ldren in the United States, and is considered the most commonly diagnosed psychiatric disorder in children and adolescents. ADHD is a neurological brain disorder that manifests as a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable age and maturity. ADHD can have a profound effect on a child's quality of life and can be serious enough to interfere beyond academics, leading to problems maintaining friendships, focusing on sports and other after-school activities and relating well within the family.
Analog Classroom Study of Amphetamine Extended Release and Atomoxetine in Youth With ADHD (APA Poster #NR 450)
Behavior
Patients taking mixed amphetamine salts showed consistently improved behavior scores at each weekly interval, as measured by the Swanson, Kotkin, Agler, M-Flynn and Pelham (SKAMP) behavior rating scale, which is a standard, validated classroom assessment tool used for testing ADHD. In comparison, children taking atomoxetine had varied behavior scores from one week to the next, which reflects inconsistent ADHD symptom control. Specifically, mixed amphetamine salts significantly improved behavior over a three-week treatment period compared to atomoxetine and baseline (P<0.0001 for both). In contrast, behavior scores with atomoxetine significantly improved only at week one and did not show significant improvement at weeks two and three compared to baseline (P=0.0007, P=0.63 and P=0.11, respectively).
When analyzed at various time points during the day, including at 2 hours, 4.5 hours, 7 hours, 9.5 hours and 12 hours post dose, mixed amphetamine salts consistently and significantly improved behavior scores (P<0.0001 for all time points ), helping children better function throughout the 12-hour day. In contrast, these data indicated that atomoxetine did not provide continuous, daily behavioral symptom control, as ev
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Contact: Tom Vasich
tmvasich@uci.edu
949-824-6922
Porter Novelli
4-May-2004
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