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Neuropsychiatric Symptoms of Epilepsy

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226<br />

D.W. Dunn and W.G. Kronenberger<br />

Approximately 60–70 % <strong>of</strong> children with epilepsy and ADHD respond to methylphenidate.<br />

This may be less than seen in children with ADHD alone, though none<br />

<strong>of</strong> the above studies directly compared children with epilepsy and ADHD to children<br />

with ADHD alone. Conflicting data is present in the two studies that had groups<br />

with epilepsy and ADHD and ADHD alone. Semrud-Clikeman and Wical [ 52 ] compared<br />

the response <strong>of</strong> children with complex partial seizures and ADHD and children<br />

with ADHD alone to methylphenidate as measured by a computerized<br />

performance task. Both groups improved but the children with ADHD alone had<br />

normal scores after methylphenidate whereas the children with epilepsy and ADHD<br />

improved but remained 1.5 standard deviations below normal. Bechtel et al. [ 55 ]<br />

compared the response to methylphenidate <strong>of</strong> 17 boys with epilepsy and ADHD and<br />

15 boys with ADHD alone. Both groups improved to near-normal scores.<br />

Decisions on second choice medication to use for ADHD and epilepsy if stimulants<br />

are not effective or cause adverse effects are difficult. Atomoxetine, a norepinephrine<br />

reuptake inhibitor, is the next choice in ADHD treatment algorithms. It<br />

does not seem to lower seizure threshold. Wernicke et al. [ 108 ] reviewed company<br />

databases and postmarketing reports and noted rates <strong>of</strong> 0.1–0.2 % for seizures during<br />

trials <strong>of</strong> atomoxetine for ADHD and reports <strong>of</strong> seizures in 8/100,000 drug exposures<br />

after atomoxetine was approved for use. There was no statistically significant<br />

difference in occurrence <strong>of</strong> seizures in patients receiving atomoxetine, methylphenidate,<br />

or placebo. Torres et al. [ 109 ] reported a retrospective review <strong>of</strong> 27 patients<br />

with epilepsy that received atomoxetine. Atomoxetine was discontinued in 63 %,<br />

7/17 for inadequate improvement in ADHD symptoms and 9/17 with adverse effects.<br />

There was no worsening in seizure control. In an abstract, Hernández and Barragán<br />

[ 110 ] reported on atomoxetine in 17 children with epilepsy and ADHD, noting<br />

improvement in symptoms <strong>of</strong> ADHD without an increase in seizure frequency.<br />

Antidepressants and the alpha adrenergics, guanfacine and clonidine, are alternative<br />

agents, but should be used cautiously if at all. There is a high relative risk for<br />

seizures at high doses <strong>of</strong> bupropion and an intermediate risk at moderate or low<br />

doses. The risk <strong>of</strong> seizures is intermediate at moderate to high doses <strong>of</strong> tricyclic<br />

antidepressants [ 111 ]. Guanfacine and clonidine may cause sedation and there are<br />

no published reports <strong>of</strong> use in patients with ADHD and epilepsy. They remain possible<br />

choices if other medications provide inadequate benefits [ 112 ].<br />

For ADHD without epilepsy, behavioral therapies have been demonstrated to be<br />

effective in clinical trials, although their effect size for short-term improvement in<br />

core ADHD symptoms is somewhat lower than the effect size for stimulant medication<br />

treatment [ 113 ]. The most widely used behavior therapy for ADHD is parent<br />

behavior training (PBT), in which parents are taught to apply behavioral principles<br />

such as ignoring, reinforcement, and contingency management to the specific<br />

behavior challenges associated with ADHD (impulsivity, inattention). Behavioral<br />

therapies for ADHD are also <strong>of</strong>ten implemented in the school setting, with teachers<br />

providing frequent, specific behavior feedback associated with target behaviors.<br />

Less <strong>of</strong>ten, behavior therapy may be delivered in intensive summer camps that<br />

include activities ranging from classroom work to sports, embedded within a strong<br />

system <strong>of</strong> behavioral goals, monitoring, and interventions [ 113 ].

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