53 research outputs found
PP020—Effects of aripiprazole and risperidone on ventricular repolarization in children and adolescents
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Evaluation of acute cardiovascular effects of immediate-release methylphenidate in children and adolescents with attention-deficit hyperactivity disorder
Attention-deficit hyperactivity disorder is a frequent condition in children and often extends into adulthood. Use of immediate-release methylphenidate (MPH) has raised concerns about potential cardiovascular adverse effects within a few hours after administration. This study was carried out to investigate acute effects of MPH on electrocardiogram (ECG) in a pediatric population. A total of 54 consecutive patients with attention-deficit hyperactivity disorder (51 males and 3 females; mean age =12.14±2.6 years, range 6–19 years), receiving a new prescription of MPH, underwent a standard ECG 2 hours before and after the administration of MPH 10 mg per os. Basal and posttreatment ECG parameters, including mean QT (QT interval when corrected for heart rate [QTc]), QTc dispersion (QTd) interval duration, T-peak to T-end (TpTe) intervals, and TpTe/QT ratio were compared. Significant modifications of both QTc and QTd values were not found after drug administration. QTd fluctuated slightly from 25.7±9.3 milliseconds to 25.1±8.4 milliseconds; QTc varied from 407.6±12.4 milliseconds to 409.8±12.7 milliseconds. A significant variation in blood pressure (systolic blood pressure 105.4±10.3 vs 109.6±11.5; P<0.05; diastolic blood pressure 59.2±7.1 vs 63.1±7.9; P<0.05) was observed, but all the data were within normal range. Heart rate moved from 80.5±15.5 bpm to 87.7±18.8 bpm. No change in TpTe values was found, but a statistically significant increase in TpTe/QTc intervals was found with respect to basal values (0.207±0.02 milliseconds vs 0.214±0.02 milliseconds; P<0.01). The findings of this study show no significant changes in ECG parameters. TpTe values can be an additional parameter to evaluate borderline cases
Differences in circadian time structure of diastolic blood pressure between diabetes mellitus and essential hypertension
Update on the safety of second generation antipsychotics in youths: a call for collaboration among paediatricians and child psychiatrists
Consensus statement from the international consensus meeting on post-traumatic cranioplasty
Abstract: Background: Due to the lack of high-quality evidence which has hindered the development of evidence-based guidelines, there is a need to provide general guidance on cranioplasty (CP) following traumatic brain injury (TBI), as well as identify areas of ongoing uncertainty via a consensus-based approach. Methods: The international consensus meeting on post-traumatic CP was held during the International Conference on Recent Advances in Neurotraumatology (ICRAN), in Naples, Italy, in June 2018. This meeting was endorsed by the Neurotrauma Committee of the World Federation of Neurosurgical Societies (WFNS), the NIHR Global Health Research Group on Neurotrauma, and several other neurotrauma organizations. Discussions and voting were organized around 5 pre-specified themes: (1) indications and technique, (2) materials, (3) timing, (4) hydrocephalus, and (5) paediatric CP. Results: The participants discussed published evidence on each topic and proposed consensus statements, which were subject to ratification using anonymous real-time voting. Statements required an agreement threshold of more than 70% for inclusion in the final recommendations. Conclusions: This document is the first set of practical consensus-based clinical recommendations on post-traumatic CP, focusing on timing, materials, complications, and surgical procedures. Future research directions are also presented
Il Disturbo Specifico dell’Apprendimento nel DSM-5: prospettiva neuroevolutiva e approccio life-span
Diagnostic and Statistical Manual of Mental Disorders (DSM-5) takes a different approach to learning disorders than previous editions of the manual (DSM-IV-TR) by broadening the category and labelling a unique diagnostic disorder (Specific Learning Disorder -SLD) incorporating deficits that impact academic achievement . SLD is described as a disorder with a heterogeneous neuropsychological profile, dysfunctional endophenotypes and large overlaps with other neurodevelopmental disorders. Furthermore, DSM-5 describes the changes in manifestation of symptoms occurring with age, starting from symptoms that may be observed among pre-school age children and ending with the clinical characteristics in adults. As a whole, DSM-5 is organised on developmental and life-span consideration and encourages clinicians to assume a dimensional perspective, even though it upholds a rigorous categorical approac
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