When they think of attention deficit hyperactivity disorder, most people think of squirming kids unable to sit still. ADHD, as it is more generally known, is one of the most common disorders of childhood. But symptoms of ADHD often linger into adulthood.

Approximately 2 to 4 percent of college students report significant symptoms of ADHD such as difficulty with attention, impulse control, and restlessness.

Although there is a great deal of information about childhood and adult ADHD and treatments, theres scarce information about the effectiveness of medication on college students with ADHD.

That is all about to change. Researchers at the University of Rhode Island and Lehigh University are about to launch a study to test the effectiveness of the stimulant medication, Vyvanse™, on college students with ADHD. It is the first such study for this population.

Lisa Weyandt, an associate professor of psychology at URI and one of the nations leading researchers on ADHD in college students, was awarded a grant from Shire Development Inc. to support the study. Shire, the manufacturer of Vyvanse™, is a global specialty biopharmaceuticals company that focuses on attention deficit and hyperactivity disorder, human genetic therapies, and gastrointestinal diseases.

As principal investigator on the grant, Weyandt has subcontracted the study with her coinvestigator ADHD expert George DuPaul, professor of school psychology who chairs the Department of Education and Human Services at Lehigh. DuPauls research interests include the assessment and treatment of college students with significant ADHD symptoms. DuPaul earned his graduate degrees from URI.

“College students with ADHD are at a greater risk for academic and psychological difficulties. They are also in a unique developmental context at this stage of their lives, when they are expected to live and act independently,” says DuPaul.

“Many colleges and universities offer resources to help students with ADHD from a functional standpoint. However, we are the first to look at the impact of medication to treat the symptoms of ADHD.”

The study will begin this fall. Twentyfive students from URI and Lehigh University will be recruited for the fiveweek study through disability support services offices and advertisements.

Each student will be evaluated during a baseline level (no meds, no placebo), a placebo condition, and during three different levels of medication. The study, designed as a placebo controlled double blind, ensures that neither the student nor the data collector know the level of the drug, if any, the student is taking. Students will receive a $300 honorarium if they complete the study.

The grant will fund the salaries of two graduate students at each institution.

“The study will measure changes in attention and executive functions and social/psychological functioning, as well as perceived changes among the students,” said Weyandt. “Feedback from the students professors will also be sought.”

Study results will be announced in fall of 2010.

Source
Jan Wenzel

Children with fetal alcohol spectrum disorders (FASD) have a high risk of psychiatric problems, particularly attention deficit hyperactivity disorder (ADHD), conduct disorder, or both. Often children with FASD are initially diagnosed with ADHD. A new study is the first to examine a range of cognitive factors and social behavior in children with FASD and ADHD, finding that those with FASD have significantly weaker social cognition and facial emotionprocessing abilities.

Results will be published in the October issue of Alcoholism Clinical & Experimental Research and are currently available at Early View.

“Behaviorally, FASD and ADHD can look quite similar, particularly with respect to problems with very limited attention, physical restlessness, and extreme impulsivity,” explained Rachel Greenbaum, a clinical psychologist with the Childrens Mental Health Team at Surrey Place Centre in Toronto, who conducted the study as part of her doctoral dissertation.

“However, social deficits in children with neurodevelopmental disorders may have different underlying mechanisms,” noted Piyadasa W. Kodituwakku, associate professor of pediatrics and neurosciences at the University of New Mexico School of Medicine. “For example, children with ADHD experience social problems because of poor selfregulation rather than deficient knowledge of appropriate social behavior. In other words, a child with ADHD may accurately recite social rules, but fail to apply them. In contrast, social difficulties in a child with autism may result from a fundamental deficit in social sense, referred to as mindblindness. Thus, when delineating qualitative differences in social phenotypes of neurodevelopmental disorders, it is important to assess not only observable behaviors, but also their underlying cognitive mechanisms.”

This study looked specifically at socialcognition and emotionprocessing abilities, said Joanne Rovet, a professor at the University of Toronto and senior scientist in neurosciences and mental health at the Hospital for Sick Children, and supervisor of the fetal alcohol research program.

“Social cognition refers to the ability to consider and differentiate between the beliefs, thoughts, feelings, and intentions of oneself and others,” said Rovet, who is also the studys corresponding author. “This involves understanding the meaning of social information and knowing how to interact appropriately. These abilities are important for communicating and relating successfully with others. Emotion processing refers to understanding and processing information related to feelings. This includes the ability to recognize and differentiate between varied emotions in others and in oneself. These skills are also important for relating and communicating socially with other people.”

Greenbaum and her colleagues recruited three groups of children 33 (16 boys, 17 girls) with FASD, 30 (24 boys, 6 girls) with ADHD, and a “normal” control group of 34 (18 boys, 16 girls) from a preexisting data pool, clinics, communities, and schools in the greater Toronto area. The mean age was 9.2, 9.3 and 8.9 years, respectively. All completed tasks were designed to measure social cognition and emotion processing. Additionally, parents and teachers used standard questionnaires and scales to assess the childrens behavioral problems and social skills.

“Our findings show that … overall, children with FASD have more severe behavioral problems,” said Rovet. “In terms of social cognition and emotional processing, the core deficit in FASD appears to be in understanding and interpreting anothers mental states and emotions.”

Rovet added that a “profile” of children with FASD would include items such as high distractibility and restlessness, as well as behaviors often described as “out of control” and juvenile. “Based on previous work from our lab, children and adolescents with FASD were more likely than children with ADHD to engage in antisocial behaviors, such as cheating, stealing and acting young, as well as sociopathic behaviors including lying and stealing,” she said. “Importantly, the findings from our present study, specifically the significant differences in social cognition and emotional processing between children with FASD and ADHD, may underlie the severe conduct problems observed in children prenatally exposed to alcohol.”

“In other words,” said Kodituwakku, “children with FASD and ADHD have social difficulties, but what is contributing to these difficulties may be different. For example, a child with ADHD may be able to predict how another child would feel in a certain situation, but he or she may do something to hurt that childs feelings despite this ability. On the other hand, a child with FASD may do something to hurt someone elses feelings because of an inability to appreciate that persons reactions. This difference has implications for the development of socialskills training programs. That is, a training program designed for a child with ADHD may include procedures targeting how to translate what the child already knows into actions, while a program designed for a child with FASD may address both building specific cognitive skills and practicing appropriate actions.”

“One of the major contributions of this study pertains to understanding what children with FASD look like from a truly clinical perspective,” said Greenbaum, “helping to clarify for clinicians trying to diagnose and treat them the full extent and specific nature of their previously unidentified problems, thus extending treatment possibilities that may help alleviate some of their more debilitating antisocial and behavioral problems.”

One finding with potential for immediate action was that children with FASD have difficulty interpreting social information, including emotions in faces, said Rovet. “These difficulties predict their behavior problems and are linked to their social development,” she emphasized. “It is imperative that these children receive assistance in social and emotional processing domains, specifically targeting interventions to deal with their unique deficits.”

Source
Joanne Rovet, Ph.D.
The Hospital for Sick Children
Rachel Greenbaum, Ph.D.
Surrey Place Centre
Piyadasa W. Kodituwakku, Ph.D.
University of New Mexico School of Medicine