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The European ADHD Guidelines Group replies
Get PDFDr. Micoulaud-Franchi et al. raise concerns relating to our 2016 meta-analysis1 of neurofeedback as a treatment for attention-deficit/hyperactivity disorder (ADHD). It is encouraging that Dr. Micoulaud-Franchi et al. agree with us that there is “an urgent need to conduct future research that associates both high quality of [randomized controlled trial] RCT and high quality of [electroencephalography] EEG-neurofeedback sessions.” Consistent with this, we wrote, “Future efforts should focus on implementing standard neurofeedback protocols, ensuring learning, and optimizing clinically relevant transfer.”1(p444) This is in line with the significant advantage for neurofeedback demonstrated in our additional preliminary analysis of the few studies meeting such standards
Starting ADHD medications during the COVID-19 pandemic: recommendations from the European ADHD Guidelines Group
No full textThis addendum to our previous Comment provides additional guidance from the European ADHD Guidelines Group (EAGG) on starting attention-deficit hyperactivity disorder (ADHD) medications (specifically psychostimulants and atomoxetine), during the coronavirus disease 2019 (COVID-19) pandemic, for patients who did not have a baseline, face-to-face cardiovascular assessment before the crisis began.https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(20)30144-9/fulltex
ADHD management during the COVID-19 pandemic: guidance from the European ADHD Guidelines Group
No full textThe coronavirus disease 2019 (COVID-19) pandemic is creating unprecedented challenges at every level of society. Individuals with neurodevelopmental disorders, such as attention-deficit hyperactivity disorder (ADHD), are particularly vulnerable to the distress caused by the pandemic and physical distancing measures, and they might display increased behavioural problems. The crisis also poses several important questions for clinicians on how best to deliver care within the new restrictions. Therefore, the European ADHD Guidelines Group (EAGG) has developed guidance on the assessment and management of ADHD during the COVID-19 virus pandemic (see full guidance in the appendix).https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(20)30110-3/fulltex
Management approaches for ADHD during the COVID-19 virus pandemic: guidance from the European ADHD Guidelines Group (EAGG)
No full textThe current COVID-19 virus crisis is creating unprecedented challenges at every level of society. Individuals with neurodevelopmental disorders such as Attention-Deficit/Hyperactivity Disorder (ADHD) are particularly vulnerable and may display increased behavioural problems. The current crisis also poses several important questions for their clinicians on how best to deliver care within the new restrictions. This document provides a summary of the guidance on the assessment and management of ADHD during the COVID-19 virus pandemic, developed by the European ADHD Guidelines Group (EAGG). The full guidance is reported in the Appendix.<br/
Remote assessment of ADHD in children and adolescents: recommendations from the European ADHD Guidelines Group following the clinical experience during the COVID-19 pandemic
No full textThe COVID-19 pandemic led ADHD services to modify the clinical practice to reduce in-person contact as much as possible to minimise viral spread. This had far-reaching effects on day-to-day clinical practice as remote assessments were widely adopted. Despite the attenuation of the acute threat from COVID, many clinical services are retaining some remote practices. The lack of clear evidence-based guidance about the most appropriate way to conduct remote assessments meant that these changes were typically implemented in a localised, ad hoc, and un-coordinated way. Here, the European ADHD Guidelines Group (EAGG) discusses the strengths and weaknesses of remote assessment methods of children and adolescents with ADHD in a narrative review based on available data and expert opinions to highlight key recommendations for future studies and clinical practice. We conclude that going forward, despite remote working in clinical services functioning adequately during the pandemic, all required components of ADHD assessment should still be completed following national/international guidelines; however, the process may need adaptation. Social restrictions, including changes in education provision, can either mask or exacerbate features associated with ADHD and therefore assessment should carefully chart symptom profile and impairment prior to, as well as during an ongoing pandemic. While remote assessments are valuable in allowing clinical services to continue despite restrictions and may have benefits for routine care in the post-pandemic world, particular attention must be paid to those who may be at high risk but not be able to use/access remote technologies and prioritize these groups for conventional face-to-face assessments. © 2023, The Author(s)
Remote assessment of ADHD in children and adolescents: Recommendations from the european adhd guidelines group following the clinical experience during the COVID-19 pandemic
Get PDF© The Author(s) 2023. Open Access This article is licensed under a Creative Commons Attri bution 4.0 International License, which permits use, sharing, adapta tion, distribution and reproduction in any medium or format, as long
as you give appropriate credit to the original author(s) and the source,
provide a link to the Creative Commons licence, and indicate if changes
were made. The images or other third party material in this article are
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need to obtain permission directly from the copyright holder. To view a
copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.The COVID-19 pandemic led ADHD services to modify the clinical practice to reduce in-person contact as much as possible to minimise viral spread. This had far-reaching effects on day-to-day clinical practice as remote assessments were widely adopted. Despite the attenuation of the acute threat from COVID, many clinical services are retaining some remote practices. The lack of clear evidence-based guidance about the most appropriate way to conduct remote assessments meant that these changes were typically implemented in a localised, ad hoc, and un-coordinated way. Here, the European ADHD Guidelines Group (EAGG) discusses the strengths and weaknesses of remote assessment methods of children and adolescents with ADHD in a narrative review based on available data and expert opinions to highlight key recommendations for future studies and clinical practice. We conclude that going forward, despite remote working in clinical services functioning adequately during the pandemic, all required components of ADHD assessment should still be completed following national/international guidelines; however, the process may need adaptation. Social restrictions, including changes in education provision, can either mask or exacerbate features associated with ADHD and therefore assessment should carefully chart symptom profile and impairment prior to, as well as during an ongoing pandemic. While remote assessments are valuable in allowing clinical services to continue despite restrictions and may have benefits for routine care in the post-pandemic world, particular attention must be paid to those who may be at high risk but not be able to use/access remote technologies and prioritize these groups for conventional face-to-face assessments. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)https://link.springer.com/article/10.1007/s00787-023-02148-
Remote assessment of ADHD in children and adolescents: recommendations from the European ADHD Guidelines Group following the clinical experience during the COVID-19 pandemic
Get PDFThe COVID-19 pandemic led ADHD services to modify the clinical practice to reduce in-person contact as much as possible to minimise viral spread. This had far-reaching effects on day-to-day clinical practice as remote assessments were widely adopted. Despite the attenuation of the acute threat from COVID, many clinical services are retaining some remote practices. The lack of clear evidence-based guidance about the most appropriate way to conduct remote assessments meant that these changes were typically implemented in a localised, ad hoc, and un-coordinated way. Here, the European ADHD Guidelines Group (EAGG) discusses the strengths and weaknesses of remote assessment methods of children and adolescents with ADHD in a narrative review based on available data and expert opinions to highlight key recommendations for future studies and clinical practice. We conclude that going forward, despite remote working in clinical services functioning adequately during the pandemic, all required components of ADHD assessment should still be completed following national/international guidelines; however, the process may need adaptation. Social restrictions, including changes in education provision, can either mask or exacerbate features associated with ADHD and therefore assessment should carefully chart symptom profile and impairment prior to, as well as during an ongoing pandemic. While remote assessments are valuable in allowing clinical services to continue despite restrictions and may have benefits for routine care in the post-pandemic world, particular attention must be paid to those who may be at high risk but not be able to use/access remote technologies and prioritize these groups for conventional face-to-face assessments
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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