Use and impact of antidepressants in the school setting

Noggle, Chad A.; Dean, Raymond S.

doi:10.1002/pits.20426

Cited by 5 publications

(3 citation statements)

References 67 publications

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“…Progress monitoring could also be used to inform risk-benefit analysis and decision-making about psychosocial treatment alternatives. School psychologists can also consult with teachers and parents to suggest accommodations and modifications that may mitigate the impact of these SEs on school performance and behavior (Kubiszyn, 2011; Noggle & Dean, 2009).…”

Section: Discussionmentioning

confidence: 99%

Significant differences in pediatric psychotropic side effects: Implications for school performance.

Kubiszyn¹,

Mire²,

Dutt³

et al. 2012

School Psychology Quarterly

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Some side effects (SEs) of increasingly prescribed psychotropic medications can impact student performance in school. SE risk varies, even among drugs from the same class (e.g., antidepressants). Knowing which SEs occur significantly more often than others may enable school psychologists to enhance collaborative risk-benefit analysis, medication monitoring, data-based decision-making, and inform mitigation efforts. SE data from Full Prescribing Information (PI) on the FDA website for ADHD drugs, atypical antipsychotics, and antidepressants with pediatric indications were analyzed. Risk ratios (RR) are reported for each drug within a category compared with placebo. RR tables and graphs inform the reader about SE incidence differences for each drug and provide clear evidence of the wide variability in SE incidence in the FDA data. Breslow-Day and Cochran Mantel-Haenszel methods were used to test for drug-placebo SE differences and to test for significance across drugs within each category based on odds ratios (ORs). Significant drug-placebo differences were found for each drug compared with placebo, when odds were pooled across all drugs in a category compared with placebo, and between some drugs within categories. Unexpectedly, many large RR differences did not reach significance. Potential explanations are offered, including limitations of the FDA data sets and statistical and methodological issues. Future research directions are offered. The potential impact of certain SEs on school performance, mitigation strategies, and the potential role of the school psychologist is discussed, with consideration for ethical and legal limitations.

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Section: Discussionmentioning

confidence: 99%

Significant differences in pediatric psychotropic side effects: Implications for school performance.

Kubiszyn¹,

Mire²,

Dutt³

et al. 2012

School Psychology Quarterly

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“…The introduction of effective antidepressants beginning in the 1950s also produced an increase in the daily functioning of individuals and helped to reduce the rate of suicide among patients. Although many patients did benefit from the first generation of early medications, the side-effect profiles often were viewed as particularly detrimental and in some cases could increase the availability of means of suicide (see Noggle & Dean, 2009). An increased availability of means is particularly problematic for patients who may act impulsively when contemplating suicide.…”

Section: Trends In Medication Use and Side Effectsmentioning

confidence: 98%

Antidepressants and suicidal ideation in adolescence: A paradoxical effect

Pierson

2009

Psychology in the Schools

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The past two decades have seen a rapid increase in the number and types of psychopharmacological medications that are available for the treatment of depression in children and adolescents. Parents and adolescents often raise questions as to the potential increase in suicidal ideation associated with the use of primarily selective serotonin reuptake inhibitors (SSRIs). This has been driven in part as a result of media attention that has focused on the "black box" warnings regarding increases in suicidal ideation for SSRIs. The current article reviews the status of the literature surrounding suicidal ideation and SSRIs in adolescence. Finally, the article strives to educate the clinician as to the likelihood of suicidal ideation and completions in the context of rates for all adolescents. Findings related to changes in treatment as a result of the U.S. Food and Drug Administration (FDA) black box warning are discussed as well. C 2009 Wiley Periodicals, Inc.

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“…As a result, research has demonstrated the utility of a number of these agents for the partial remediation of the signs and symptoms of many childhood disorders. In the preceding articles, advances in the pharmacological treatment of ADHD (see Vaughan, Roberts, & Needelman, 2009); bipolar disorder, schizophrenia, and other psychotic disorders (see Noggle & Dean, 2009a); depressive disorders (see Noggle & Dean, 2009b); sleep disturbances (see Hamilton, 2009); seizures and epilepsy (see Titus & Thio, 2009); and pervasive developmental disorders (see Floyd & McIntosh, 2009;Noggle & Dean, 2009a) have been discussed. In addition, issues pertaining to the changing role of psychological professionals within the schools have been offered.…”

Section: Southern Illinois University School Of Medicinementioning

confidence: 99%