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ATTENTION DEFICIT DISORDER IN INTELLECTUALLY GIFTED ADULTS

ATTENTION DEFICIT DISORDER IN INTELLECTUALLY GIFTED ADULTS. Hal Elliott, MD Associate Professor Residency Program Director Department of Psychiatry East Tennessee State University. Wake Forest University : Middle 50% of Students With SAT between 1250-1390

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ATTENTION DEFICIT DISORDER IN INTELLECTUALLY GIFTED ADULTS

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  1. ATTENTION DEFICIT DISORDER IN INTELLECTUALLY GIFTED ADULTS Hal Elliott, MD Associate Professor Residency Program Director Department of Psychiatry East Tennessee State University

  2. Wake Forest University: • Middle 50% of Students With SAT between 1250-1390 • US NEWS and World Report: #25-30 Davidson College : • Middle 50% of Students With SAT between 1310-1440 • US News and World Report: #5-11

  3. DSM Definition of ADHD “A persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically found in individuals at a comparable level of development” EXECUTIVE FUNCTIONING DISORDER

  4. ADHD: Neurobiologic Basis Attention Networks EXECUTIVE CONTROL ORIENTING (SELECTIVE ATTENTION) ALERTING Posner and Raichle. Images of the Mind. Scientific American Books; 1996.

  5. Neural Networks of Attention • Prefrontal cortex • Parietal cortex • Cingulate gyrus • Limbic structures (amygdala-hippocampus) • Basal ganglia • Thalamus • Brainstem (reticular formation) • Cerebellum Seidman LJ et al. Biol Psychiatry. 2005;57:1263-1272.

  6. Normal Controls ADHD y = +21 mm y = +21 mm -2 1 x 10 1 x 10 -2 1 x 10 -3 1 x 10 -3 Anterior Cingulate Cortex Cognitive Division Fails to Activate in ADHD Bush G et al. Biol Psychiatry. 1999;45:1542-1552.

  7. ADHD Heritability of ADHD Schizophrenia Panic Disorder Height Laarson( 2004) Rietveld (2003) Martin (2002) Kuntsi(2001) Coolidge (2000) Thapar (2000) Willcutt (2000) Hudziak (2000) Nadder (1998) Levy (1997) Sherman (1997) Silberg (1996) Gjone (1996) Thapar (1995) Schmitz (1995) Stevenson (1992) Edelbrock (1992) Gillis (1992) Goodman (1989) Willerman (1973) Matheny (1971) 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Heritability Mean heritability of ADHD = .75 Faraone SV et al. Biol Psychiatry. 2005;57:1313-1323.

  8. NEUROBIOLOGY • Variation in basal ganglia symmetry and in corpus collosum • PET: Decreased brain glucose metabolism in basal ganglia of ADHD adults/adolescents (Zametkin et al) • SPECT: Increased striatal availability of a dopamine transporter ( Krause et al) • Genetic Studies: Twin and sibling studies most convincing biologic evidence

  9. Catecholamines and Brain Activity DLPFC, dorsolateral prefrontal cortex; VLPFC, left ventrolateral prefrontal cortex; BS-ACh, pedunculopontine/laterodorsal tegmental nuclei; VTA/SN, ventral tegmental area-substantia nigra; NBM, nucleus basalis magnocellularis; LC, locus coeruleus; DA, dopamine; ACh, acetylcholine; NE, norepinephrine ; NBM, nucleus basalis magnocellularis; VTA, ventral tegmental area; SN, substantia nigra.

  10. Lifetime Course of ADHD Symptoms: Inattention Domain Childhood Adulthood • + Difficulty sustaining attention Doesn’t listen No follow-through Can’t organize Loses important items Difficulty sustaining attention (meetings, readings, paperwork) Paralyzing procrastination Slow, inefficient Poor time management Disorganized Adler L, Cohen J. Psychiatr Clin North Am. 2004;27:187-201; American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association; 2000:85-93; Weiss MD, Weiss JR. J Clin Psychiatry. 2004;65:27-37.

  11. Lifetime Course of ADHD Symptoms: Hyperactivity-Impulsivity Domain Childhood Adulthood • + Inefficiencies at work Can’t sit through meetings Can’t wait in line Drives too fast Self-selects very active job Can’t tolerate frustration Talks excessively Interrupts others Makes inappropriate comments Squirming, fidgeting Can’t stay seated Can’t wait turn Runs/climbs excessively Can’t play/work quietly On the go/driven by motor Talks excessively Blurts out answers Intrudes/interrupts others Adler L, et al. Psychiatr Clin N Am. 2004;27:187-201; American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, fourth edition, text revision. Washington, DC: American Psychiatric Association; 2000:85-93; Weiss MD, et al. J Clin Psychiatry. 2004;65:27-37.

  12. Traffic Violations and MVA Among Young Adults With ADHD Negative Driving Outcomes From a Driving History Interview P =.003 ADHD (n = 105) Control (n = 64) Subjects Responding Yes (%) P=.007 P=.002 P=.001 P=.001 ≥12 Traffic Citations Drove Before Licensed ≥5 Speeding Citations License Suspended or Revoked ≥3 Vehicular Crashes MVA, motor vehicle accidents. Barkley RA et al. J Int Neuropsychol Soc. 2002;8:655-672.

  13. Driving Problems “ OFFICER, I AM NOT INEBRIATED…I AM JUST INEPT.” Britt Elliott ( 1988)

  14. Substance Use Disorders in ADHD Teens Growing Up:Overall Rate of Substance Use Disorder P<.001 100 75 80 Individuals With Substance Use Disorder (%) 60 40 25 18 20 0 Non-ADHD Medicated ADHD Unmedicated ADHD (n=137) (n=19) (n=56) Biederman J et al. Pediatrics. 1999;104:e20

  15. Childhood ADD into Adult ADD • Spencer et al: 60% of children with ADHD meet criteria as adults • Spencer, Biederman, Williams: 663/1700 meet criteria • Borland and Heckman: 50% of ADHD kids meet criteria as adults as opposed to 5% of non-ADHD siblings

  16. ADD Symptoms In College/Grad Students: • Distractibility • Organizational problems • Poor task completion • Forgetfulness • Careless errors/ trouble with details • Sequencing problems • Hyper-focusing/ Prioritization Problems • “Deer in the Headlights”

  17. ADD in College/Grad Students (continued) • Authority Issues • Stubbornness • Intolerance of silly rules/ assignments • Relationship problems ( peer and sig. other) • Frequent changes in major/ schools • Poor frustration tolerance • Easily bored • Poor or inconsistent academic performance despite adequate or even superior intellectual abilities

  18. What ADD College/GradStudentsReport: • Scattered • Anxious/ “Scanning The Horizon” • Irritable • Chronically Late/ Poor Time Sense • Procrastination • Bored Easily/ Restless/ Impatient • Trouble with Math/Directions • Reading Comprehension Problems • Compensatory OC Behavior

  19. OVERWHELMED • Increase in distress/ anxiety/ disorganization when responsibility increases/ changes at work, home, or school. EXAMPLES: • Birth of child • Promotion • Increase in academic workload • Transitions: First of School Year, Starting College or Grad School, Moving Rooms, Changing Classes, Weekday to Weekend, Weekend to Weekday, Awake to Sleep, Sleep to Awake

  20. COMORBIDITY IN ADULTS • Anxiety Disorders (50%) • Substance Abuse ( 27%-47%) • Antisocial Personality Disorder ( 12%-27%) • Affective Disorders (? %) • NO COMORBID DX: 40%

  21. Self Rating Scales • Copeland Symptom Checklist For Adult ADHD • Brown Adult ADD Scale( BAADS II) • Amen Scale

  22. Psychoeducational Testing • While ADHD is a clinical diagnosis, consider psychometric testing if: • Diagnosis is unclear • Accommodations are needed • More details re: exact deficits are needed or if LD is suspected.

  23. CHRONIC vs. NEW ONSET • Childhood Prerequisite • New Onset: medical work-up indicated • Consider: endocrine, sleep apnea, drug interactions, hearing deficit, B12, head injury, heavy metal, seizure disorder. • MRI/CT, EEG, BP, EKG, baseline labs, etc.

  24. Controversy/ Skepticism Re: ADHD in Young Adults Why? • Childhood Onset – difficult to get accurate history, especially in individuals who have IQ in superior range. • By adulthood comorbidity clouds diagnosis • ADHD is a clinical diagnosis • Schedule II medications/fear of prescribing • Countertransference/Cultural Bias

  25. WHY NOW?( If they didn’t have trouble as small children, doesn’t that mean they are just lazy?) • Many college students functioning in the intellectual ly superior range never had to study before college • Many students had parents to manage all of their details, scheduling, deadlines, etc • Some students attended exclusive private schools with very rigid day to day routines. External organization kept them structured and limited distractions.

  26. Compensatory Anxiety • It isn’t compulsive checking behavior if you really might forget • Anxiet y will increase catecholamines and can increase ability to attend • Procrastination creates anxiety when the work is imminently due….and can increase ability to attend • Classical conditioning model • But…too many catecholamines cause a shut down effect.

  27. Cause and Effect • “Are you scattered because you are anxious or are you anxious because you are scattered” • “Are you depressed because you can’t get your work done or are you not getting your work done because you are depressed”

  28. OCD and/vs ADHD • OC sxs as a compensatory mechanism. Ruminating. Lists. Excessive worry. Worst case scenarios. • Not usually repetitive over time. Tend to be day to day worries as opposed to intrusive ego dystonic obsessions • Thoughts jump from one thought to next as opposed to focusing on one obsession • Compulsive sxs are less likely to be linked to obsessive thinking.

  29. BPAD vs. ADHD • Genetic overlap • Hyperactivity vs. Mania/Hypomania • Discreet episodes vs. ongoing symptoms

  30. ADHDStimulant Medications Of pharmacologic options available for ADHD, stimulant medications are the: • Most studied • Most commonly used • Most effective • First-line agents for treatment Spencer T et al. J Am Acad Child Adolesc Psychiatry. 1996;35:409-432; Dulcan M et al, for the Work Group on Quality Issues of the American Academy of Child and Adolescent Psychiatry. J Am Acad Child Adolesc Psychiatry. 1997;36:85S-121S; Greenhill LL et al, for the Work Group on Quality Issues of the American Academy of Child and Adolescent Psychiatry. J Am Acad Child Adolesc Psychiatry. 2002;41:26S-49S.

  31. DOPAMINE/NOREPINEHRINE • DOPAMINE: mediates “verbal fluency, serial learning, vigilance for executive functioning, sustaining and focusing attention, prioritizing behavior, and modulating behavior based on social cues” (Stahl) • NOREPINEPHRINE: plays role in “sustaining and focusing attention, as well as in modulating energy, fatigue, motivation and interest” ( Stahl)

  32. PSYCHOPHARMACOLOGYDopaminergic/ Noradrenergic • STIMULANTS: Methylphenidate (Ritalin, Ritalin LA, Metadate CR, Concerta) • Mixed amphetamine salts ( Adderall, Adderall XR), • Dextroamphetamine( Dexedrine, Dextrostat), • Dextroamphetamine long acting ( Vyvanse) • d-methylphenidate ( Focalin) • Pemoline ( Cylert)…LFT’s

  33. PSYCHOPHARM ( cont.) ANTIDEPRESSANTS/ OTHER Buproprion ( Wellbutrin) Venlafaxine ( Effexor) Duloxetine ( Cymbalta) Desipramine/ Imipramine Modafinil ( Provigil) Clonidine ( catapress) Atomoxetine(Strattera SSRI’s for comorbidity….not for core symptoms

  34. Problems with the stimulants Schedule II drugs (abuse liability, diversion, medicolegal concerns) 30% do not adequately respond or cannot tolerate stimulant treatment Short duration of action (compliance, embarrassment) Side effect profile adversely impacting sleep, appetite, mood, and anxiety Concerns about cardiovascular effects, growth suppression, and tic development Why Nonstimulant Treatments for ADHD? Dulcan M et al, for the Work Group on Quality Issues of the American Academy of Child and Adolescent Psychiatry. J Am Acad Child Adolesc Psychiatry. 1997;36:85S-121S; Greenhill LL et al, for the Work Group on Quality Issues of the American Academy of Child and Adolescent Psychiatry. J Am Acad Child Adolesc Psychiatry. 2002;41:26S-49S; Spencer T et al. J Am Acad Child Adolesc Psychiatry. 1996;35:409-432.

  35. Non- Medication Intervention • Education • Organizational Help (academic coaching) • Learning Assistance Center @ WFU • Individual and Couples Therapy • CHADD • SNL @ Davidson College • Exercise • Selection of occupation and need for novelty/ difficulty with change

  36. ACADEMIC ACCOMODATIONS Leveling the playing field: • Quiet Environment • Extra Time • UC Berkeley Study: Group Standard Time Extra Time LD 13th percentile 76th percentile Non-LD 82nd percentile 83rd percentile

  37. Accommodations For Residents Accommodations for Resident Physicians with Attention Deficit Disorder Academic Psychiatry Elliott, Arnold, Brenes, Silvia, Rosenquist August 2007

  38. Thoughts Re: Gifted ADHD Adults • Stimulants/ Schedule II drugs • Alteration of sense of self/ blunting of creativity • Non-linear thinkers in the academic environment. • Myth of Laziness. Twice the work for half the result. • “Left handed learners” • Responsibility • Square Pegs and Round Holes

  39. Family Issues • “My parents and I have different ideas about what I should do after graduation. I want to go to Florence and study Art History. They want me to move into their pool house and become a dental hygienist” • Patient J, Senior at WFU

  40. I was a peripheral visionary. I could see the future, but only way off to the side. Steven Wright

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