 ± 16.6 mg) in a randomized, double-blind, crossover design. Medication was titrated in 4–6-week blocks separated by a 2-week placebo washout. Inhibitory control and attention measures were obtained at baseline, following washout, and at the end of each treatment using Conners' Continuous Performance Test II (CPT-II), which provided age-adjusted T-scores for reaction time (RT), reaction time variability (RT variability), and errors. Repeated-measures analyses of variance were performed, with Time (premedication, postmedication) and Treatment type (ATX, MPH) entered as within-subject factors. Data from the two treatment blocks were checked for order effects and combined if order effects were not present. Clinical trial registration: Clinicaltrials.gov: NCT00183391. Results Main effects for Time on RT (p = .03), RTSD (p = .001), and omission errors (p = .01) were significant. A significant Drug × Time interaction indicated that MPH improved RT, RTSD, and omission errors more than ATX (p < .05). Changes in performance with treatment did not correlate with changes in ADHD symptoms. Conclusions MPH has greater effects than ATX on CPT measures of sustained attention in youth with ADHD. However, the dissociation of cognitive and behavioral change with treatment indicates that CPT measures cannot be considered proxies for symptomatic improvement. Further research on the dissociation of cognitive and behavioral endpoints for ADHD is indicated. En ligne : http://dx.doi.org/10.1111/jcpp.12272 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Prototypical category learning in high-functioning autism / Tony VLADUSICH in Autism Research, 3-5 (October 2010)
[article]
Titre : Prototypical category learning in high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Tony VLADUSICH, Auteur ; Olufemi OLU-LAFE, Auteur ; Dae-Shik KIM, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Stephen GROSSBERG, Auteur Année de publication : 2010 Article en page(s) : p.226-236 Langues : Anglais (eng) Mots-clés : autism category learning prototype exemplar memory attention vigilance adaptive resonance theory Index. décimale : PER Périodiques Résumé : An ongoing debate in developmental cognitive neuroscience is whether individuals with autism are able to learn prototypical category representations from multiple exemplars. Prototype learning and memory were examined in a group of high-functioning autistic boys and young men, using a classic paradigm in which participants learned to classify novel dot patterns into one of two categories. Participants were trained on distorted versions of category prototypes until they reached a criterion level of performance. During transfer testing, participants were shown the training items together with three novel stimulus sets manifesting variable levels of physical distortion (low, medium, or high distortion) relative to the unseen prototypes. Two experiments were conducted, differing only in the manner in which the physical distortions were defined. In the first experiment, a subset of autistic individuals learned categories more slowly than controls, accompanied by an overall diminution in transfer-testing performance. The autism group did, however, manifest a typical pattern of performance across the testing conditions, relative to controls. In the second experiment, group means did not differ statistically in either the training or testing phases. Taken together, these data indicate that high-functioning autistic individuals do not manifest gross deficits in prototypical category learning. A theoretical discussion is given in terms of how perceptual grouping may interact with category learning. En ligne : http://dx.doi.org/10.1002/aur.148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115
in Autism Research > 3-5 (October 2010) . - p.226-236[article] Prototypical category learning in high-functioning autism [Texte imprimé et/ou numérique] / Tony VLADUSICH, Auteur ; Olufemi OLU-LAFE, Auteur ; Dae-Shik KIM, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Stephen GROSSBERG, Auteur . - 2010 . - p.226-236.
Langues : Anglais (eng)
in Autism Research > 3-5 (October 2010) . - p.226-236
Mots-clés : autism category learning prototype exemplar memory attention vigilance adaptive resonance theory Index. décimale : PER Périodiques Résumé : An ongoing debate in developmental cognitive neuroscience is whether individuals with autism are able to learn prototypical category representations from multiple exemplars. Prototype learning and memory were examined in a group of high-functioning autistic boys and young men, using a classic paradigm in which participants learned to classify novel dot patterns into one of two categories. Participants were trained on distorted versions of category prototypes until they reached a criterion level of performance. During transfer testing, participants were shown the training items together with three novel stimulus sets manifesting variable levels of physical distortion (low, medium, or high distortion) relative to the unseen prototypes. Two experiments were conducted, differing only in the manner in which the physical distortions were defined. In the first experiment, a subset of autistic individuals learned categories more slowly than controls, accompanied by an overall diminution in transfer-testing performance. The autism group did, however, manifest a typical pattern of performance across the testing conditions, relative to controls. In the second experiment, group means did not differ statistically in either the training or testing phases. Taken together, these data indicate that high-functioning autistic individuals do not manifest gross deficits in prototypical category learning. A theoretical discussion is given in terms of how perceptual grouping may interact with category learning. En ligne : http://dx.doi.org/10.1002/aur.148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115 Troubles du sommeil et du maintien de l'éveil chez l'enfant TDAH / Michel LECENDREUX in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 79 (Octobre 2004)
[article]
Titre : Troubles du sommeil et du maintien de l'éveil chez l'enfant TDAH Type de document : Texte imprimé et/ou numérique Auteurs : Michel LECENDREUX, Auteur ; Eric KONOFAL, Auteur ; M.-C. MOUREN, Auteur Année de publication : 2004 Article en page(s) : p.285-287 Langues : Français (fre) Mots-clés : Hyperactivité Sommeil Vigilance Enfant TDAH Index. décimale : PER Périodiques Résumé : Trouble Déficitaire de 1’Altention/Hyperactivité (TDAH) peut être compris comme
comportementale (agitation excessive, comportements auto ou hétéro-agressifs) et neurocognitive (difficultés attentionnelles, intolérance à la frustration, irritabilité, colères) d’un trouble du maintien de l’éveil avec alternance d’excès d’éveil (hyperéveil) et de phases d’hypovigilance. L’existence d’une motricité nocturne excessive chez l’enfant hyperactif est un élément supplémentaire étayant l’hypothèse d’un dysfonctionnement monoaminergique (dopaminergique et noradrénergique) dans cette pathologie et qui pourrait avoir des conséquences thérapeutiques importantes à court terme, Une meilleure compréhension des mécanismes physiopathologiques sous-tendant les modifications de la balance veille-sommeil devrait permettre dans un avenir proche le développement de stratégies thérapeutiques nouvelles dans le TDAH prenant en compte la dimension d’hypovigilance et de retentissement du trouble sur l’ensemble du nycthémère.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=196
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 79 (Octobre 2004) . - p.285-287[article] Troubles du sommeil et du maintien de l'éveil chez l'enfant TDAH [Texte imprimé et/ou numérique] / Michel LECENDREUX, Auteur ; Eric KONOFAL, Auteur ; M.-C. MOUREN, Auteur . - 2004 . - p.285-287.
Langues : Français (fre)
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 79 (Octobre 2004) . - p.285-287
Mots-clés : Hyperactivité Sommeil Vigilance Enfant TDAH Index. décimale : PER Périodiques Résumé : Trouble Déficitaire de 1’Altention/Hyperactivité (TDAH) peut être compris comme
comportementale (agitation excessive, comportements auto ou hétéro-agressifs) et neurocognitive (difficultés attentionnelles, intolérance à la frustration, irritabilité, colères) d’un trouble du maintien de l’éveil avec alternance d’excès d’éveil (hyperéveil) et de phases d’hypovigilance. L’existence d’une motricité nocturne excessive chez l’enfant hyperactif est un élément supplémentaire étayant l’hypothèse d’un dysfonctionnement monoaminergique (dopaminergique et noradrénergique) dans cette pathologie et qui pourrait avoir des conséquences thérapeutiques importantes à court terme, Une meilleure compréhension des mécanismes physiopathologiques sous-tendant les modifications de la balance veille-sommeil devrait permettre dans un avenir proche le développement de stratégies thérapeutiques nouvelles dans le TDAH prenant en compte la dimension d’hypovigilance et de retentissement du trouble sur l’ensemble du nycthémère.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=196