Case Study: The 8 year old girl who was naughty
The Question: Do girls get ADHD?
The Psychopharm Dilemma: How do you treat ADHD with oppositional
symptoms?
Pretest Self Assessment Question (answer at the end of the case)
What is true about oppositional symptoms in patients with ADHD
A. They can be part of the diagnostic criteria for ADHD in children
B. They can be confused with impulsive symptoms of ADHD
C. They can be part of oppositional defi ant disorder (ODD) which can be
comorbid with ADHD
D. They can be part of conduct disorder (CD) which can be comorbid
with ADHD
Patient Intake
• 8-year-old girl brought to her pediatrician by her 26-year-old mother
• Chief complaint: fever and sore throat
Psychiatric History
• While evaluating the patient for an upper respiratory infection, the
pediatrician asks if school is going well
• The patient responds “yes” but in the background the mother shakes
her head “no”
• The mother states that her daughter is negative and defi ant at home
and she has similar reports, mostly of disobedience, from her teacher
at school
• The patient has had temper tantrums since age 5 but these have
decreased over the past 3 years, especially the past year
• Still angry and resentful since her little sister was born 6 years ago
• Academic problems
• Fights with other children, mostly arguments and harsh words with
other girls at school Social and Personal History
• Goes to public school
• Has a younger sister age 6
• Does not see her father much, lives in a nearby city
• Not many friends
• Spends most of her time with her sister and either her mother or her
maternal grandmother who helps with after school supervision and
baby sitting
PATIENT FILE
134
Medical History
• None
Family History
• None known for medical or psychiatric disorders other than the father
who drinks a bit too much and his father (paternal grandfather) who
some think might be an alcoholic
• Mother was adopted and no family history known
Pediatrician’s Notes: Initial Evaluation
• Not enough time to do any more evaluation
• Instead, the mother is given the parent and teacher version of the
Conners ADHD rating scale and is instructed to bring the completed
forms to the followup visit
• A variety of rating scales are available, some without charge (see
http://www.neurotransmitter.net/adhdscales.html).
• The Connors scale charges a fee but other rating scales available at
this link, or listed in the Two-Minute Tute below are free.
Pediatrician’s Notes: Followup Visit Week 3
• At the followup visit, the mother admits to having been too busy to fi ll
out the parent form • Also admits to having forgotten to send the rating form to the teacher
• Mother acknowledges being more disorganized since her second
child started school this year
• Since then it has also been extremely diffi cult to keep the patient
organized and focused on school
• The mother is on the verge of tears
• “Two children are too much for a single mother”
• The pediatrician offers to send the teacher form to the school and
gives the mother tips on how to remember to fi ll out her own form
• When the teacher form is sent back to the pediatrician’s offi ce the
mother will be contacted for a followup visit
Pediatrician’s Notes: Followup Visit Week 6
• At the followup visit, the mother comes alone
• Teacher’s ADHD rating scale responses state that the patient has
signifi cant problems with
– Talking excessively
– Sustaining attention
– Being organized
– Being distracted
– Being forgetful All rights reserved. Not for commercial use or unauthorized distribution.
PATIENT FILE
135
– Following instructions
– Making careless errors (except when it comes to her homework)
• The teacher also complains of the patient being more argumentative and
disobedient than the other children in her class
• The mother’s responses on the ADHD rating scales are similar to the teacher’s but she endorses only fi ve symptoms as signifi cantly impairing
• Checked “severe” for ability to listen (rated only mild by the teacher)
• Upon further questioning by the pediatrician, it becomes clear that the
mother is compensating for her daughter by
– Double checking her homework
– Making sure homework is in her backpack
– Helping the patient be organized
• Eventually, symptoms that were originally determined to be “mild” by the
mother are changed to “signifi cantly impairing”
• Mother confi rms that the patient argues a lot with her, especially when
the mother is trying to oversee her work, and that the patient still
occasionally has temper tantrums similar to when she was fi ve years
old, but milder
Based on just what you have been told so far about this patient’s history
what do you think is her diagnosis?
• ADHD
• ODD (oppositional defi ant disorder)
• CD (conduct disorder)
• ADHD comorbid with ODD
• ADHD comorbid with CD
• A child acting out again her mother’s divorce and against having to
share her mother with her sister
• Other
Pediatrician’s Mental Notes: Followup Visit, Week 6, Continued
• The patient is diagnosed with ADHD, mostly inattentive type,
comorbid with symptoms of oppositional defi ant disorder
– ADHD symptoms include inattention but not hyperactivity
– Some of her impulsive symptoms such as being argumentative
and disobedient overlap with her ODD symptoms but the ODD symptoms seem to be willful and on purpose rather than truly
thoughtlessly impulsive
• To be diagnosed with conduct disorder, the patient would need to
exhibit symptoms similar to ODD plus have aggression towards
animals, destruction of property, deceitfulness or theft, and serious
violations of rules, symptoms of a type and severity that neither the
teacher nor the mother brought up
PATIENT FILE
136
How would you treat her?
• Cognitive behavioral therapy
• Parent training
• d-methylphenidate XR (Focalin) 5 mg once daily in the morning
titrated in 5 mg increments each week to optimization
• OROS methylphenidate (Concerta) 18 mg once daily in the morning
titrated in 18 mg increments each week to optimization
• Mixed salts of amphetamine XR (Adderall XR) 10 mg once daily in the
morning titrated in 10 mg increments each week to optimization
• Lisdexamfetamine (Vyvanse) 30 mg once daily in the morning titrated
in 10–20 mg increments a week to optimization
• Other
Pediatrician’s Mental Notes: Followup Visit Week 6, Continued
• Mother is initially uncomfortable with the diagnosis of ADHD with
ODD and is far from ready to accept medication treatment for her
daughter
• Wants different options
• Pediatrician suggests cognitive behavioral therapy and parent
training
• Pediatrician also offers to write a letter to the school to implement strategies to help her daughter such as
– Allowing extra time on tests and assignments
– Placing child nearest to the teacher
– Devising signals between teacher and child to redirect child’s
attention without embarrassing the child
Pediatrician’s Mental Notes: Followup Visit Week 10
• Mother learns that closest CBT specialist is one-hour drive away from
their home so this option falls through
• Also, while the teacher is happy to implement the strategies
suggested by the pediatrician, she admits to already using them with
the patient, given her experience with other ADHD students
• The lack of non-pharmacological treatment options helps the mother
reconsider the risks versus the benefi ts of ADHD medications
• All the options listed as stimulants in the list above, plus some
nonstimulants, are approved for the treatment of ADHD and have
shown some effi cacy for ODD symptoms
• D-methylphenidate XR is chosen
Pediatrician’s Mental Notes: Followup Visits Weeks 12 and 14
• The dose of d-methylphenidate is titrated to 20 mg/day with some
improvement in classroom behavior according to the teacher
PATIENT FILE
137
• However, the patient develops problems with initial insomnia
– Sometimes the effects of stimulants later in the day can actually
improve sleep, especially in hyperactive individuals who have
problems slowing down for bedtime routines
– Some studies suggest that OROS methylphenidate lasts even
longer (up to 12 hours) compared to d-methylphenidate XR,
which seems to be more effective in the fi rst 8 hours; thus OROS methylphenidate would be a potential option in such cases
– However, this is not this patient’s presentation
– Since this patient did not have problems with sleep prior to
starting d-methylphenidate XR, the initial insomnia is likely due to
the stimulant
• Also, even though classroom behavior seems to be improving
according to the teacher, the patient remains defi ant with the mother,
tears up some toys of her younger sister to upset her and screams
more than ever at her mother while doing homework, seeming
delighted when her mother gets upset and yells back
• The mother is instructed to give the medication another month to see
if the improvements in the classroom begin to be seen in the home
and is instructed about sleep hygiene including
– Keeping regular schedules for going to bed and waking up
– Avoiding the patient’s favorite caffeinated sodas, especially in the
late afternoon
– Providing quiet activities as part of a bedtime routine
– Having the patient leave her room to do another quiet activity if she
does not fall asleep within 30 minutes
Pediatrician’s Mental Notes: Followup Visit Week 18
• The mother herself is often overwhelmed and disorganized and so
has a diffi cult time keeping regular schedules for going to bed and
waking up, even during the week but especially on weekends
• Despite trying the behavioral approach, the initial insomnia remains a
problem
• So does the defi ant behavior at home
• Also, reports last week that the patient shoved somebody who she
said was crowding in line, causing her classmate to cut her knee,
requiring stitches/sutures • Was not sorry or remorseful
How would you treat her now?
• Refer to a psychiatrist for further evaluation and
psychopharmacological management
• Refer to a psychologist for therapy
PATIENT FILE
138
• Switch to dl-methylphenidate immediate release (classical Ritalin) 10
mg twice daily, then titrate to optimized dose
• Switch to the methylphenidate transdermal patch (Daytrana) starting
at 10 mg, then titrate to optimized dose
• Switch to the prodrug lisdexamfetamine (Vyvanse) starting at 30 mg
once in the morning, then titrate to optimized dose
• Switch to atomoxetine (Strattera) 10–18 mg per day, then titrated to
optimized dose
• Switch to guanfacineXR (Intuniv) 1 mg/day, then titrated to optimized
dose
• Other
Pediatrician’s Mental Notes: Followup Visit Week 18, Continued
• Each treatment option has specifi c considerations to take into account:
– In general, the active d enantiomer of methylphenidate (which
the patient was originally prescribed) may be slightly more
than twice as potent as racemic d,l-methylphenidate; so, if side
effects persist on d-methylphenidate it may be useful to switch
to immediate release d, l methylphenidate which might require a
“sculpted dose” with a higher morning than afternoon dose
– The methylphenidate patch needs to have the patient and mother
follow instructions and in this patient’s case, may need to remove
the patch before the suggested nine-hour wear time is over, if insomnia or other adverse events emerge; the patch should not be
cut as a way to lower the dose
– Lisdexamfetamine should be titrated by increasing the dose in
10–20 mg increments each week; 10–12 hours of clinical action
can be expected, so might be less favorable in patients who
already have problems with insomnia
– Atomoxetine can have a longer onset of action but does not cause
insomnia
– Guanfacine/guanfacineXR should start at 1 mg and titrate by 1 mg
increments to a maximum of 4 mg/day but an 8 year old will not
likely need or tolerate the highest dose, which may cause sedation
• The mother prefers the methylphenidate patch approach, as it seems
to be the most convenient way to address the sleep problems
• Additionally, sometimes the patient refuses to swallow pills and will
take the medication only if convinced to do so, or possibly if sprinkled
on food. This confrontation over medications adds too much extra
time to the mother’s already hectic morning schedule
• The patient likes the novelty of the patch, which reminds her of a
sticker
PATIENT FILE
139
Pediatrician’s Mental Notes: Followup Visit Week 20
• The 10 mg patch with an eight hour or shorter wear time addresses
the classroom ADHD symptoms without causing insomnia
• However, on the days when the mother forgets to remove the patch
before 3 pm, insomnia returns
• That is resolved by setting her cell-phone alarm to remind her to
remove the patch every day at 3 pm after applying it at 7 am
• At fi rst the patient and her mother are impressed with the novelty of the patch and its fl exibility and the resolution of the patient’s insomnia
• However, she is still argumentative, including some evenings at
bedtime, and this can interfere with getting to bed on time even
though the patient no longer has insomnia
• The patient scratched her sister’s face last week with her fi ngernails
because her sister was playing with the patient’s dolls
• Thinks it is funny that her sister’s face is scratched
• “She looks like she has warpaint on her cheek”
• The pediatrician feels like only a bit of progress has been made with
several months of medication treatment, including two different
stimulants
• Even though inattentive symptoms in the classroom are reportedly
improved, oppositional symptoms both at school and at home are not
improved and if anything, are the main problem now
• Furthermore, the patches are expensive, not covered well by the
mother’s insurance and frequently are pulled off by the patient or her
classmates tormenting her in response to her fi ghting/arguing with
them
• Refers the patient and her mother to a psychiatrist
Attending Psychiatrist’s Mental Notes: Initial Psychiatric
Evaluation
• Seems like the patient needs more stimulant during the day and less
at night
• Also, seems like the oppositional symptoms may require special
therapeutic focus
• Considerations include:
– Developing a platform of stimulant to optimize treatment with
another oral medication
– Increasing the dose during the day to see if oppositional symptoms will respond to this
– If not, consider augmentation strategies for the oppositional
symptoms
– Psychotherapy (too expensive and too time consuming, mother
cannot miss work, and too far away)
PATIENT FILE
140
– Atypical antipsychotic (controversial, for use of atypical
antipsychotics is not approved for ADHD or for oppositional
symptoms of ADHD/ODD
– guanfacine XR – approved for ADHD with some evidence
for use in oppositional as well as inattentive/hyperactive
symptoms of ADHD but not approved for ODD
• Suggested switching back to an oral medication from the patch
• Trial of lisdexamfetamine 30 mg once in the morning
Attending Physician’s Mental Notes: First and Second Interim
Followups, Weeks 4 and 8
• Only partial effi cacy but no insomnia
• Rather than increase dose of lisdexamfetamine, added 5 mg of
dextroamphetamine at 7 am, then 10 mg, then 15 mg, became
nauseous, reduced to 10 mg on top of lisdexamphetamine 30 mg in
the morning
• Sometimes a second 5 mg dose of the dextroamphetamine after
school is necessary
• This regimen does not cause insomnia
• ADHD better but oppositional symptoms persist
• Augmentation with guanfacine XR 1 mg/day
Case Outcome: Followup Weeks 12 to 20
• No side effects • Titration to 2 mg/day
• Continues lisdexamfetamine 30 mg in the morning
• Plus dextroamphetamine 5 mg in the morning
• Plus occasional dextroamphetamine 5 mg additional daytime dose
• Oppositional symptoms improved slowly but surely over 2 months
• Psychiatrist asks whether the patient’s sister has any problems
in school, and the mother states that she is “spacey” but not
oppositional
• Psychiatrist suggests to bring in the sister the next time the patient
comes and gives mother screening forms for ADHD and asks her
to consult with her other daughter’s teacher to see if there are
symptoms of ADHD in that daughter as well
• Psychiatrist asks mother to make an appointment for herself because
it is obvious that she has undiagnosed and untreated ADHD
– Given adult ADHD rating form for mother to fi ll out
– Symptoms of ADHD in the mother are obvious during various
interviews
– Mother misses appointments or is late for appointments
– Often appears disorganized
PATIENT FILE
141
– Did not fi ll out her child’s forms on time
– Did not deliver forms to her child’s teacher, forgot, lost them
– Admits being very disorganized since her second child started
school
– Feels overwhelmed by two children and her life circumstances
– Could also have some signs of depression
– Can’t get organized to take her child to CBT
– Has a hard time keeping a regular schedule and also keeping her daughter on a regular schedule of going to bed and waking up
– Was unable to remember to remove the daughter’s skin patch
unless she set a cell phone alarm
– All these suggest further evaluation of the mother is indicated
since ADHD commonly runs in families and has a very high
genetic contribution
– See the following Case 14, p 151 for presentation of the
mother’s case
Case Debrief
• The patient is an 8-year-old with ADHD, inattentive type with
comorbid ODD
• High doses of stimulants reduce inattention but cause insomnia and
do not adequately treat oppositional symptoms
• “Top up” with the alpha 2A selective noradrenergic agonist
(guanfacine XR) improves oppositional symptoms and the patient has
stabilized
Take-Home Points
• ADHD with ODD comorbidity can be a diffi cult combination of
behaviors to treat in children
• Combining stimulants with alpha 2A selective agonist actions may
be useful in some patients with this combination of symptoms not
adequately responsive to stimulants alone
Performance in Practice: Confessions of a
Psychopharmacologist
• What could have been done better here?
– Should the father have been included in the medical decisions?
– Whether or not he has legal medical rights, he has visitation rights
and could feel upset or vindictive if left out
– It is possible that the patient is still dealing with her parents’ divorce and still adjusting to her sister taking some of her
mother’s time and attention; some of the oppositional symptoms
may not be due to ODD but to family confl ict and possibly family PATIENT FILE
142
or individual psychotherapy involving the patient, her mother and/
or her sister could be productive here
• Possible action item for improvement in practice
– Make a concerted effort to involve the father
– Perhaps this patient should have been sent to a specialist
psychopharmacologist earlier and symptom improvement may
have occurred earlier
– Perhaps a trial of atomoxetine would have been benefi cial
Tips and Pearls
• Although guanfacine XR is approved as a monotherapy for ADHD,
some studies and clinical anecdotes suggest that it can be combined
with stimulatnts for patients with diffi cult oppositional comorbid
symptoms
• “Sculpted therapy” combining long acting with immediate acting
formulations of stimulants may optimize treatment for some cases
with inadequate responses to long acting formulations alone
Two-Minute Tute: A brief lesson and psychopharmacology
tutorial (tute) with relevant background material for this case
– Rating scales
– Oppositional Defi ant Disorder vs Conduct Disorder
– NE and DA in prefrontal cortex in ADHD
Table 1: ADHD Rating Scale-IV – home version
Child’s Name __________________________________________________ Child’s Age ______ Sex: M F Grade______ Child’s Race______
Completed by: Mother Father Guardian Grandparent
Circle the number that best describes your child’s home behavior over the
last 6 months
never sometimes often very
or rarely often
1. Fails to give close attention
to details or makes careless
mistakes in schoolwork. 0 1 2 3
2. Fidgets with hands or feet or
squirms in seat. 0 1 2 3
3. Has diffi culty sustaining
attention in tasks or play
activities. 0 1 2 3
4. Leaves seat in classroom or
in other situations in which
remaining seated is expected. 0 1 2 3
PATIENT FILE
143
5. Does not seem to listen
when spoken to directly. 0 1 2 3
6. Runs about or climbs
excessively in situations in
which it is inappropriate. 0 1 2 3
7. Does not follow through on
instructions and fails to fi nish
work. 0 1 2 3
8. Has diffi culty playing or
engaging in leisure activities quietly. 0 1 2 3
9. Has diffi culty organizing tasks
and activities. 0 1 2 3
10. Is “on the go” or acts as if
“driven by a motor.” 0 1 2 3
11.A voids tasks (e.g., schoolwork,
homework) that require
sustained mental effort. 0 1 2 3
12.T alks excessively 0 1 2 3
13. Loses things necessary for
tasks or activities. 0 1 2 3
14. Blurts out answers before
questions have been
completed. 0 1 2 3
15. Is easily distracted. 0 1 2 3
16. Has diffi culty awaiting turn. 0 1 2 3
17. Is forgetful in daily activities. 0 1 2 3
18. Interrupts or intrudes
on others. 0 1 2 3
PATIENT FILE
144
Table 2: ADHD rating scale-IV – school version
Child’s Name __________________________________________________
Child’s Age ______ Sex: M F Grade______ Child’s Race______
Completed by: Mother Father Guardian Grandparent
Circle the number that best describes your child’s home behavior over
the last 6 months
never sometimes often very
or rarely often 1. Fails to give close attention
to details or makes careless
mistakes in schoolwork. 0 1 2 3
2. Fidgets with hands or feet
or squirms in seat. 0 1 2 3
3. Has diffi culty sustaining
attention in tasks or play
activities. 0 1 2 3
4. Leaves seat in classroom or
in other situations in which
remaining seated is expected. 0 1 2 3
5. Does not seem to listen when
spoken to directly. 0 1 2 3
6. Runs about or climbs
excessively in situations in
which it is inappropriate. 0 1 2 3
7. Does not follow through on
instructions and fails to fi nish
work. 0 1 2 3
8. Has diffi culty playing or
engaging in leisure activities
quietly. 0 1 2 3
9. Has diffi culty organizing
tasks and activities. 0 1 2 3
10. Is “on the go” or acts as if
“driven by a motor.” 0 1 2 3
11. Avoids tasks (e.g., schoolwork,
homework) that require
sustained mental effort. 0 1 2 3 12. Talks excessively 0 1 2 3
13. Loses things necessary for
tasks or activities. 0 1 2 3
14. Blurts out answers before
questions have been
completed. 0 1 2 3
15. Is easily distracted. 0 1 2 3
16. Has diffi culty awaiting turn. 0 1 2 3
17. Is forgetful in daily activities. 0 1 2 3
18. Interrupts or intrudes on
others. 0 1 2 3
PATIENT FILE
145
Table 3: Oppositional defi ant disorder
• Aggressiveness
• Tendency to purposefully bother and irritate others
• Negativistic, hostile and defi ant behavior lasting at least 6 months
which according to DSM IV must have 4 or more of the following:
– Often loses temper
– Often argues with adults
– Often actively defi es or refuses to comply with adults’ requests
or rules
– Often deliberately annoys people
– Often blames others for his or her mistakes or misbehavior
– Is often touchy or easily annoyed by others
– Is often angry and resentful
– Is often spiteful and vindictive
Table 4: Conduct disorder
• Some think that conduct disorder is a worse version of ODD • Approximately 6–10% of boys and 2–9% of girls
• Can be comorbid with ADHD
• Can go away by adulthood
• Can progress into antisocial personality disorder
• Can be comorbid with many other disorders including substance
abuse
• Violation of basic rights of others and rules of society, which
according to DSM IV at least three of the following must be
present in the last 12months and at least one in the last 6 months
– Aggression to people and animals
– Destruction of property
– Deceitfulness or theft
– Serious violations of rules

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