Long-term treatment outcomes with lisdexamfetamine dimesylate for adults with attention-deficit/hyperactivity disorder stratified by baseline severity

2011 ◽  
Vol 27 (6) ◽  
pp. 1097-1107 ◽  
Author(s):  
Lawrence Ginsberg ◽  
Alain Katic ◽  
Ben Adeyi ◽  
Bryan Dirks ◽  
Thomas Babcock ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Treatment Outcomes ◽  
Attention Deficit ◽  
Term Treatment ◽  
Lisdexamfetamine Dimesylate ◽  
Hyperactivity Disorder ◽  
Baseline Severity ◽  
Long Term Treatment

Attention-Deficit Hyperactivity Disorder: An introduction

1988 ◽  
Vol 2 ◽  
pp. 17-28
Author(s):  
Fred Gravestock
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Term Treatment ◽  
Hyperactivity Disorder ◽  
School Counsellors ◽  
Classroom Behaviour ◽  
Long Term Treatment ◽  
Research Findings ◽  
Home And School

Attention-Deficit Hyperactivity Disorder (ADHD) is one of numerous explanations for ongoing behaviour disturbance in children both at home and school. With an incidence rate of between 5% and 10% in the general population, it accounts for a significant percentage of patients presented at child guidance facilities. It is a pervasive and chronic developmental disorder as apparent from its natural course. Treatment, while effective in the short-term, has limited impact on the long-term prospects for these children. Current research in multi-modal, long-term treatment is however producing more positive results. Presentation of research findings on the classroom behaviour of ADHD are followed by consideration of several methods for assessing the disorder. The paper concludes with a brief outline of the role teachers, guidance officers and school counsellors can play in this major childhood disorder.

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