Pubmed (TDAH) du 17/01/26
1. Baxmann M, Kárpáti K, Baráth Z. The association between attention deficit hyperactivity disorder and orthodontic outcomes: a systematic review. BMC Oral Health;2026 (Jan 17)
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2. Conti AA, Bozhilova N, Eraydin IE, Stringer D, Johansson L, Marhenke R, Bilbow A, El Masri S, Hyde J, Giaroli G, Liang H, Fiori F, Mehta MA, Santosh P, Carter B, Cortese S, Rubia K. External trigeminal nerve stimulation in youth with ADHD: a randomized, sham-controlled, phase 2b trial. Nat Med;2026 (Jan 16)
External trigeminal nerve stimulation (TNS) received US Food and Drug Administration clearance in 2019 as the first device-based, non-pharmacological treatment for attention-deficit/hyperactivity disorder (ADHD), based on a small pilot sham-controlled randomized controlled trial (RCT) that reported symptom improvement in 62 children with ADHD. Here we conducted a confirmatory multicenter, double-blind, randomized, sham-controlled, parallel-group, phase 2b RCT to investigate short-term and long-term efficacy (6 months) of real versus sham TNS in 150 children and adolescents with ADHD. Participants were randomized to receive real TNS (n = 75, mean age (s.d.) = 12.6 (2.8) years) or sham TNS (n = 75, mean age (s.d.) = 12.6 (2.8) years) nightly for approximately 9 hours for 4 weeks. Bilateral stimulation targeted V1 trigeminal branches using battery-powered electrodes applied to the forehead. Sham TNS delivered 30 seconds of stimulation per hour at lower frequency and pulse width. Intention-to-treat analysis showed no significant differential treatment effects on ADHD symptoms (primary outcome) (estimated adjusted mean difference = 0.83; 95% confidence interval: -2.47 to 4.13; P = 0.622; Cohen’s d = 0.09). No serious adverse events were reported, and side effects did not differ between groups. In conclusion, TNS is a safe intervention but does not demonstrate clinical efficacy for pediatric ADHD. Trial registration: ISRCTN82129325 .
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3. Megari K, Genova KD. Cognitive Pathways in Atypical Development: Executive Functions in Children With Attention-Deficit/Hyperactivity Disorder and Specific Learning Disorders. Int J Dev Neurosci;2026 (Feb);86(1):e70094.
Executive functions encompass a range of higher-level cognitive processes that are crucial for attaining goals and adjusting behaviours. They play a significant role in the early predictions of learning outcomes, academic performance, health, well-being, economic status and social interactions in life. The preschool years are an important period for the development of executive functions, during which an early intervention can have notably beneficial effects. The primary aim of this narrative review is to enhance our understanding of certain executive function impairments, their developmental trajectories and the underlying risk factors in atypically developing children with neurodevelopmental conditions, such as attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLDs), as well as to emphasize the applicable clinical implications and identify the areas within the literature that necessitate further investigation and understanding.
