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Attention Deficit Hyperactivity Attention Deficit Hyperactivity Disorder (ADHD):Disorder (ADHD):
Medication TreatmentMedication Treatment
Tim Wigal, Ph.D.Tim Wigal, Ph.D.
PediatricsPediatrics
University of California, IrvineUniversity of California, Irvine
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Minimal Brain Dysfunction
Minimal Brain Damage
Hyperkinetic Reaction of Childhood (DSM-II)
Attention Deficit Disorder + or - Hyperactivity (DSM-III)
Attention Deficit Hyperactivity Disorder (DSM-III-R)
19601960 1980198019681968 19871987 19941994
Attention Deficit/Hyperactivity Disorder (DSM-IV)Attention Deficit/Hyperactivity Disorder (DSM-IV)
19301930
ADHD: Historical TimelineADHD: Historical Timeline
ADHD-likesyndromefirst described
19021902
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ADHD: DSM-IV SubtypesADHD: DSM-IV Subtypes ADHD Predominantly Inattentive TypeADHD Predominantly Inattentive Type
– Criteria met for inattention but not for Criteria met for inattention but not for impulsivity/hyperactivityimpulsivity/hyperactivity
ADHD Predominantly Hyperactive-Impulsive TypeADHD Predominantly Hyperactive-Impulsive Type– Criteria met for impulsivity/hyperactivity Criteria met for impulsivity/hyperactivity
but not for inattentionbut not for inattention
ADHD Combined TypeADHD Combined Type– Criteria are met for both inattention and Criteria are met for both inattention and
impulsivity/hyperactivityimpulsivity/hyperactivityInattention
Impulsivity/Hyperactivity
Inattention
Impulsivity/Hyperactivity
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AACAP. J Am Acad Child Adolesc Psychiatry. 1997;36:85S-121S.
Proper Steps in DiagnosisProper Steps in Diagnosis AssessmentAssessment
– HistoryHistory– DSM-IV criteriaDSM-IV criteria– Interview — parents, teachers, and patientInterview — parents, teachers, and patient
Determine functional impairment in home and school/job settingsDetermine functional impairment in home and school/job settings
– Rating scales to corroborate clinical diagnosisRating scales to corroborate clinical diagnosis– Physical exam, vital signs, physical explanation for Physical exam, vital signs, physical explanation for
disorder, secondary conditions, drug contraindicationsdisorder, secondary conditions, drug contraindications– Make assessment for comorbid conditionsMake assessment for comorbid conditions
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ADHD Low selfesteem
Academiclimitations
Relationships
Smoking andsubstance abuse
InjuriesMotor vehicle
accidents
Legaldifficulties
Occupational/vocational
Children
Ad
ult
s
Adolescents
Potential Areas of ImpairmentPotential Areas of Impairment
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Goldman, et al. JAMA.1998;279:1100-1107.
Worldwide Prevalence of Worldwide Prevalence of ADHD Is 3% to 7%ADHD Is 3% to 7%
0 5 10 15 20
New Zealand (Anderson et al 1997)
Ontario (Szatmari et al 1989)
US inner city (Newcorn et al 1989)
Pittsburgh, Pa (Costello et al 1988)
Iowa (Lindgren et al 1990)
Germany (Baumgaertel et al 1995)
London, England (Esser et al 1990)
Mannheim, Germany (Esser et al 1990)
Tennessee (Wolraich et al 1996)
United States (Shaffer et al 1996)
Incidence of ADHD (%) in school-age children
Studies of ADHD prevalence
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ADHD: EtiologyADHD: Etiology
ADHD is a heterogeneous behavioral disorder with multiple possible etiologies
CNS = central nervous system
CNSinsults
Geneticorigins
Neuroanatomicalneurochemical
ADHD
Environmentalfactors
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MGH-NMR Center & Harvard-MIT CITP. Adapted from Bush, et al. Biol Psychiatry. 1999;45:1542-1552.
1 x 10-3
1 x 10-2
1 x 10-3
y = +21 mm y = +21 mm
Normal control ADHD
Anterior Cingulate Cortex
Frontal StriatalInsular network
• fMRI shows decreased blood flow to the anterior cingulate and increased flow in the frontal striatum
• PET imaging shows decreased cerebral metabolism in brain areas controlling attention
• SPECT imaging shows increased DAT protein binding
Neuroimaging and ADHDNeuroimaging and ADHD
1 x 10-2
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Faraone. J Am Acad Child Adolesc Psychiatry. 2000;39:1455-1457. Hemminki. Mutat Res. 2001;25:11-21.Palmer. Eur Resp J. 2001;17:696-702.
Willerman, 1973
Goodman, 1989
Gillis, 1992
Edelbrock, 1992
Schmitz, 1995
Thapar, 1995
Gjone, 1996
Silberg, 1996
Sherman, 1997
Levy, 1997
Nadder, 1998
Hudziak, 2000
Average genetic contribution of ADHD based on twin studies0 0.2 0.4 0.6 0.8 1
HeightBreast cancer Asthma Schizophrenia
Twin Studies Show ADHD Twin Studies Show ADHD Is a Genetic DisorderIs a Genetic Disorder
ADHD Mean
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Sunohara G, et al. J Am Acad Adolesc Psychiatry. 2000;39:1537-1592.Giros B, et al. Nature. 1996;379:606-612.
Molecular Genetics of ADHD Molecular Genetics of ADHD
Specific genes associated with ADHDSpecific genes associated with ADHD– Dopamine receptor D4 gene (DRD4) on Dopamine receptor D4 gene (DRD4) on
chromosome 11chromosome 11– Dopamine transporter gene (DAT1) on Dopamine transporter gene (DAT1) on
chromosome 5chromosome 5– D2 dopamine receptor geneD2 dopamine receptor gene– Dopamine-beta-hydroxylase geneDopamine-beta-hydroxylase gene– Uncertain about the association ofUncertain about the association of
noradrenergic genesnoradrenergic genes There are several genes involved and their effects There are several genes involved and their effects
are cumulativeare cumulative
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Three Components of Three Components of ADHD TreatmentADHD Treatment
Education Education Psychosocial interventions Psychosocial interventions Pharmacotherapeutic interventionsPharmacotherapeutic interventions
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American Academy of Pediatrics: Guidelines American Academy of Pediatrics: Guidelines for the Treatment of ADHDfor the Treatment of ADHD
Establish a treatment program that recognizes ADHD as a Establish a treatment program that recognizes ADHD as a chronic conditionchronic condition
Specify appropriate target outcomes to guide managementSpecify appropriate target outcomes to guide management Prescribe Prescribe stimulant medicationstimulant medication and/or and/or behavior therapybehavior therapy to to
improve target outcomes in children with ADHDimprove target outcomes in children with ADHD If the treatment program has not met target outcomes, If the treatment program has not met target outcomes,
evaluate:evaluate:– Original diagnosisOriginal diagnosis– Use of all appropriate treatmentsUse of all appropriate treatments– Adherence to the treatment planAdherence to the treatment plan– Presence of coexisting conditionsPresence of coexisting conditions
Using information from parents, teachers, and the child, Using information from parents, teachers, and the child, follow-up to evaluate target outcomes and adverse effectsfollow-up to evaluate target outcomes and adverse effects
AAP. Pediatrics. 2001;108:1033-1043.
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Sources: Prevalence - Equinox, Diagnosed & Treated - PDDA, Drug - NDC
Th
ou
san
ds
91.7% of diagnosed patients are treated with medication
7,660
4,1353,790
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
Prevalence Diagnosed Treated
Prevalence, Diagnosis, and Treatment of Prevalence, Diagnosis, and Treatment of ADHD in US Across All AgesADHD in US Across All Ages
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MTA Sites and CollaboratorsMTA Sites and Collaborators
UC IrvineUC Irvine Duke UDuke USwanson, Wigal Swanson, Wigal Conners, Wells, MarchConners, Wells, March
U PittsburghU Pittsburgh LIJ/Montreal CCLIJ/Montreal CCPelham, HozaPelham, Hoza Abikoff, HetchmanAbikoff, Hetchman
Columbia UColumbia U UC BerkeleyUC BerkeleyGreenhill, NewcornGreenhill, Newcorn Hinshaw, ElliottHinshaw, Elliott
NIMH/US Dept Education/Stanford NIMH/US Dept Education/Stanford Jensen, Severe, Arnold, Richters, Vitiello, Vereen/Shiller/Kraemer Jensen, Severe, Arnold, Richters, Vitiello, Vereen/Shiller/Kraemer
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Summary of the MTA DesignSummary of the MTA Design
4 randomly assigned groups
Med management (MedMgt, n=144)Behavior modification (Beh, n=144)Combined multimodal (Comb, n=145)Routine community care (CC, n=146)
First 3 groups treated 14 monthsAll assessed at baseline, 3, 9, and 14 months
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MTA Cooperative Group. Arch Gen Psych. 1999;56:1073-1086.
Combination Therapy Is More Effective in the Combination Therapy Is More Effective in the MTAMTA
All treatment arms improved symptoms on an All treatment arms improved symptoms on an absolute basisabsolute basis
Medication management with behavior Medication management with behavior management for ADHD symptoms showed the management for ADHD symptoms showed the most improvementmost improvement
Behavior management was slightly superior to Behavior management was slightly superior to community-based treatment (2/3 Medication)community-based treatment (2/3 Medication)
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Questions about the MTA from a Questions about the MTA from a Clinician Clinician
““What is the chance of clinical success rate if I What is the chance of clinical success rate if I adopt the MTA behavioral algorithm?”adopt the MTA behavioral algorithm?”– about 34% will show “loss of symptoms”about 34% will show “loss of symptoms”
““What is the chance of clinical success rate if I What is the chance of clinical success rate if I adopt the MTA medication algorithm?”adopt the MTA medication algorithm?”– about 56% will show “loss of symptoms”about 56% will show “loss of symptoms”
““What additional benefits are expected if I also What additional benefits are expected if I also recommend intensive psychosocial treatment? recommend intensive psychosocial treatment? – an increase of about 12%, from 56% to 68%an increase of about 12%, from 56% to 68%
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AACAP. J Am Acad Child Adolesc Psychiatry. 1997;36:85S-121S.
Education of Patients and FamilyEducation of Patients and Family
Understanding the disorderUnderstanding the disorder– Medical causeMedical cause– Not due to poor parentingNot due to poor parenting
Environmental restructuringEnvironmental restructuring– Classroom changesClassroom changes– ADHD-friendly modifications in family, work, leisure activitiesADHD-friendly modifications in family, work, leisure activities– Structure, lists, delegatingStructure, lists, delegating
Parent support groups: for example, Parent support groups: for example, www.chadd.org, www.add.orgwww.chadd.org, www.add.org
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Parent educationParent education– Use naturally occurring consequences to teach social skillsUse naturally occurring consequences to teach social skills
– Reinforce positive behaviors and correct negative behaviorsReinforce positive behaviors and correct negative behaviors
– Establish and maintain house rulesEstablish and maintain house rules Social skills trainingSocial skills training
– Target specific behaviors, ie, playground aggressionTarget specific behaviors, ie, playground aggression
– More effective in groups and natural environments like school or campMore effective in groups and natural environments like school or camp
– Stress conflict-resolutionStress conflict-resolution Academic skills trainingAcademic skills training
– Individual or group trainingIndividual or group training
– Focus on following directions, time management, and study skillsFocus on following directions, time management, and study skills
AACAP. J Am Acad Child Adolesc Psychiatry. 1997;36:85S-121S.
Psychosocial Interventions in Psychosocial Interventions in ADHD TreatmentADHD Treatment
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AACAP. J Am Acad Child Adolesc Psychiatry. 1997;36(suppl):85S-121S.
Classes of Medication Used Classes of Medication Used to Treat ADHDto Treat ADHD
FDA-approved FDA-approved – Stimulants (methylphenidate, amphetamine)Stimulants (methylphenidate, amphetamine)
Off-labelOff-label– Antidepressants (tricyclics, bupropion)Antidepressants (tricyclics, bupropion) -adrenergic agonists (clonidine)-adrenergic agonists (clonidine)
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v v Storagevesicle
DA Transporter
Cytoplasmic DA
Methylphenidate
Presynaptic Neuron
Synapse
Probable Mechanism of Action Probable Mechanism of Action of Methylphenidateof Methylphenidate
Wilens T, Spencer TJ. Handbook of Substance Abuse: Neurobehavioral Pharmacology. 1998;501-513.
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ADHD Practice Parameters. J Am Acad Child Adolesc Psychiatry. 1997;36:85S.Greenhill LL, et al. J Am Acad Child Adolesc Psychiatry. 1999;38:503-512.
In ADHD: In ADHD: Stimulants Found to ImproveStimulants Found to Improve
Core SymptomsCore Symptoms– InattentionInattention– ImpulsivityImpulsivity– HyperactivityHyperactivity
Other SymptomsOther Symptoms– NoncomplianceNoncompliance– Impulsive aggressionImpulsive aggression– Social interactionsSocial interactions– Academic efficiencyAcademic efficiency– Academic accuracyAcademic accuracy– Family dynamicsFamily dynamics
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AACAP Clinical Practice Guidelines. J Am Acad Child Adolesc Psychiatry. 1997;36(suppl):85S-121S.
Controversies: growth deficits, tic exacerbation, seizures, abuse
(Effects occurring in >5% of patients and >placebo)
Stimulants: Potential Side EffectsStimulants: Potential Side Effects
Appetite loss,Appetite loss,abdominal painabdominal pain
InsomniaInsomnia NervousnessNervousness
Mild increase in pulse, Mild increase in pulse, blood pressureblood pressure
Psychiatric effects, Psychiatric effects, irritability, dysphoria, irritability, dysphoria, and reboundand rebound
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New Formulations for ADHDNew Formulations for ADHD
MethylphenidateMethylphenidate AmphetamineAmphetamine
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History of Stimulant FormulationsHistory of Stimulant Formulations
1937 – IR d, l-amphetamine1937 – IR d, l-amphetamine 1940 – IR d-amphetamine1940 – IR d-amphetamine 1950 – IR methylphenidate1950 – IR methylphenidate 1970 – IR pemoline1970 – IR pemoline 1980 – SR methylphenidate1980 – SR methylphenidate 2000 – New formulations2000 – New formulations
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FIRST LINE TREATMENTS: STIMULANTSAMPHETAMINE
Adderall XR Shire Pharmaceuticals 10 hr10-30mg (X1)
Desoxyn Ovation Pharmaceuticals 4 -5 hr10-25 mg (X2)
Dexedrine Spansule Glaxo-Smith-Kline 7 hr 5-15 mg (X2)
Dexedrine Glaxo-Smith –Kline 5 hr 5-14mg (X3)
Vyvanse Shire 10-12 hr 30, 50, 70 mg (X1)
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METHYLPHENIDATEConcerta McNeil Pharmaceuticals 9-10 hr 18-72mg (X1)
Metadate CD UCB Pharmaceuticals 8 hr 20-60 mg (X1)
Ritalin LA Novartis 7-8 hr 10 – 60 mg (X1)
Methylin ER Mallinckrodt 6 hr 20-30 mg (X2)
Focalin Novarits 4 hr 2.5 – 15 mg (X3) FocalinXR Novarits 8 hr 5, 10, 15 & 20mg (X1)
Ritalin Novartis 4 hr 5-30 mg (X3)
Daytrana Shire Methylphenidate patch 12 hr
(Patches are 10, 15, 20 and 30 mg)
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SECOND LINE TREATMENTS: ANTI- DEPRESSANTSStrattera Eli Lilly 8-10 hr 10-60 mg (X2)
(Wellbutrin SR Glaxo-Smith-Kline 6-8 hr 100-150 mg (X2)
Tricyclics: Pamelor, Norpramin &Tofranil (Imipramine) All by Novarits 4-6 hr 10-30mg (X3)
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SECOND LINE TREATMENTS: OLDER MEDICATIONS
Cylert – made by Abbott – discontinued due to liver toxicity; stimulant-like drug
Clonidine - Less used due to concerns about side effects (sedation) and sudden death when used in conjunction with stimulant therapy; beta blocker
drug (antihypertensive).
MEDICATIONS STILL UNDER DEVELOPMENTProvigil Cephalon Modafinil (Anti-narcoleptic) –not FDA approved
Guanfacine ER Shire Anti-hypertensive – Approvable letter issued
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Laboratory School Staff
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The Final Formulation of The Final Formulation of OROS®-MPH for Concerta™OROS®-MPH for Concerta™
MPH Overcoat
Tablet Shell
Push Compartment
MPH Compartment
#2
Laser-Drilled Hole
MPH Compartment
#1
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FOCALIN: FOCALIN: DexmethylphenidateDexmethylphenidate
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HN
H
H
PhCH3OOC
2’
2
D (+) Methylphenidate (2R, 2’R)
H
H
H
Ph CHOOC3
2’
2
l (-) Methylphenidate (2S, 2’S)
D-methylphenidate
N
DexmethylphenidateDexmethylphenidate
HN
H
H
PhCH3OOC
2’
2
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FOCALIN DosingFOCALIN Dosing
Data on file
2.5mg 5mg 10mg
—Recommended conversion doses
5 mg
10 mg
20 mg
2.5 mg
5 mg
10 mg
METHYLPHENIDATE DOSE DEXMETHYLPHENIDATE DOSE
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RitalinRitalin®® LA—Bimodal Release for LA—Bimodal Release for Once-daily DosingOnce-daily Dosing
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Delayed-Release Bead
ADDERALL XR™ Pulse Delivery System
Immediate-Release Bead
Bead Core
Overcoating
Release-DelayingPolymer
Overcoating
ADDERALL XR™ Capsule
Overcoating
50% 50%
Drug LayerDrug Layer
Bead Core
Available in 10 mg , 20 mg, and 30 mg capsules
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0.5
1
1.5
2
2.5
3
0 1.5 3 4.5 6 7.5 9 10.5 12
More symptoms
Fewer symptoms
Time post dose (hr)
Analog Classroom Study:Analog Classroom Study: Mean SKAMP Deportment scores Mean SKAMP Deportment scores
Placebo ADDERALL XR 30 mgADDERALL XR 20 mgADDERALL XR 10 mg
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SummarySummary
MPH formulations are the “gold standard” of MPH formulations are the “gold standard” of stimulant medications used to treat ADHDstimulant medications used to treat ADHD
Both MPH and Amphetamine preparations helpBoth MPH and Amphetamine preparations help Dose Dependent results are typicalDose Dependent results are typical Coverage throughout the day depends on the Coverage throughout the day depends on the
formulation, the needs of each child and formulation, the needs of each child and individual brain chemistryindividual brain chemistry
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MEDICATION MEDICATION TREATMENTTREATMENT
Adverse Events in PATSAdverse Events in PATS
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Summary of Vital Signs and Adverse Events Summary of Vital Signs and Adverse Events Relating to Hypertension and TachycardiaRelating to Hypertension and Tachycardia
Dosage during titration at time of Dosage during titration at time of the Hypertension/ the Hypertension/ Tachycardia AEsTachycardia AEs
7.5mg TID- 2 Hypertension7.5mg TID- 2 Hypertension1 Tachycardia AE1 Tachycardia AE
5mg TID- 2 Hypertension AEs5mg TID- 2 Hypertension AEs
2.5mg TID- 3 Hypertension AEs2.5mg TID- 3 Hypertension AEs
1.25mg TID- 1 Hypertension AE1.25mg TID- 1 Hypertension AE
Placebo- 0 AEsPlacebo- 0 AEs (Mild tachyardia is 2 (Mild tachyardia is 2
measurementsmeasurementsof HR at 120-130 for ages 3-5.)of HR at 120-130 for ages 3-5.)
(Mild hypertension is a systolic or(Mild hypertension is a systolic ordiastolic reading above the 95diastolic reading above the 95thth
percentile based on age: 3 ispercentile based on age: 3 is110/072, 4 is 112/72, 5 is 114/73,110/072, 4 is 112/72, 5 is 114/73,and 6 is 115/74) and 6 is 115/74)
VisitVisit
PulsPulse e
(BP(BPM)M)
SystoliSystolic BP c BP
(mmH(mmHg)g)
DiastolDiastolic BP ic BP
(mmHg(mmHg))
MeaMea
nnSDSD MEANMEAN SDSD MEANMEAN SDSD
Parallel- Parallel- Best Dose Best Dose
GroupGroup94.394.3 10.810.8 101.6101.6 9.49.4 61.861.8 8.48.4
Parallel- Parallel- Placebo Placebo GroupGroup
98.398.3 11.811.8 99.499.4 10.710.7 6161 10.810.8
1st Month 1st Month of of
MaintenancMaintenancee
9898 14.314.3 105105 12.812.8 62.462.4 8.48.4
10th Month 10th Month of of
MaintenancMaintenancee
99.399.3 1010 103.6103.6 1010 6161 9.89.8* No statistically significant differences were found.* No statistically significant differences were found.
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Side effects in PATS with statistically significant linear decreases
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
(14.17) (15.86) (16.54) (17.07) (17.85) (18.16) (18.77) (18.88) (19.54) (20.51)
Crabby, Irritable
Prone to Crying
Tearful, Sad, Depressed
Listless
1 2 3 4 5 6 7 8 9 10
Monthly visit and mean daily dose (in mg)
Sid
e E
ffec
t F
req
uen
cy
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Common side effects with no significant decrease
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
1(14.17)
2(15.86)
3
(16.54)
4
(17.07)
5
(17.85)
6
(18.16)
7
(18.77)
8
(18.88)
9
(19.54)
10
(20.51)
Appetite Loss
Picking at Skin
Trouble Sleeping
Worried/ Anxious
Monthly visit and mean daily dose (in mg)
Sid
e E
ffec
t F
req
uen
cy
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Rare side effects
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
(14.17) (15.86)
(16.54) (17.07) (18.77) (18.88) (20.51)
Stomach ache
Social Withdrawal
Motor Tics
BLM
Headache
(19.54)10987654321
(17.85)(18.16)
Monthly visit and mean daily dose (in mg)
Sid
e E
ffec
t F
req
uen
cy
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Standardization of Weight and HeightStandardization of Weight and HeightBased on CDC 2000 National NormsBased on CDC 2000 National Norms
Age (yrs)
70
65
60
55
50
45
40
35
30
25
20
15
Wei
ght (
kg)
Hei
ght (
kg)
175
170
165
160
155
150
145
140
135
130
125
120
Age (yrs)
Mean values at Baseline Month 12-14
50th 0.0
25th -0.67
5th -1.6510th -1.28
75th 0.6790th 1.28
95th 1.65
Age in Months
percentile z-score
Age in Months
Population standard deviations for 7 to 12 year old children = 6.5 cm for height and 5.5 kg for weight
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A z-score is expressed in population SD units. For normal growth rates, z-scores are not expected to change over time.
At Baseline, the average z-scores for the PATS sample were positive (z-wt = +0.71 and z-ht = +0.44).
CDC preschool norms for SD (2.75 kg and 4.8 cm) can be used to transform the z-score back to absolute values (kg and cm).
At Baseline, compared to CDC norms the PATS sample was:
a. 0.71 x 2.75 kg = 1.95 kg heavier than expectedb. 0.44 x 4.8 cm = 2.11 cm taller than expected
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Z-Scores and Percentiles for PATS and MTAZ-Scores and Percentiles for PATS and MTA
z-score percentile 5 yr norms 8 yr norms(cm) (cm)
-1.88 3rd-1.65 5th-1.28 10th-0.67 25th 0.00 50th+0.18 62nd 131.1 (MTA) +0.47 70th 110.5 (PATS) +0.67 75th+1.04 85th+1.28 90th+1.65 95th+1.88 97th
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Mean Height and Weight at Phases of the PATSMean Height and Weight at Phases of the PATS(z-scores and percentiles)(z-scores and percentiles)
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
-200 -100 0 100 200 300 400 500
average number of days
av
era
ge
z-s
co
re
avghtz
avgwtz
Screening Titration Maintenance
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Question & Answer SessionQuestion & Answer Session