[Developmental disorders of academic skills in children: the efficacy and safety of Tenoten for children in the multicenter double-blind placebo-controlled randomized study]. / Narusheniya razvitiya uchebnykh navykov u detei: effektivnost' i bezopasnost' Tenotena detskogo po dannym mnogotsentrovogo dvoinogo slepogo platsebo-kontroliruemogo randomizirovannogo issledovaniya.

OBJECTIVE: To evaluate the efficacy and safety of tenoten for children in the treatment of specific developmental disorders of academic skills in children of 1-3 grades. MATERIAL AND METHODS: Two hundred and forty children, aged 7-9 years, (Total set, Safety population) with verified specific reading disorder (F81.0), specific spelling disorder (F81.1), specific disorder of arithmetical skills (F81.2), mixed disorder of scholastic skills (F81.3; F81.2+F81.0, or F81.2+F81.1, or F81.2+F81.0+F81.1), diagnosed with the use of logopedic or psychological testing (15-35 scores in Fotekova T.A. and Akhutina T.V. reading and writing tests; 5-15 scores in arithmetical subscale of the Wechsler Intelligence Scale for Children) were enrolled in the study. CT was conducted in 10 clinical centers in Russian Federation in 2015- 2019. Patients were randomized into two groups. The first one (n=122) received tenoten for children in a dose of 1 tablet 3 times a day, the second one (n=118) was administered placebo in the same dosage regimen. The clinical data on 237 children (121 of the tenoten group and 116 of the placebo group) were used for Intention-to-treat efficacy analysis. Data on 220 children (115 of the tenoten group and 105 of the placebo group) were included in Per-protocol analysis. The duration of study was 12 weeks. The mean total academic skills (reading, spelling, and counting) score in groups after 12 weeks of treatment was set as the primary efficacy endpoint. RESULTS: The mean total academic skills score increased by 18.55±15.87 points. The significant total difference between the median changes in the total score in the tenoten and placebo groups was 5 points. There was a trend towards positive changes in reading and spelling mean scores in tests that didn't reach statistical significance due to lack of normal distribution of points in samples. There were 73 adverse events (AEs) in 42 patients of the tenoten group and 95 AEs in 31 children of the placebo group. No serious or severe AEs were registered in the tenoten group. No AEs definitely related to the study treatment were registered. No negative drug interactions were observed in the tenoten group. CONCLUSIONS: Tenoten for children is an effective and safe treatment for specific developmental disorders of academic skills in primary school children. Tenoten for children is well tolerated. The treatment is characterized by a high level of adherence of children and their parents to therapy.

Clinical and muscle MRI features in a family with tubular aggregate myopathy and novel STIM1 mutation.

Heterozygous mutations in the stromal interaction molecule-1-gene (STIM1) cause a clinical phenotype varying from tubular aggregate myopathy with single or multiple signs of Stormorken syndrome to the full Stormorken phenotype. We identified a novel heterozygous mutation c.325C > T (p.H109Y) in the EF-hand domain of STIM1 in six patients of a large Belgian family, and performed a detailed clinical (N = 6), histopathological (N = 2) and whole-body muscle MRI (N = 3) study. The clinical phenotype was characterized by a slowly progressive, predominant proximal muscle weakness in all patients (100%), and additional exercise-induced myalgia in three (60%). Patients experienced symptom onset between 10 and 20 years, remained ambulatory into late adulthood, showed elevated serum creatine kinase levels and tubular aggregates in type 1 and type 2 fibers on muscle biopsy. Interestingly, jaw contractures and hyperlaxity, as well as non-muscular multisystemic features such as menorrhagia, easy bruising and ichthyosis occurred in one patient, and miosis in another. Whole-body muscle MRI revealed predominant involvement of superficial neck extensors, subscapularis, obliquus abdominis externus, lumbar extensors, rectus femoris, biceps femoris longus, medial head of gastrocnemius and flexor hallucis longus. Our findings in patients with myopathy with tubular aggregates and a STIM1 mutation further support the concept of a continuous spectrum with Stormorken syndrome.

Reassessing health literacy best practices to improve medication adherence among patients with dyslexia.

BACKGROUND: Dyslexia is characterized as unexpected and persistent difficulty in reading. In addition to language-based deficits, evidence indicates that people with dyslexia may struggle with tasks related to memory and executive function. This discussion paper explores how these non-linguistic deficits could plausibly affect medication adherence among patients with dyslexia. DISCUSSION: There is a dearth of original research literature exploring the intersection of dyslexia and health behaviors in the United States. The authors examine selected best practices from the field of health literacy with potential to improve medication adherence among patients with dyslexia and suggest areas for further research on the intersection of dyslexia, health literacy and medication adherence. CONCLUSION: Dyslexia is a high-prevalence condition. Patients with dyslexia may be more likely to experience challenges when learning and implementing complex, multi-step health behaviors, such as the tasks associated with medication adherence. However, there has been no research to assess the specific needs of patients with dyslexia, or design interventions to meet those needs. Foundational research is necessary to develop a health communications framework that meets the needs of these neurodiverse patients.

CRAC channels and disease - From human CRAC channelopathies and animal models to novel drugs.

Ca2+ release-activated Ca2+ (CRAC) channels are intimately linked with health and disease. The gene encoding the CRAC channel, ORAI1, was discovered in part by genetic analysis of patients with abolished CRAC channel function. And patients with autosomal recessive loss-of-function (LOF) mutations in ORAI1 and its activator stromal interaction molecule 1 (STIM1) that abolish CRAC channel function and store-operated Ca2+ entry (SOCE) define essential functions of CRAC channels in health and disease. Conversely, gain-of-function (GOF) mutations in ORAI1 and STIM1 are associated with tubular aggregate myopathy (TAM) and Stormorken syndrome due to constitutive CRAC channel activation. In addition, genetically engineered animal models of ORAI and STIM function have provided important insights into the physiological and pathophysiological roles of CRAC channels in cell types and organs beyond those affected in human patients. The picture emerging from this body of work shows CRAC channels as important regulators of cell function in many tissues, and as potential drug targets for the treatment of autoimmune and inflammatory disorders.

Using ADHD Medications to Treat Coexisting ADHD and Reading Disorders: A Systematic Review.

Attention-deficit/hyperactivity disorder (ADHD), the most common pediatric neurobehavioral disorder, frequently presents with coexisting reading disorders (RDs). Despite this, it is unclear whether medication improves symptoms and function in children with comorbid ADHD and RD. We present a systematic review of studies investigating the effects of ADHD medications on ADHD symptoms, academic outcomes, and neuropsychological measures in this important group.

Effect of Atomoxetine Treatment on Reading and Phonological Skills in Children with Dyslexia or Attention-Deficit/Hyperactivity Disorder and Comorbid Dyslexia in a Randomized, Placebo-Controlled Trial.

OBJECTIVES: Evaluated the effects of atomoxetine on the reading abilities of children with dyslexia only or attention-deficit/hyperactivity disorder (ADHD) and comorbid dyslexia. METHODS: Children aged 10-16 years (N = 209) met Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR) criteria for dyslexia only (n = 58), ADHD and comorbid dyslexia (n = 124), or ADHD only (n = 27) and were of normal intelligence. Patients were treated with atomoxetine (1.0-1.4 mg/kg/day) or placebo in a 16-week, randomized, placebo-controlled, double-blind trial. The dyslexia-only and ADHD and comorbid dyslexia groups were randomized 1:1; the ADHD-only group received atomoxetine in a blinded manner. Reading abilities were measured with the Woodcock Johnson III (WJIII), Comprehensive Test of Phonological Processing (CTOPP), Gray Oral Reading Tests-4, and Test of Word Reading Efficiency. RESULTS: Atomoxetine-treated dyslexia-only patients compared with placebo patients had significantly greater improvement (p < 0.02) with moderate to approaching high effect sizes (ES) on WJIII Word Attack (ES = 0.72), Basic Reading Skills (ES = 0.48), and Reading Vocabulary (ES = 0.73). In the atomoxetine-treated ADHD and comorbid dyslexia group, improvement on the CTOPP Elision measure (ES = 0.50) was significantly greater compared with placebo (p < 0.02). Total, inattentive, and hyperactive/impulsive ADHD symptom reductions were significant in the atomoxetine-treated ADHD and comorbid dyslexia group compared with placebo, and from baseline in the ADHD-only group (p ≤ 0.02). ADHD symptom improvements in the ADHD and comorbid dyslexia group were not correlated with improvements in reading. CONCLUSIONS: Atomoxetine treatment improved reading scores in patients with dyslexia only and ADHD and comorbid dyslexia. Improvements for patients with dyslexia only were in critical components of reading, including decoding and reading vocabulary. For patients with ADHD and comorbid dyslexia, improvements in reading scores were distinct from improvement in ADHD inattention symptoms alone. These data represent the first report of improvements in reading measures following pharmacotherapy treatment in patients with dyslexia only evaluated in a randomized, double-blind trial.

Atomoxetine-Related Change in Sluggish Cognitive Tempo Is Partially Independent of Change in Attention-Deficit/Hyperactivity Disorder Inattentive Symptoms.

OBJECTIVES: To evaluate effects of atomoxetine versus placebo on sluggish cognitive tempo (SCT) and determine factors affecting improvement of SCT in children with attention-deficit/hyperactivity disorder (ADHD) with dyslexia (ADHD+D) or dyslexia only. METHODS: This is a post hoc analysis of a 16-week placebo-controlled, double-blind randomized phase of a previously reported atomoxetine study in children aged 10-16 years with ADHD+D, Dyslexia-only, or ADHD-only (no placebo arm). Least squares mean changes from baseline to endpoint for atomoxetine versus placebo on the Kiddie-Sluggish Cognitive Tempo Interview (K-SCT) (Parent, Teacher, and Youth) were analyzed using analysis of covariance and multiple regression (partial R2) analyses to test contributions of ADHD and dyslexia to improvements in K-SCT scores. RESULTS: Results were examined for the three informants within the three diagnostic groups (nine outcomes). Atomoxetine treatment was associated with significant reductions from baseline in seven of the nine outcomes using the p = 0.05 significance level, appropriate for exploratory analysis. When change in ADHD symptom severity was controlled, all of the seven SCT outcomes remained significant; changes in effect sizes were minimal. Regression analyses using SCT change as the criterion found a significant contribution by inattention change only for parent report, whereas, baseline SCT severity was a significant predictor in the randomized groups with the exception of teacher report in the Dyslexia-only group. CONCLUSION: Given that controlling for change in ADHD symptoms had little effect on change in SCT scores, findings suggest that change in SCT is substantially independent of change in ADHD. By inference, SCT and its response to treatment is a partially distinct phenomenon from ADHD response. Regression analyses did not reveal global effects of inattention change on SCT change; instead, baseline SCT severity was the strongest predictor of placebo-controlled treatment effect on SCT. Atomoxetine effects on SCT appear to be best predicted by how much room for improvement exists for SCT rather than by severity or improvement in inattention. CLINICAL TRIAL REGISTRATION: NCT00607919, www.clinicaltrials.gov.

Omega-3 and dyslexia: Uncertain connection.

QUESTION: In light of the increase in the number of school-aged children diagnosed with dyslexia, what is the role of omega-3 supplements in the management of this condition? ANSWER: Dyslexia is the most common learning disability and is known to have multifactorial causes. Recent evidence suggests that there is a connection between defects in highly unsaturated fatty acid metabolism and neurodevelopmental disorders such as dyslexia. While the benefit of omega-3 supplementation for children with dyslexia has been studied, evidence remains limited. Unified diagnostic criteria for dyslexia, objective measures of fatty acid deficiency, and close monitoring of dietary intake are some of the factors that would improve the quality of research in the field.

Reading outcomes of children and adolescents with attention-deficit/hyperactivity disorder and dyslexia following atomoxetine treatment.

UNLABELLED: Abstract Objective: This study assessed the efficacy of atomoxetine on attention-deficit/hyperactivity disorder (ADHD) symptoms in children and adolescents having ADHD with comorbid dyslexia (ADHD+D) and the effects of the treatment on reading measures. METHODS: The analyses in this report used data from a study designed to examine the effects of a nonstimulant pharmacological agent, atomoxetine, on reading in children with ADHD+D. Patients ages 10-16 years with ADHD or ADHD+D received open-label atomoxetine for 16 weeks. The ADHD Rating Scale (ADHD-RS) and reading subtests of the Kaufman Test of Educational Achievement (K-TEA) were assessed. Changes in ADHD symptoms and reading scores were also analyzed by ADHD subtype. Treatment effect sizes and correlations between changes in ADHDRS and K-TEA scores were calculated. RESULTS: After atomoxetine treatment, both ADHD and ADHD+D patient groups showed significant reduction in ADHD symptom and improvements in K-TEA reading scores. The range of treatment effect sizes on K-TEA scores was 0.35-0.53 for the ADHD group and 0.50-0.62 for the ADHD+D group. Pearson's correlation coefficients revealed only a few weak correlations between changes in ADHD symptoms and reading scores, regardless of diagnostic group. CONCLUSIONS: ADHD symptoms and K-TEA reading scores improved for both the ADHD and ADHD+D groups following atomoxetine treatment. Correlation analyses indicate that improvements in reading outcomes cannot be explained by a reduction of ADHD symptoms alone. These findings support further exploration of the potential effects of atomoxetine on reading in children with ADHD and dyslexia or dyslexia alone.

Atomoxetine improved attention in children and adolescents with attention-deficit/hyperactivity disorder and dyslexia in a 16 week, acute, randomized, double-blind trial.

OBJECTIVE: The purpose of this study was to evaluate atomoxetine treatment effects in attention-deficit/hyperactivity disorder (ADHD-only), attention-deficit/hyperactivity disorder with comorbid dyslexia (ADHD+D), or dyslexia only on ADHD core symptoms and on sluggish cognitive tempo (SCT), working memory, life performance, and self-concept. METHODS: Children and adolescents (10-16 years of age) with ADHD+D (n=124), dyslexia-only (n=58), or ADHD-only (n=27) received atomoxetine (1.0-1.4 mg/kg/day) or placebo (ADHD-only subjects received atomoxetine) in a 16 week, acute, randomized, double-blind trial with a 16 week, open-label extension phase (atomoxetine treatment only). Changes from baseline were assessed to weeks 16 and 32 in ADHD Rating Scale-IV-Parent-Version:Investigator-Administered and Scored (ADHDRS-IV-Parent:Inv); ADHD Rating Scale-IV-Teacher-Version (ADHDRS-IV-Teacher-Version); Life Participation Scale-Child- or Parent-Rated Version (LPS); Kiddie-Sluggish Cognitive Tempo (K-SCT) Interview; Multidimensional Self Concept Scale (MSCS); and Working Memory Test Battery for Children (WMTB-C). RESULTS: At week 16, atomoxetine treatment resulted in significant (p<0.05) improvement from baseline in subjects with ADHD+D versus placebo on ADHDRS-IV-Parent:Inv Total (primary outcome) and subscales, ADHDRS-IV-Teacher-Version Inattentive subscale, K-SCT Interview Parent and Teacher subscales, and WMTB-C Central Executive component scores; in subjects with Dyslexia-only, atomoxetine versus placebo significantly improved K-SCT Youth subscale scores from baseline. At Week 32, atomoxetine-treated ADHD+D subjects significantly improved from baseline on all measures except MSCS Family subscale and WMTB-C Central Executive and Visuo-spatial Sketchpad component scores. The atomoxetine-treated dyslexia-only subjects significantly improved from baseline to week 32 on ADHDRS-IV-Parent:Inv Inattentive subscale, K-SCT Parent and Teacher subscales, and WMTB-C Phonological Loop and Central Executive component scores. The atomoxetine-treated ADHD-only subjects significantly improved from baseline to Week 32 on ADHDRS-Parent:Inv Total and subscales, ADHDRS-IV-Teacher-Version Hyperactive/Impulsive subscale, LPS Self-Control and Total, all K-SCT subscales, and MSCS Academic and Competence subscale scores. CONCLUSIONS: Atomoxetine treatment improved ADHD symptoms in subjects with ADHD+D and ADHD-only, but not in subjects with dyslexia-only without ADHD. This is the first study to report significant effects of any medication on SCT. CLINICAL TRIALS REGISTRATION: This study was registered at: http://clinicaltrials.gov/ct2/home, NCT00607919.

Differential effects of atomoxetine on executive functioning and lexical decision in attention-deficit/hyperactivity disorder and reading disorder.

OBJECTIVE: The effects of a promising pharmacological treatment for attention-deficit/hyperactivity disorder (ADHD), atomoxetine, were studied on executive functions in both ADHD and reading disorder (RD) because earlier research demonstrated an overlap in executive functioning deficits in both disorders. In addition, the effects of atomoxetine were explored on lexical decision. METHODS: Sixteen children with ADHD, 20 children with ADHD + RD, 21 children with RD, and 26 normal controls were enrolled in a randomized placebo-controlled crossover study. Children were measured on visuospatial working memory, inhibition, and lexical decision on the day of randomization and following two 28-day medication periods. RESULTS: Children with ADHD + RD showed improved visuospatial working memory performance and, to a lesser extent, improved inhibition following atomoxetine treatment compared to placebo. No differential effects of atomoxetine were found for lexical decision in comparison to placebo. In addition, no effects of atomoxetine were demonstrated in the ADHD and RD groups. CONCLUSION: Atomoxetine improved visuospatial working memory and to a lesser degree inhibition in children with ADHD + RD, which suggests differential developmental pathways for co-morbid ADHD + RD as compared to ADHD and RD alone. CLINICAL TRIAL REGISTRY: B4Z-MC-LYCK, NCT00191906; http://clinicaltrials.gov/ct2/show/NCT00191906.

Modelos cognitivos en el trastorno por déficit de atención/hiperactividad / Cognitive models in attention deficit hyperactivity disorder

Resumen. Introducción. El trastorno por déficit de atención/hiperactividad (TDAH) es una entidad cuya identidad actualmente de sustenta, casi exclusivamente, en la concomitancia de un conjunto de síntomas que tienden a coincidir con una cierta homogeneidad en un elevado número de pacientes. Sin embargo, para avanzar en la consolidación de un modelo de TDAH, basado en el soporte genético, neurofuncional y cognitivo, se requiere una comprensión de los síntomas como resultado de un o unos déficit nucleares. Desarrollo. El presente trabajo revisa las propuestas más relevantes y recientes orientadas a la comprensión cognitiva del TDAH. Si bien actualmente está muy generalizada la aceptación de la implicación de las funciones ejecutivas, no existe unanimidad respecto a la exclusividad de éstas como factor único, ni en la posible interacción de las funciones ejecutivas con otros déficit cognitivos. Se describen las propuestas de déficit único: déficit en el control inhibitorio, regulación del estado y aversión a la demora; y los modelos de déficit múltiple: modelo cognitivo energético, modelo de Sonuga- Barke y modelos basados en la comorbilidad con la dislexia y con el autismo. Conclusiones. Los avances en la genética y en el funcionamiento neurológico están aportando datos muy valiosos que, sin duda, contribuirán a configurar el o los modelos cognitivos que subyacen en el TDAH. Por último, se apunta hacia una mayor comprensión del efecto de los fármacos. Más allá de la mejora sintomática, los fármacos inciden sobre los mecanismos cognitivos. De acuerdo con esta premisa, se está estudiando, con resultados muy prometedores, la indicación del metilfenidato en la dislexia y autismo comórbidos con TDAH (AU)

Summary. Introduction. Attention deficit hyperactivity disorder (ADHD) is a condition that is currently identified almost exclusively by the simultaneous presence of a set of symptoms that tend to coincide in a more or less homogenous manner in a large number of patients. Yet, to be able to advance in the consolidation of a model of ADHD, based on genetic, neurofunctional and cognitive features, the symptoms need to be understood as being the result of one or more nuclear deficiencies. Development. This work reviews the most significant and up-to-date proposals put forward with the aim of providing a cognitive understanding of ADHD. Although the involvement of the executive functions is widely accepted today, it is not unanimously agreed that they are the only exclusive factor at play or that there is a possible interaction between the executive functions and other cognitive impairments. The study outlines the single deficit proposals, that is to say, deficient inhibitory control, regulation of the status and aversion to delay. The multiple deficit models are also discussed: the energetic cognitive model, the Sonuga-Barke model and models based on comorbidity with dyslexia and with autism. Conclusions. Advances in genetics and in neurological functioning are offering very valuable data that will undoubtedly help to shape the cognitive model or models underlying ADHD. Lastly, a greater understanding of the effects of pharmacological agents is also needed. Apart from improving the symptoms, the pharmacological agents employed also have an effect on cognitive mechanisms. In line with this assumption, very promising research is being carried out on the indication of methylphenidate in dyslexia and autism that are comorbid with ADHD (AU)

[Dyslexia: clinical, neurophysiological and neuropsychological manifestations during the treatment with nootropil].

Forty children with dyslexia, aged 7-12 years, have been randomized into two groups in an open controlled study: 18 of them received Nootropil (piracetam) in the dose of 100 mg/kg daily for 2 months and 22 were examined as a control group. Nootropil exerted positive effects on reading and spelling skills in 56% of children with dyslexia who demonstrated the improvement of fluency and accuracy of reading along with a significant decrease of specific errors (dysphonemic and visuospatial) in dictation. In the control group, the improvement was seen only in 10% of children. These data corresponded to the results of neuropsychological testing that demonstrated the improvement of automatic lexical retrieval, phonological skills and sustained attention in dyslexic children treated with nootropil as compared to the control group. The dynamics of interhemispheric asymmetry in EEG alpha-theta-subbands (4-13 Hz) during the performance of incomplete figures recognition test in the nootropil treatment may be indicative of the formation of compensative mechanisms linked with the functional activation of the right hemisphere structures and associative anterior left hemisphere areas which contributed to the progress in reading and spelling skills.

The nicotinic receptor of cochlear hair cells: a possible pharmacotherapeutic target?

Mechanosensory hair cells of the organ of Corti transmit information regarding sound to the central nervous system by way of peripheral afferent neurons. In return, the central nervous system provides feedback and modulates the afferent stream of information through efferent neurons. The medial olivocochlear efferent system makes direct synaptic contacts with outer hair cells and inhibits amplification brought about by the active mechanical process inherent to these cells. This feedback system offers the potential to improve the detection of signals in background noise, to selectively attend to particular signals, and to protect the periphery from damage caused by overly loud sounds. Acetylcholine released at the synapse between efferent terminals and outer hair cells activates a peculiar nicotinic cholinergic receptor subtype, the alpha9alpha10 receptor. At present no pharmacotherapeutic approaches have been designed that target this cholinergic receptor to treat pathologies of the auditory system. The potential use of alpha9alpha10 selective drugs in conditions such as noise-induced hearing loss, tinnitus and auditory processing disorders is discussed.

[Pharmacological treatment of dyslexia]. / Tratamiento farmacológico de la dislexia.

INTRODUCTION: Pharmacological approaches aimed at improving dyslexia are almost inexistent. AIM: To analyse, based on the current theories of dyslexia, the possibility of applying some pharmacological measure. DEVELOPMENT: The different theories on dyslexia are discussed. The multiple deficit model is then outlined, in opposition to the classical single dysfunction model. The model described provides a coherent explanation for several conceptual dilemmas that arise from the analysis of the comorbidity of dyslexia. The few pharmacological interventions that have been proposed to date are also analysed; with the exception of stimulants, however, they are not supported by any solid theoretical base about dyslexia. Lastly, we use the multiple deficit model as an aid to analyse the current data referring to the effect of stimulants on nuclear mechanisms in dyslexia. CONCLUSIONS: It is suggested that it would be wise to monitor the response in reading skills in children with dyslexia and attention deficit hyperactivity disorder (ADHD) who are being treated with stimulants. We also recommend taking into consideration the comorbidity between dyslexia and ADHD as an argument in favour of pharmacological intervention in patients with apparently mild symptoms of ADHD. In any case, today, pharmacological intervention cannot be expected to go beyond its having a complementary and synergic effect on traditional methods of treatment.

Tratamiento farmacológico de la dislexia / Pharmacological treatment of dyslexia

Introducción. Se constata una ausencia casi absoluta de abordajes farmacológicos orientados a mejorar la dislexia. Objetivo. Analizar, en base a las teorías actuales de la dislexia, la opción de aplicar alguna medida farmacológica. Desarrollo. Se discuten las distintas teorías sobre la dislexia. Se expone a continuación el modelo de déficit múltiple, en contraposición al modelo clásico de disfunción única. El modelo expuesto aporta una explicación coherente a diversos dilemas conceptuales planteados a partir del análisis de la comorbilidad de la dislexia. Igualmente se analizan las escasas intervenciones farmacológicas planteadas hasta el presente, las cuales, con excepción de los estimulantes, no están respaldadas por una base teórica sólida sobre la dislexia. Por último, tomando como soporte el modelo de déficit múltiple, se analizan los datos actuales referentes al efecto de los estimulantes sobre mecanismos nucleares de la dislexia. Conclusiones. Se sugiere la conveniencia de monitorizar la respuesta en las habilidades lectoras en niños con dislexia y trastorno por déficit de atención/hiperactividad (TDAH) tratados con estimulantes. También se recomienda considerar la comorbilidad entre dislexia y TDAH como un argumento a favor de la intervención farmacológica en pacientes con sintomatología de TDAH aparentemente leve. De todos modos, en el momento actual, las expectativas farmacológicas no pueden pretender ir más allá de una acción complementaria y sinérgica con los métodos tradicionales (AU)

Introduction. Pharmacological approaches aimed at improving dyslexia are almost inexistent. Aim. To analyse, based on the current theories of dyslexia, the possibility of applying some pharmacological measure. Development. The different theories on dyslexia are discussed. The multiple deficit model is then outlined, in opposition to the classical single dysfunction model. The model described provides a coherent explanation for several conceptual dilemmas that arise from the analysis of the comorbidity of dyslexia. The few pharmacological interventions that have been proposed to date are also analysed; with the exception of stimulants, however, they are not supported by any solid theoretical base about dyslexia. Lastly, we use the multiple deficit model as an aid to analyse the current data referring to the effect of stimulants on nuclear mechanisms in dyslexia. Conclusions. It is suggested that it would be wise to monitor the response in reading skills in children with dyslexia and attention deficit hyperactivity disorder (ADHD) who are being treated with stimulants. We also recommend taking into consideration the comorbidity between dyslexia and ADHD as an argument in favour of pharmacological intervention in patients with apparently mild symptoms of ADHD. In any case, today, pharmacological intervention cannot be expected to go beyond its having a complementary and synergic effect on traditional methods of treatment (AU)

Omega-3/omega-6 fatty acids for attention deficit hyperactivity disorder: a randomized placebo-controlled trial in children and adolescents.

OBJECTIVE: The aim of the study was to assess omega 3/6 fatty acids (eye q) in attention deficit hyperactivity disorder (ADHD). METHOD: The study included a randomized, 3-month, omega 3/6 placebo-controlled, one-way crossover trial with 75 children and adolescents (8-18 years), followed by 3 months with omega 3/6 for all. Investigator-rated ADHD Rating Scale-IV and Clinical Global Impression (CGI) scale were outcome measures. RESULTS: A majority did not respond to omega 3/6 treatment. However, a subgroup of 26% responded with more than 25% reduction of ADHD symptoms and a drop of CGI scores to the near-normal range. After 6 months, 47% of all showed such improvement. Responders tended to have ADHD inattentive subtype and comorbid neurodevelopmental disorders. CONCLUSION: A subgroup of children and adolescents with ADHD, characterized by inattention and associated neurodevelopmental disorders, treated with omega 3/6 fatty acids for 6 months responded with meaningful reduction of ADHD symptoms.