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Introduction. There is growing scientific agreement that attention deficit hyperactivity disorder (ADHD) is associated with significant deficits in several cognitive domains. This assertion has cognitive-behavioral and neurophysiological evidence. Drug therapy is traditionally focused in reducing or eliminating the nuclear symptoms of the disorder (inattention, hyperactivity and impulsivity) to adaptative levels. Methyphenidate (MTF) and Atomoxetine (ATX) are two of the most popular medications for this population. Both act on the prefrontal cortex and its connections to the basal ganglia, circuits related as well to the anatomical substrate of attention, motor activity and inhibitory control. If we consider that these regions are also involved in complex cognitive processing likewise, we can conclude that, the pharmachological approaches that are effective in improving nuclear symptoms of this disorder, will have a beneficial effect on cognitive performance of these patients, and by extension on academic performance. Objective. This literature review pretend to update existing knowledge on cognitive impact of methylphenidate or atomoxetine administration in people with ADHD. We aim to deepen in the relationship between nuclear symptoms, pathologic substrate and cognitive performance with special reference to executive functions. Methods. We have done an extensive literature review in PubMed, PsycINFO and Medline databases with the keywords: Methylphenidate, atomoxetine, ADHD, Treatment, Neuropsychological assessment and child neuropsychology. Conclusions: methylphenidate has shown superiority to atomoxetine in controlling nuclear symptomatology, however, on cognitive functioning, particularly on working memory, both drugs show comparable beneficial effects in some studies. [ABSTRACT FROM AUTHOR]

Introduction: Although investigation and clinical experience have demonstrated that stimulants are effective medication for the basic treatment of the symptoms on the ADHD (Attention-Deficit/Hyperactivity Disorder), a commonly described but quite slightly studied side effect of this type of medication, is the effect on the emotional expression of patients. Objectives: The purpose of this investigation is to evaluate the effect of the treatment with Methylphenidate on the affective/emotional expression in children diagnosed with ADHD. Data and methods: It is a descriptive study of several cases series, from a center and about a unique group, where "n" will be 15 children diagnosed with ADHD at the University Hospital of the Canary Islands, who were required beginning treatment with methylphenidate (MPH), with a daily dose of at least 0,3mg/Kg. In this study it will be evaluated the emotional expression of the group, according to the scale Expression and Emotion Scale for Children (EESC)making a comparison between the previous moment to the treatment and a subsequent month from its beginning. Results: The evaluation of the total result of the EESC conducted by the parent did not show statistically significant differences between scores previously of the treatment and results after a month with it. The dominions (positive emotions, emotional flatness and emotional lability) did not show differences between both periods of time, nevertheless, the positive emotions showed a tendency of reduction more showy than the rest, without getting to be statistically significant (p=0.0638). Conclusion: Statistically there have not been significant changes in the emotional expression of the children caused by the treatment with methylphenidate. Nevertheless, the data show that there is a tendency to an improvement in it. [ABSTRACT FROM AUTHOR]

We report the case of a girl who is diagnosed of Attention Deficit Hyperactivity Disorder who developed a secondary peripheral vascular disease (Raynaud's Syndrome) after starting treatment with methylphenidate. The relationship between treatment with methylphenidate and the occurrence of peripheral vascular phenomena, its relevance and diagnostic and therapeutic implications are discussed. [ABSTRACT FROM AUTHOR]