Journal of Attention Disorders最新文献

{"title":"Frustration Modulates Attentional Control and Affective Processing in Adults With Attention-Deficit/Hyperactivity Disorder: An ERP Study Using the Affective Posner Task.","authors":"Shoou-Lian Hwang-Gu, Poyu Chen, Yu-Jie Chen, Liang-Jen Wang, Hsing-Chang Ni, Susan Shur-Fen Gau","doi":"10.1177/10870547261469235","DOIUrl":"https://doi.org/10.1177/10870547261469235","url":null,"abstract":"<p><strong>Introduction: </strong>Emotion dysregulation is a core feature of adults with attention-deficit/hyperactivity disorder (ADHD), yet the mechanisms by which affective contexts modulate attentional control remain incompletely understood.</p><p><strong>Method: </strong>We investigated how reward and frustration influence behavioral performance and event-related potentials (ERPs) in adults with ADHD using the Affective Posner Task (APT). Fifty-five adults (25 ADHD, 30 typically developing [TD], aged 20-40 years) completed Baseline, Reward, and Frustration APT conditions while a 32-channel EEG was recorded. Stimulus-locked parietal P3 (220-380 ms, Fz, FCz, and Pz) indexed attentional allocation, whereas feedback-locked Feedback-Related Negativity (FRN; 300-400 ms, Fz/FCz) and Late Positive Potential (LPP; 400-750 ms, Cz/CPz) reflected evaluative and sustained affective-motivational processing.</p><p><strong>Results: </strong>Behaviorally, a significant Group × Condition interaction showed that ADHD participants made more errors than controls only under frustration, despite both groups responding fastest in this condition. ERPs revealed larger P3 amplitudes during Frustration than during Baseline or Reward conditions. However, an Electrode × Group × Trial-type interaction indicated reduced P3 in ADHD on incongruent trials at Pz, consistent with impaired attentional allocation under heightened control demands. In feedback processing, FRN did not show a significant group difference; however, the deceptive loss was more negative than the truthful gain on frustration. Critically, only adults with ADHD showed increased (more positive) LPP amplitudes for both truthful gains and deceptive losses during Frustration relative to the Reward condition, suggesting prolonged affective-motivational engagement; this pattern was absent in TD controls.</p><p><strong>Conclusion: </strong>Together, these findings indicate that frustration disproportionately disrupts accuracy and elicits distinct neural signatures in adults with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261469235"},"PeriodicalIF":3.2,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148536053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' ADHD Endorsement and Symptom Severity Ratings: The Role of Culture, Knowledge, and Attitudes.","authors":"Tyler-Shea L Diener, Mervyn Jackson, Mark A Lee, Christine Grove, Vinh Nguyen","doi":"10.1177/10870547261468111","DOIUrl":"https://doi.org/10.1177/10870547261468111","url":null,"abstract":"<p><strong>Objective: </strong>Although cross-cultural disparities in teachers' ADHD reports are well documented, the factors underlying these differences remain poorly understood. Accordingly, this study examined the unique and combined contributions of teachers' experience and training, cultural orientation, ADHD knowledge, and attitudes to their endorsement and severity ratings of ADHD.</p><p><strong>Method: </strong>Four hundred and eighteen currently employed K-12 teachers from 15 culturally distinct nations (Australia, Brazil, Canada, Chile, Greece, India, Ireland, Italy, Mexico, Poland, Portugal, South Africa, Spain, the United Kingdom, and the United States) viewed four videos depicting children exhibiting inattentive-type behaviors, hyperactive-impulsive-type behaviors, and two control videos depicting typical development. Following each video, teachers rated the likelihood that the child displayed ADHD behavior (endorsement) and the severity of their symptoms. Teachers also reported their professional background and completed measures assessing their cultural values, ADHD-specific knowledge, and attitudes. Hierarchical regression analyses were used to identify predictors of ADHD endorsement and symptom severity ratings.</p><p><strong>Results: </strong>Reliable differences emerged in teachers' ADHD ratings of identical behaviors. Teaching experience and training, individualism-collectivism, perceived ADHD knowledge, and negative ADHD beliefs significantly predicted the likelihood of endorsing an ADHD label and symptom severity ratings, though the strength and pattern of these effects varied across behavioral presentations.</p><p><strong>Conclusions: </strong>Teachers' ADHD ratings of identical behaviors are shaped, in part, by their professional experience, cultural orientation, and attitudes about ADHD, which may lead to disparities in identifying students with ADHD. Improving equity in school-based assessments may therefore require approaches that address teachers' beliefs, diagnostic confidence, and culturally informed expectations of classroom behavior. Directions for future research, including the need to replicate these findings using observational methodologies to assess whether similar patterns emerge in teachers' real-world assessments, are discussed.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261468111"},"PeriodicalIF":3.2,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148470925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Lazy, Strange, Disorganized, and Diagnosed\"? Mental Representations of ADHD in People With and Without a Diagnosis.","authors":"Ícaro Moreira Costa, Cynthia de Freitas Melo, Daniel Foschetti Gontijo, Sarah Dourado, Larissa Louise Paiva Tavares, Carolina Monteiro Bezerra","doi":"10.1177/10870547261469218","DOIUrl":"https://doi.org/10.1177/10870547261469218","url":null,"abstract":"<p><strong>Objective: </strong>Attention-Deficit/Hyperactivity Disorder (ADHD) has gained increasing visibility in public discourse on mental health, particularly in adulthood, while remaining associated with stigma, oversimplification, and misinformation. The present study aimed to identify mental representations of ADHD among Brazilian adults with and without a diagnosis.</p><p><strong>Method: </strong>This qualitative, exploratory, cross-sectional study included a non-probabilistic sample of 805 adults, comprising 463 participants with ADHD and 342 without a diagnosis. Data were collected online using the Free Word Association Technique, based on the inductive stimulus \"ADHD.\" Analyses were conducted using IRaMuTeQ software, including word cloud analysis, Descending Hierarchical Classification, and specificity analyses, complemented by thematic content analysis.</p><p><strong>Results: </strong>Results were primarily organized into four classes: (a) Stigma and delegitimization of ADHD, characterized by pejorative labels and simplified understandings of the condition; (b) Distress and Insecurity, reflected in feelings of insecurity, frustration, and low self-esteem; (c) Technical-Diagnostic Perspective on ADHD, centered on symptoms such as inattention, deficits, and hyperactivity; and (d) Dysfunctional behaviors, related to difficulties with organization, procrastination, and overload. Overall, more similarities than differences were observed in how participants with and without ADHD represented the disorder.</p><p><strong>Conclusions: </strong>These findings suggest that ADHD is socially constructed as an experience that extends beyond its clinical definition, shaped by symbolic, normative, and affective processes. Accordingly, there is a need for clinical and psychoeducational practices that integrate diagnostic knowledge with subjective experiences and the sociocultural conditions that influence distress and daily functioning in the Brazilian context.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261469218"},"PeriodicalIF":3.2,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148470920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Variation in Rates of ADHD Diagnoses Across Public Schools in Arkansas.","authors":"Xueying Ma, Gwendolyn M Lawson, Joe Sundell, Bradley C Martin, Shahed Md Abu Sufian, Joseph W Thompson, John Mick Tilford, Michael R Thomsen","doi":"10.1177/10870547261465052","DOIUrl":"10.1177/10870547261465052","url":null,"abstract":"<p><strong>Objectives: </strong>This study characterized variation in rates of new medical diagnoses of ADHD among kindergartners and identified factors associated with diagnosis rates.</p><p><strong>Methods: </strong>This study analyzed 87,383 kindergartners who were not diagnosed with ADHD prior to kindergarten who attended at least one of 490 elementary schools in Arkansas. The study examined five kindergarten cohorts from the 2015/16 to 2019/20 academic years, assessing school-level variation in ADHD diagnosis rates. Schools were categorized by quintiles of their ADHD diagnosis rates. A mixed-effects logistic regression model was used to examine individual-level factors associated with new ADHD diagnosis.</p><p><strong>Results: </strong>Diagnosis rates varied 570% across school quintiles. Schools with higher rates of ADHD diagnoses served a higher percentage of African American children, children from lower-income families, and children living in neighborhoods with lower Child Opportunity Index (COI) scores. Results of an individual-level logistic regression analysis indicated children in census tracts with very high or high social and economic COI scores had lower odds of having new ADHD diagnoses compared to those from very low COI neighborhoods. Children who were young-for-grade had higher odds of an ADHD diagnosis. Children who were in schools providing universal free school meals had lower odds of an ADHD diagnosis, despite these schools serving more children from families with lower incomes, a finding that warrants further exploration.</p><p><strong>Conclusions: </strong>New ADHD diagnoses in kindergarten varies substantially across schools.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261465052"},"PeriodicalIF":3.2,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13548426/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148390897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Randomised Controlled Trial of Gaze-Based Attention Training Intervention for Infants With a Family History of Attention Deficit Hyperactivity Disorder: Follow-up Outcomes at 2 and 3 Years.","authors":"Amy Goodwin, Emily Jh Jones, Tony Charman, Jannath Begum-Ali, Greg Pasco, Luke Mason, Rebecca Holman, Simona Salomone, Alexandra Hendry, Tessel Bazelmans, Tim J Smith, Edmund Js Sonuga-Barke, Patrick Bolton, Sam Wass, Andrew Pickles, Mark H Johnson","doi":"10.1177/10870547261428660","DOIUrl":"10.1177/10870547261428660","url":null,"abstract":"<p><strong>Objective: </strong>A previous randomised controlled trial of a computerised gaze-contingent attention training for 9-to-16-month infants with a family history of ADHD (intervention, <i>n</i> = 20; control, <i>n</i> = 23) found no endpoint differences on the primary outcome (an eye-tracking composite score of infant attention) nor on secondary outcomes (parent and observer ratings of infant attention in naturalistic contexts).</p><p><strong>Method: </strong>Here, we report follow-up at age 2 and 3 years to examine whether there are longer-term effects of the training. The pre-specified primary outcome was parent-reported early ADHD traits. Secondary outcomes included parent-report of inhibitory control and attention; researcher-rated observational measures of attentiveness, activity level and inhibition; and eye-tracking measures of cognitive control, attention disengagement and sustained attention.</p><p><strong>Results: </strong>At follow-up there was no intervention effect on the primary outcome parent-rated ADHD behaviours (effect size [ES] -0.28, 95% CIs -0.95 to 0.39). Secondary parent- and researcher-rated child behaviour and eye-tracking attention outcomes also did not significantly differ between the groups. The largest positive, albeit non-significant, effects were for the secondary outcomes parent-rated inhibitory control (ES = 0.42 (95% CIs -0.09 to 0.94) and the composite eye-tracking measure (ES = 0.40 (95% CIs -0.15 to 0.95).</p><p><strong>Conclusions: </strong>We demonstrate the feasibility of conducting experimental trials targeting early emerging ADHD characteristics in infancy. The intervention did not lead to significant differences in parent- or researcher-rated early ADHD behaviours or eye-tracking measures of attention control. However, the trend for long-term effects on CBQ inhibition, the attention composite and sustained attention justifies further interest. Further development and modification of the attention training may be necessary to test whether the approach holds promise as a potential pre-emptive intervention for infants with an elevated likelihood of ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"901-915"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147521061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the Relationship Between Early Elementary Children's ADHD Symptoms and Teachers' Needs Supportive Practices.","authors":"Melissa Kang, Anne-Claude V Bédard, Angela Pyle, Frédéric Guay, Rhonda Martinussen, André Plamondon","doi":"10.1177/10870547261427102","DOIUrl":"10.1177/10870547261427102","url":null,"abstract":"<p><strong>Objective: </strong>Many children with diagnosed and subclinical ADHD struggle with low academic motivation in early elementary. Fortunately, teachers' needs' supportive practices (NSPs) can mitigate motivational challenges and protect against disengagement and underachievement. Teachers' NSPs include autonomy support, structure, and positive student-teacher relationships that target children's motivational resources (i.e., autonomy, competency, and relatedness) needed to engage with school materials. Particularly, autonomy support practices fuel children's feelings of autonomy, structure caters to feelings of competency, and positive student-teacher relationships provide feelings of belonging. Yet, it is unknown how ADHD symptoms in early elementary are associated with teachers' NSPs.</p><p><strong>Methods: </strong>One hundred and fifty-four first-grade students and 25 teachers from three school boards participated. We assessed children's perception of their teachers' autonomy support and structure and their standardised achievement. We also assessed teachers' perceptions of students' ADHD symptoms, student-teacher relationship quality, and conduct problems. Three linear regression analyses were performed with ADHD symptoms as the predictor and NSPs as the dependent variable. Sex, conduct problems, and achievement scores were included as covariates.</p><p><strong>Results: </strong>Sex (i.e., males), greater teacher-reported ADHD symptoms, and more teacher-reported conduct problems were associated with worse teacher-reported student-teacher relationship quality. Teacher-reported ADHD symptoms were positively related to student-reported autonomy support, while teacher-reported conduct problems were negatively associated with student-reported autonomy support. Teacher-reported ADHD symptoms and key covariates did not predict student-reported structure.</p><p><strong>Conclusion: </strong>Our study illustrates the need to further evaluate how best to support teachers managing disruptive behaviours in early elementary to protect the motivational needs of young children with ADHD symptoms.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"887-900"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13230666/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147690513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ROAR-Early Childhood: Pilot Testing a Brief Telemedicine Parent Training Program for Rural Children Diagnosed with ADHD.","authors":"James T Craig, Michael T Sanders, Christina C Moore, Erin Barnett, Kady F Sternberg, Nicole L Breslend, Lauren C Vazquez, Nina Sand-Loud, Mary K Jankowski","doi":"10.1177/10870547251415434","DOIUrl":"10.1177/10870547251415434","url":null,"abstract":"<p><strong>Objective: </strong>Attention Deficit/Hyperactivity Disorder (ADHD) is a chronic and impairing neurodevelopmental disorder diagnosed in approximately 2% to 4% of preschool-age children and 9% of all children. Behavioral parent training (BPT) and high-quality education are effective treatments for young children with ADHD; however, poor rates of treatment access and participation limit the reach of BPTs to rural and underserved communities. In this study, we tested the newly developed Rural Outreach and ADHD Research-Early Childhood (ROAR-EC) program, a clinician-led, 7-session education and parent training program designed for delivery over telemedicine.</p><p><strong>Method: </strong>We conducted a pilot RCT to assess the feasibility, acceptability, engagement of mechanism, and exploratory group × time effects of the ROAR-EC program compared to a control group in a sample of 44 children diagnosed with ADHD from a predominantly rural area (ages 3-7; <i>M</i>_age = 4.8; 62% male; 96% White; 89% non-Hispanic/Latinx). Families were randomized into either ROAR-EC or treatment as usual through developmental pediatrics and followed for 24 weeks. Assessed were metrics of feasibility, acceptability, parenting practices, caregiver empowerment, disruptive behaviors, and ADHD symptoms.</p><p><strong>Results: </strong>Results indicated that ROAR-EC was feasible to implement and acceptable to caregivers. Repeated measures ANOVAs found significant group × time interaction effects in favor of the treatment group compared to control for family empowerment, parenting practices, total behavior problems, impairment, and inattentive symptoms.</p><p><strong>Conclusions: </strong>This study demonstrated the promise of brief telemedicine programs as feasible, acceptable, and likely beneficial alternatives to traditional BPTs for young children with ADHD in rural and low-resource areas.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"857-871"},"PeriodicalIF":2.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146131695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Differences in Cognitive Behavioral Therapy Outcomes for Adolescents With ADHD: Examining the Impact of Internalizing Symptoms.","authors":"Taylor K Hanes, Ann Christin Andersen, Bianca E Boyer, Kyle Wagner","doi":"10.1177/10870547251415431","DOIUrl":"10.1177/10870547251415431","url":null,"abstract":"<p><strong>Objective: </strong>This study investigates the effectiveness of Cognitive Behavioral Therapy (CBT) for adolescents with ADHD, while focusing on gender differences and comorbid internalizing symptoms.</p><p><strong>Method: </strong>A quantitative secondary data analysis was performed on 200 adolescents aged 12 to 18 years who participated in randomized control trials in either the Netherlands or Norway.</p><p><strong>Results: </strong>Overall, CBT significantly reduced ADHD symptoms from pretest to posttest on parent measures; however, treatment response varied based on gender, internalizing symptoms, and treatment formats. Girls with elevated depression showed significantly smaller reductions in ADHD symptoms compared to boys with similar depressive profiles (<i>p</i> = .02), even after controlling for baseline ADHD severity. Effect size analyses revealed that girls benefited from both CBT delivery formats, but symptom improvement was nearly twice as large in individual CBT (<i>d</i> = 0.90, large effect) compared to group CBT (<i>d</i> = 0.49, moderate effect).</p><p><strong>Conclusion: </strong>These findings suggest that depression may impact treatment response among girls, and that individual CBT may offer enhanced benefits for adolescent girls with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"945-954"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146052187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Treatment Patterns and Clinical Outcomes in Youth with Comorbid ADHD and PTSD: Insights from Real-World Data.","authors":"Raman Baweja, Fabiana Lopes, Felix M Padilla, Ritika Baweja, Lisa Amaya-Jackson, Daniel A Waschbusch, James G Waxmonsky","doi":"10.1177/10870547261416173","DOIUrl":"10.1177/10870547261416173","url":null,"abstract":"<p><strong>Objectives: </strong>Attention-deficit/hyperactivity disorder (ADHD) and post-traumatic stress disorder (PTSD) often co-occur in youth, complicating the clinical presentation. However, little is known about how PTSD influences treatment selection or outcomes in youth with ADHD. This study examined prescribing patterns and clinical outcomes among youth with ADHD, with and without comorbid PTSD.</p><p><strong>Methods: </strong>This retrospective cohort study used electronic health record data from the TriNetX Research Network, including over 714,000 youth (ages 6-18) diagnosed with ADHD (F90), of whom 30,341 (4.25%) also had comorbid PTSD (F43.1). Outcomes included treatment trends, emergency visits, hospitalizations, and subsequent antipsychotic or mood stabilizer prescriptions. Relative risks (RR), hazard ratios (HR), and 95% confidence intervals were calculated using propensity score matching and Cox proportional hazards models adjusted for sociodemographic and psychiatric variables.</p><p><strong>Results: </strong>Among youth with ADHD, those with comorbid PTSD were older, had more psychiatric comorbidities, and were more likely to receive non-stimulants (<i>RR</i> 1.54, 95% CI [1.51, 1.57]), antidepressants, antipsychotics, mood stabilizers (RRs 1.29-1.70), and psychotherapy (<i>RR</i> 1.55, 95% CI [1.51, 1.60]). Methylphenidate prescriptions were slightly lower (<i>RR</i> 0.97, 95% CI [0.95, 0.99]), while amphetamine use remained stable. Among youth with ADHD and PTSD, CNS stimulants were associated with the most favorable outcomes across all clinical measures, including hospitalizations, emergency visits, and subsequent antipsychotic and mood stabilizer use (aHRs 0.52-0.74), compared with non-stimulants and antidepressants.</p><p><strong>Conclusions: </strong>Youth with ADHD and PTSD are clinically complex and receive broader treatment interventions. Clinicians appear to de-prioritize stimulants after PTSD diagnosis, despite evidence of superior clinical outcomes. Findings underscore the need for prospective studies and evidence-based treatment guidelines for this high-risk population.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"872-886"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13230649/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146180045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Medication Therapy on Social, Behavioral, and Employment Outcomes in Adults With ADHD.","authors":"Maryam Pathan, Ki Jin Jeun, Mohammad A Al-Mamun","doi":"10.1177/10870547261433489","DOIUrl":"10.1177/10870547261433489","url":null,"abstract":"<p><strong>Objective: </strong>Limited studies have explored the association between pharmacotherapy treatment and socio-behavioral and employment-related difficulties among adults with ADHD in U.S. This study aimed to evaluate and compare socio-behavioral and employment outcomes among adults with ADHD who were receiving stimulant treatment versus those who were not.</p><p><strong>Methods: </strong>A retrospective cross-sectional study was conducted using the Medical Expenditure Panel Survey data from 2013-2019. Adults with ADHD were categorized into stimulant-treated versus not stimulant-treated groups. Multivariable logistic regression was utilized to assess the association between stimulant use and outcomes of interest (e.g., social, behavioral, and employment outcomes) and was reported using odds ratio (ORs). Propensity score matching was used to control for confounding and sub-group analyses were conducted by adherence to CNS stimulants.</p><p><strong>Results: </strong>Among 1,290 (2,468,186 weighted) patients, 80.67% were stimulant-treated, and 19.33% were not treated with stimulants. No significant differences were found in the employment outcomes between the two groups in adjusted models. Sub-group analyses showed that adherent users of stimulants had higher odds of self-employment (OR = 2.10 [1.15, 3.82]) than non-adherent users. Stimulant-treated adults had higher odds of social limitations (OR = 3.16 [1.50, 6.69]), and lower odds of physical activity (OR = 0.29 [0.13, 0.66]) compared to those who were not treated with stimulants.</p><p><strong>Conclusion: </strong>Overall, these findings highlight important gaps in understanding the relationship between real-world functional outcomes and stimulants use in adults with ADHD and underscore the need for additional longitudinal and real-world studies to thoroughly understand the impact of ADHD medications on those outcomes.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"916-929"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147581017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}