小狗阅读会员会员
医学顶刊SCI精读工具

扫码登录小狗阅读

阅读SCI医学文献
Document
订阅泛读方向 订阅泛读期刊
  • 我的关注
  • 我的关注
  • {{item.title}}

    按需关注领域/方向,精准获取前沿热点

  • {{item.title}}

    {{item.follow}}人关注

  • {{item.subscribe_count}}人订阅

    IF:{{item.impact_factor}}

    {{item.title}}

Individualised stepwise adaptive treatment for 3–6-year-old preschool children impaired by attention-deficit/hyperactivity disorder (ESCApreschool): study protocol of an adaptive intervention study including two randomised controlled trials within the con

3-6 岁注意缺陷/多动障碍受损学龄前儿童的个体化逐步适应性治疗 (ESCApreschool): 适应性干预研究的研究方案,包括 con 内的两项随机对照试验。

  • 影响因子:2.12
  • DOI:10.1186/s13063-019-3872-8
  • 作者列表:"Katja Becker","Tobias Banaschewski","Daniel Brandeis","Christina Dose","Christopher Hautmann","Martin Holtmann","Thomas Jans","Lea Jendreizik","Carolin Jenkner","Katja John","Johanna Ketter","Sabina Millenet","Ursula Pauli-Pott","Tobias Renner","Marcel Romanos","Anne-Katrin Treier","Elena von Wirth","Anne-Kathrin Wermter","Manfred Döpfner
  • 发表时间:2020-01-12
Abstract

Abstract Background Attention-deficit/hyperactivity disorder (ADHD) is a psychosocially impairing and cost-intensive mental disorder, with first symptoms occurring in early childhood. It can usually be diagnosed reliably at preschool age. Early detection of children with ADHD symptoms and an early, age-appropriate treatment are needed in order to reduce symptoms, prevent secondary problems and enable a better school start. Despite existing ADHD treatment research and guideline recommendations for the treatment of ADHD in preschool children, there is still a need to optimise individualised treatment strategies in order to improve outcomes. Therefore, the ESCApreschool study (Evidence-Based, Stepped Care of ADHD in Preschool Children aged 3 years and 0 months to 6 years and 11 months of age (3;0 to 6;11 years) addresses the treatment of 3–6-year-old preschool children with elevated ADHD symptoms within a large multicentre trial. The study aims to investigate the efficacy of an individualised stepwise-intensifying treatment programme. Methods The target sample size of ESCApreschool is 200 children (boys and girls) aged 3;0 to 6;11 years with an ADHD diagnosis according to Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) or a diagnosis of oppositional defiant disorder (ODD) plus additional substantial ADHD symptoms. The first step of the adaptive, stepped care design used in ESCApreschool consists of a telephone-assisted self-help (TASH) intervention for parents. Participants are randomised to either the TASH group or a waiting control group. The treatment in step 2 depends on the outcome of step 1: TASH responders without significant residual ADHD/ODD symptoms receive booster sessions of TASH. Partial or non-responders of step 1 are randomised again to either parent management and preschool teacher training or treatment as usual. Discussion The ESCApreschool trial aims to improve knowledge about individualised treatment strategies for preschool children with ADHD following an adaptive stepped care approach, and to provide a scientific basis for individualised medicine for preschool children with ADHD in routine clinical care. Trial registration The trial was registered at the German Clinical Trials Register (DRKS) as a Current Controlled Trial under DRKS00008971 on 1 October 2015. This manuscript is based on protocol version 3 (14 October 2016).

摘要

摘要: 背景注意缺陷/多动障碍 (ADHD) 是一种社会心理损害和成本密集型精神障碍,首发症状发生在儿童早期。它通常可以在学龄前可靠地诊断。需要早期发现有 ADHD 症状的儿童,并进行早期、与年龄相适应的治疗,以减少症状,防止继发问题,并使学校有更好的开始。尽管现有的 ADHD 治疗研究和学龄前儿童 ADHD 治疗指南建议,但仍需要优化个性化治疗策略,以改善结局。因此,在 3 岁 0 个月 ~ 6 岁 11 个月 (3; 0 ~ 6; 11 年) 在一项大型多中心试验中解决了 3-6 岁学龄前儿童 ADHD 症状升高的治疗。该研究旨在调查个体化逐步强化治疗方案的疗效。方法以 200 名符合《精神障碍诊断与统计手册》诊断为 ADHD 的 3 岁、 0 ~ 6 岁、 11 岁儿童为目标样本, 第五版 (DSM-5) 或对立违抗性障碍 (ODD) 的诊断加上额外的实质性 ADHD 症状。在逃避学校中使用的适应性、阶梯式护理设计的第一步包括对家长的电话辅助自助 (TASH) 干预。参与者被随机分配到 TASH 组或等待对照组。步骤 2 中的治疗取决于步骤 1 的结果: 没有明显残余 ADHD/ODD 症状的 TASH 应答者接受 TASH 的加强治疗。步骤 1 的部分或无应答者再次随机分配给家长管理和幼儿教师培训或照常治疗。讨论 ESCApreschool 试验旨在通过适应性阶梯式护理方法,提高对学龄前 ADHD 儿童个性化治疗策略的认识, 为学龄前 ADHD 患儿在常规临床护理中个体化用药提供科学依据。试验注册该试验于 2015年10月1日在德国临床试验注册中心 (DRKS) 注册为 DRKS00008971 下的当前对照试验。本手稿基于协议版本 3 (2016年10月14日)。

下载该文献
小狗阅读

帮助医生、学生、科研工作者解决SCI文献找不到、看不懂、阅读效率低的问题。提供领域精准的SCI文献,通过多角度解析提高文献阅读效率,从而使用户获得有价值研究思路。

相关文献
影响因子:2.12
发表时间:2020-01-12
来源期刊:Trials
DOI:10.1186/s13063-019-3872-8
作者列表:["Katja Becker","Tobias Banaschewski","Daniel Brandeis","Christina Dose","Christopher Hautmann","Martin Holtmann","Thomas Jans","Lea Jendreizik","Carolin Jenkner","Katja John","Johanna Ketter","Sabina Millenet","Ursula Pauli-Pott","Tobias Renner","Marcel Romanos","Anne-Katrin Treier","Elena von Wirth","Anne-Kathrin Wermter","Manfred Döpfner"]

METHODS:Abstract Background Attention-deficit/hyperactivity disorder (ADHD) is a psychosocially impairing and cost-intensive mental disorder, with first symptoms occurring in early childhood. It can usually be diagnosed reliably at preschool age. Early detection of children with ADHD symptoms and an early, age-appropriate treatment are needed in order to reduce symptoms, prevent secondary problems and enable a better school start. Despite existing ADHD treatment research and guideline recommendations for the treatment of ADHD in preschool children, there is still a need to optimise individualised treatment strategies in order to improve outcomes. Therefore, the ESCApreschool study (Evidence-Based, Stepped Care of ADHD in Preschool Children aged 3 years and 0 months to 6 years and 11 months of age (3;0 to 6;11 years) addresses the treatment of 3–6-year-old preschool children with elevated ADHD symptoms within a large multicentre trial. The study aims to investigate the efficacy of an individualised stepwise-intensifying treatment programme. Methods The target sample size of ESCApreschool is 200 children (boys and girls) aged 3;0 to 6;11 years with an ADHD diagnosis according to Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) or a diagnosis of oppositional defiant disorder (ODD) plus additional substantial ADHD symptoms. The first step of the adaptive, stepped care design used in ESCApreschool consists of a telephone-assisted self-help (TASH) intervention for parents. Participants are randomised to either the TASH group or a waiting control group. The treatment in step 2 depends on the outcome of step 1: TASH responders without significant residual ADHD/ODD symptoms receive booster sessions of TASH. Partial or non-responders of step 1 are randomised again to either parent management and preschool teacher training or treatment as usual. Discussion The ESCApreschool trial aims to improve knowledge about individualised treatment strategies for preschool children with ADHD following an adaptive stepped care approach, and to provide a scientific basis for individualised medicine for preschool children with ADHD in routine clinical care. Trial registration The trial was registered at the German Clinical Trials Register (DRKS) as a Current Controlled Trial under DRKS00008971 on 1 October 2015. This manuscript is based on protocol version 3 (14 October 2016).

影响因子:3.16
发表时间:2020-03-02
DOI:10.1016/j.bbr.2019.112382
作者列表:["Kibby MY","Dyer SM","Lee SE","Stacy M"]

METHODS:Prefrontal volume reductions commonly are demonstrated in ADHD, but the literature examining prefrontal volume in reading disorders (RD) is scant despite their also having executive functioning (EF) deficits. Furthermore, only a few anatomical studies have examined the frontal lobes in comorbid RD/ADHD, though they have EF deficits similar to RD and ADHD. Hence, we examined frontal gyri volume in children with RD, ADHD, RD/ADHD and controls, as well as their relationship to EF for gyri found to differ between groups. We found right inferior frontal (RIF) volume was smaller in ADHD, and smaller volume was related to worse behavioral regulation. Left superior frontal (LSF) volume was larger in RD than ADHD, and its size was negatively related to basic reading ability. Left middle frontal (LMF) volume was largest in RD/ADHD overall. Further, its volume was not related to basic reading nor behavioral regulation but was related to worse attentional control, suggesting some specificity in its EF relationship. When examining hypotheses on the etiology of RD/ADHD, RD/ADHD was commensurate with ADHD in RIF volume and both RD and ADHD in LSF volume (being midway between the groups), consistent with the common etiology hypothesis. Nevertheless, they also had an additional gyrus affected: LMF, consistent with the cognitive subtype hypothesis in its specificity to RD/ADHD. The few other frontal aMRI studies on RD/ADHD supported both hypotheses as well. Given this, future research should continue to focus on frontal morphology in its endeavors to find neurobiological contributors to the comorbidity between RD and ADHD.

翻译标题与摘要 下载文献
影响因子:5.77
发表时间:2020-01-24
来源期刊:Psychological medicine
DOI:10.1017/S0033291719004148
作者列表:["Mooney MA","Bhatt P","Hermosillo RJM","Ryabinin P","Nikolas M","Faraone SV","Fair DA","Wilmot B","Nigg JT"]

METHODS:BACKGROUND:Mechanistic endophenotypes can inform process models of psychopathology and aid interpretation of genetic risk factors. Smaller total brain and subcortical volumes are associated with attention-deficit hyperactivity disorder (ADHD) and provide clues to its development. This study evaluates whether common genetic risk for ADHD is associated with total brain volume (TBV) and hypothesized subcortical structures in children. METHODS:Children 7-15 years old were recruited for a case-control study (N = 312, N = 199 ADHD). Children were assessed with a multi-informant, best-estimate diagnostic procedure and motion-corrected MRI measured brain volumes. Polygenic scores were computed based on discovery data from the Psychiatric Genomics Consortium (N = 19 099 ADHD, N = 34 194 controls) and the ENIGMA + CHARGE consortium (N = 26 577). RESULTS:ADHD was associated with smaller TBV, and altered volumes of caudate, cerebellum, putamen, and thalamus after adjustment for TBV; however, effects were larger and statistically reliable only in boys. TBV was associated with an ADHD polygenic score [β = -0.147 (-0.27 to -0.03)], and mediated a small proportion of the effect of polygenic risk on ADHD diagnosis (average ACME = 0.0087, p = 0.012). This finding was stronger in boys (average ACME = 0.019, p = 0.008). In addition, we confirm genetic variation associated with whole brain volume, via an intracranial volume polygenic score. CONCLUSION:Common genetic risk for ADHD is not expressed primarily as developmental alterations in subcortical brain volumes, but appears to alter brain development in other ways, as evidenced by TBV differences. This is among the first demonstrations of this effect using molecular genetic data. Potential sex differences in these effects warrant further examination.

翻译标题与摘要 下载文献
方向

复制标题
发送后即可在该邮箱或我的下载查看该文献
发送
该文献默认存储到我的下载

科研福利

临床科研之家订阅号

报名咨询

建议反馈
问题标题:
联系方式:
电子邮件:
您的需求: