a fact-based approach
The ADHD Evidence Project seeks to improve the lives of people with ADHD by curating, disseminating, and promoting scientifically researched and evidence-based conclusions about the disorder to patients, families, and clinicians.
Despite decades of research, the media and the internet continue to circulate myths, fallacies, and blatant lies about ADHD. This information war on ADHD stigmatizes affected people, reduces the credibility of providers, and delays or prevents access to treatment. In recent years, these problems have worsened with the ascendancy of "fake news" and "alternative facts" in political life.
We curated the International Consensus Statement on ADHD by systematically reviewing the scientific literature to select studies meeting a very high level of evidence. We limited our curation to two types of evidence: meta-analyses and very large studies. We also provide blogs based on new scientific publications. Keep in mind that novel results, although intriguing, require replication.
Going forward, we will promote the International Consensus Statement on social media, to professional organizations devoted to ADHD, and to the advocacy groups that help people with ADHD and their families, worldwide. We will continue curating new evidence as it is published so that the International Consensus Statement can become a living document. And we will fight the War on ADHD through our current book project and related social media activities.
The International Consensus Statement curates key scientific discoveries from the past 20 years. It provides current and accurate information about ADHD supported by a substantial and rigorous body of evidence.
Statements about ADHD strongly supported by medical research.
Authors from 27 countries wrote the Consensus Statement.
Colleagues who have read and endorsed this manuscript.
Questions from My Latest Reddit AMA
No diet has been shown to improve symptoms of ADHD.
Hyperactivity usually diminishes with aging
The best advice for someone with ADHD is to seek an evidence-based treatment for the disorder.
Some with ADHD can do well without medication but if they do not try medication they will never know if they can do better. But if they are living a live without distress or disability caused by symptoms, then medication is not needed.
Yes, people with ADHD are at greater risk for hypertension than those w/o ADHD. The stimulant medications also raise blood pressure but even w/o stimulants those with ADHD are at risk for hypertension.
It is not a symptom of ADHD
There are many myths about treatment. See my blog: https://www.adhdevidence.org/blog/myths-about-the-treatment-of-adhd
Antisocial personality disorder occurs in people with ADHD more than others but not in most with ADHD. APD is more common in men and is not due to a single gene. Many many genes are involved. Like ADHD it is polygenic. The two disorders share genetic risks.
Treatment should focus on the most impairing symptoms.
Usually, the best approach for coping with two disorders is to have each disorder treated with a well-documented evidence-based treatment. These are available for both ADHD and OCD. Cognitive behavior therapy can address the issues unique to the co-occurrence of the disorders.
“The adverse effects of medications for ADHD are typically mild and can be addressed by changing the dose or the medication.”
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Previous studies have examined how stimulant medications affect the brain in controlled settings, but less is known about their impact in real-world conditions, where children may not always take their medication consistently or may combine it with other treatments. A new study leverages data from the Adolescent Brain Cognitive Development (ABCD) study to explore how real-world stimulant use impacts brain connectivity and ADHD symptoms over two years.
Changes in Brain Connectivity Researchers used brain imaging data from the ABCD study to examine the functional connectivity—communication between brain areas—of six regions within the striatum, a brain area involved in motivation and movement control. They focused on how stimulant use influenced connectivity between the striatum and other networks involved in executive functioning and visual-motor control.
The study found that stimulant exposure was linked to reduced connectivity between key striatal areas (such as the caudate and putamen) and large brain networks, including the frontoparietal and visual networks. These changes were more pronounced in children taking stimulants compared to those who were not medicated, as well as compared to typically developing children. Importantly, this reduction in connectivity seemed to regulate certain brain networks that are typically altered in children with ADHD.
Symptom Improvement In addition to brain changes, 14% of children taking stimulants experienced a significant reduction in ADHD symptoms over the two-year period. These children showed the strongest connectivity reductions between the right putamen and the visual network, suggesting that stimulant-induced connectivity changes may contribute to improvements in visual attentional control, which is a common challenge for children with ADHD.
Why This Matters This study is one of the first to examine how stimulant use in real-world conditions affects brain networks in children with ADHD over time. The findings suggest that stimulants may help normalize certain connectivity patterns associated with ADHD, particularly in networks related to attention and control. These insights could help clinicians better understand the potential long-term effects of stimulant treatment and guide personalized approaches to ADHD management.
Conclusion Stimulant medications appear to alter striatal-cortical connectivity in children with ADHD, with some changes linked to symptom improvement. This research highlights the potential for stimulant medications to impact brain networks in ways that support attention and control, highlighting the importance of understanding how real-world medication use influences ADHD treatment outcomes.
The Neuroeconomic Perspective
Neuroeconomics combines neuroscience, psychology, and economics to understand how people make decisions. Neuroeconomic studies suggest that brain regions responsible for evaluating risk and reward, including the prefrontal cortex and dopamine pathways, function differently in individuals with ADHD. These insights are crucial for developing more tailored interventions. For example, understanding how ADHD affects reward processing might inform strategies that help individuals resist impulsive choices or increase motivation for delayed rewards.
Understanding Decision-Making in ADHD
We know that decision-making is a sophisticated process involving various cognitive procedures. It’s not just about choosing between options but also about how to weigh risks, rewards, and potential future outcomes; Attention, motivation, and cognitive control are core to this process. For individuals with ADHD, however, this neural framework is affected by impairments in attention and impulse control, often resulting in “delay discounting”—the tendency to prefer smaller, immediate rewards over larger, delayed ones.
This propensity for impulsive decisions is more than a personal challenge; it has broader societal and economic implications. Previous studies have shown that these tendencies in ADHD can lead to issues in academics, work, finances, and personal relationships, emphasizing the need for targeted support and interventions.
Implications and Future Directions
This review highlights a need for continued research to bridge the gaps in understanding how ADHD-specific cognitive deficits influence decision-making. Viewing ADHD through a neuroeconomic lens clarifies how cognitive and neural differences affect decision-making, often leading to impulsive choices with economic and social impacts. This perspective opens doors to more effective interventions, improving decision-making for individuals with ADHD. Future policies informed by this approach could enhance support and reduce associated societal costs.
Children with ADHD face significant challenges in academic and social settings, often including difficult interactions with teachers. This meta-analysis investigates the quality of student-teacher relationships for children with ADHD, focusing on two key dimensions: closeness and conflict. By synthesizing data from 27 studies encompassing 17,236 participants, the study aims to provide a comprehensive understanding of these dynamics and inform interventions to support both students and teachers.
A systematic review was conducted using databases such as PsycInfo, ERIC, and ProQuest. Researchers identified 47 effect sizes from 27 studies, examining the association between ADHD symptoms and the quality of student-teacher relationships. Relationship quality was assessed through two primary dimensions:
Eight moderator analyses were also performed to explore how factors like grade level, gender, ADHD presentation, and comorbid conditions influenced these relationships.
The findings reveal that children with ADHD symptoms typically experience relationships with teachers characterized by lower levels of closeness and higher levels of conflict. Notably, externalizing behaviors such as hyperactivity and impulsivity are more strongly associated with conflict than inattentive symptoms. Moderator analyses showed that factors like gender, ADHD presentation, and age influence the severity of these relationship dynamics. For instance, younger children and those with hyperactive-impulsive presentations tend to have higher conflict levels with teachers.
Additionally, the research emphasizes the reciprocal nature of these relationships: ADHD symptoms may exacerbate teacher frustration, while negative teacher-student interactions can intensify student behavioral challenges.
Conclusion
This meta-analysis highlights the critical role of student-teacher relationships in the development of children with ADHD. The findings underline the need for targeted interventions that foster positive teacher-student interactions and reduce conflict. Addressing these relationship dynamics could enhance academic performance, social integration, and emotional well-being for children with ADHD. Future research should explore the causal pathways between ADHD symptoms and relationship quality to better inform educational strategies and support systems.
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