The ADHD Evidence Project

@adhdevidence.bsky.social

338 Followers 126 Following

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.

square image with blue sticker in corner that says "free!". Text reads, "ADHD Awareness Month. The lifelong reality of ADHD: what the science actually shows, with Stephen Faraone, phd. sponsored by Otsuka. 10/8 7:30pm EST www.add.org. Awareness Month adda"
image: light yellow background with line drawing of face. "the adhd evidence project" logo in upper left corner. text reads: adhd is complex. the science should be too. At the adhd evidence project, we're dedicated to disseminating the latest research to provide evidence-based information about adhd. no more myths-- just science. let's shift the conversation and advocate for accurate, evidence-based resources on mental health. follow us for more! (logos for instagrm, bluesky, indeed, threads) @theadhdevidenceproject
From Meds to Mindfulness: What Actually Works for Adult ADHD? A new large-scale study has shed light on which treatments for attention-deficit/hyperactivity disorder (ADHD) in adults are most effective and best tolerated. Researchers analyzed 113 randomized controlled trials involving nearly 15,000 adults diagnosed with ADHD. These studies included medications (like stimulants and atomoxetine), psychological therapies (such as cognitive behavioral therapy), and newer approaches like neurostimulation. The Findings Stimulant medications (lisdexamfetamine and methylphenidate) as well as selective norepinephrine reuptake inhibitors (SNRI) (atomoxetine) were the only treatments that consistently reduced core ADHD symptoms—both from the perspective of patients and clinicians. It may be worth noting that atomoxetine, while effective, was less well tolerated, with more people dropping out due to side effects. Psychological therapies such as CBT, mindfulness, and psychoeducation showed some benefits, but mainly according to clinician ratings—not necessarily from the patients themselves. Neurostimulation techniques like transcranial direct current stimulation also showed some improvements, but only in limited contexts and with small sample sizes. Interestingly, none of the treatments—medication or otherwise—made a clear impact on long-term quality of life or emotional regulation. Conclusion Stimulant medications remain the most effective treatment for managing ADHD symptoms day-to-day but nonstimulant medication are not far behind, which is good given the problems we’ve had with stimulant shortages. This study also supports structured psychotherapy as a viable treatment option, especially when used in conjunction with medication. The study emphasizes the importance of ongoing, long-term research and the need for treatment plans that are tailored to the individual ADHD patient– Managing adult ADHD effectively calls for flexible, patient-centered care.
How ADHD and Anxiety Interact to Affect Self-Control IntroductionADHD (Attention Deficit Hyperactivity Disorder) and anxiety often occur together, but how they impact thinking and behavior isn’t always clear. Some studies suggest anxiety can make ADHD symptoms worse, while others show it can help with focus and self-control. This study explored how different ADHD traits interact with anxiety to affect a person’s ability to control their impulses. The StudyResearchers worked with 60 university students (average age 20.5, 53% male) who did not have a formal ADHD diagnosis. They measured ADHD traits using the Conners' Adult ADHD Rating Scale and anxiety levels using the State-Trait Anxiety Inventory. Participants then completed a computerized test called the Go/NoGo task, which measured their ability to control their reactions in different situations. During the test, researchers also recorded their brain activity using EEG (electroencephalography) to track how their brains responded to the tasks. What They Found Anxiety changed the way ADHD traits affected self-control, but only in certain types of tasks. When participants had to completely stop their response (NoGo without distractions), anxiety levels influenced how well ADHD traits predicted their ability to inhibit their reaction. This effect was not seen in tasks that required cognitive control with distractions. People with high hyperactivity and impulsivity were more affected by anxiety in tasks that required full response inhibition. What This MeansThese findings suggest that the way ADHD and anxiety interact depends on the type of task. For some people with ADHD traits, anxiety may make it harder to control impulses, especially when stopping a response completely is required. However, in tasks that involve handling distractions, anxiety and ADHD traits may not interact the same way.
Children with ADHD often face challenges in social interactions, leading to long-term consequences if not properly addressed. While various interventions exist, many fail to consider the broader social context in which these children interact. A recent study conducted in Bergen, Norway, explored how primary school teachers perceive their role in supporting children with ADHD who struggle socially and the strategies they use to assist them. Investigating Teacher Perspectives Researchers conducted semi-structured interviews with five focus groups of primary school teachers. Using reflexive thematic analysis, they identified two major themes: Understanding Individual Needs in Context – Teachers emphasized that every child is unique, and ADHD should not define a student's social struggles. They highlighted the importance of considering the child’s specific social challenges within their broader environment. Adapting Strategies Through Continuous Assessment – Teachers described their work as a dynamic and flexible process, adjusting their approaches based on the child's evolving needs. This included providing subtle background support as well as direct guidance in social interactions. A Personalized Approach to Social Support Rather than relying on standardized interventions, teachers tailored their strategies to foster an inclusive and supportive social environment. Their methods included both active participation in social situations and behind-the-scenes efforts to encourage peer inclusion and understanding. This study underscores the need to move beyond labels and recognize children with ADHD as individuals with distinct social needs. Teachers play a crucial role in shaping these children’s experiences, using flexible and personalized approaches to promote positive social interactions. By integrating social context and individualized support, educators can help children with ADHD build meaningful connections and navigate their social world more effectively.