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People with attentional problems are at increased risk of eating disorders. This paper aimed to systematically review and synthesize the existing evidence on stimulant medication in the management of patients with bulimia nervosa (BN) or anorexia nervosa (AN) with or without comorbid attention deficit hyperactivity disorder (ADHD). A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. A protocol for the review was registered with Open Science Framework (OSF) Registry and critical appraisal of the literature was conducted using Joanna Briggs Institute (JBI) Critical Appraisal Tools. Thirteen articles met inclusion criteria including two quasi-experimental studies, one randomized controlled trial, four case series, and six case reports. 26 cases were included from studies and 32 from case series/reports. Only two cases from a single case report had a diagnosis of AN, while the remainder had BN. Stimulants included methylamphetamine, lisdexamfetamine, methylphenidate, dextroamphetamine sulphate and mixed amphetamine salt. In nearly all cases of BN there were reported reductions in eating disorder symptoms. The rates of adverse effects were high and included weight loss, decreased appetite, tachycardia, dry mouth, fatigue, insomnia, restlessness, nausea, bruxism, headache, palpitations, blood pressure changes, irritability, anxiety, depressed mood, and diaphoresis. There is currently insufficient evidence to support the use of stimulant medications to treat symptoms of BN or AN. The authors recommend considering screening patients with BN for ADHD. • A potential role for stimulants in treating bulima nervosa and anorexia nervosa. • The first systematic review on stimulant use in treating symptoms of bulimia nervosa and anorexia nervosa. • Currently there is limited evidence to support this practice. • Rates of adverse effects may be high and include weight loss, decreased appetite and tachycardia. [ABSTRACT FROM AUTHOR]

Attention-deficit/hyperactivity disorder (ADHD) is associated with a broad range of deficits in cognitive functions which has significant implications for quality of life. Psychostimulants are demonstrated to improve symptoms of inattention and hyperactivity/impulsivity, however, their impact on cognition remains incompletely characterized. Herein, the aim of this systematic review is to synthesize the extant literature reporting on the effects of psychostimulants on cognitive function in individuals with ADHD. A systematic search of PubMed, Scopus, and Web of Science from inception to July 2021 was conducted. Additional studies were identified through Google Scholar and a manual search of the reference lists of relevant articles. Inclusion criteria were original studies that evaluated the cognitive function of individuals with ADHD taking psychostimulants drugs. We assessed the quality of the included papers using the Newcastle–Ottawa scale (NOS). A total of 10 studies involving 753 subjects with ADHD and 194 healthy controls were identified and eligible for inclusion. Nine studies evaluated the impact of methylphenidate on cognitive function and one study investigated the use of lisdexamfetamine. Results indicated that attentional deficits such as memory, vigilance, divided attention, phasic and tonic alertness, and focused attention were improved in ADHD patients treated with psychostimulants. The efficacy of psychostimulants in improving other domains of cognition remains inconclusive due to conflicting evidence or insignificant findings (ie. academic performance and executive function). Overall, results indicate that psychostimulants may improve only select domains of cognition (ie. memory and attention). Psychostimulants are reported to improve several disparate aspects of cognition among individuals with ADHD. Further research is needed to better understand the complex relationships between cognition and behavior in ADHD, as well as the impact of medication on these distinct aspects of functioning. Further research is also needed to determine whether the pro-cognitive effect of stimulants would be transferable to other mental disorders. [ABSTRACT FROM AUTHOR]

This systematic review aims to assess the association between attention deficit hyperactivity disorder (ADHD) and restless legs syndrome (RLS) in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Databases were searched for original articles that reported prevalence data on ADHD and RLS until January 24th, 2023. Two independent reviewers evaluated the quality of the articles using the National Institutes of Health assessment tool. Among the 208 articles identified between 1996 and 2022, 29 were included. In large general population studies, 2.6–15.3% of participants met the RLS criteria, of which 3.2–17.4% presented with ADHD. In the ADHD group, RLS symptoms ranged from 11 to 42.9% in children and 20–33.0% in adults. This suggests a strong co-occurrence between RLS and ADHD. A common characteristic of these conditions is sleep fragmentation, as discussed in the reviewed papers. Although large-scale studies with comparable diagnostic criteria across the lifespan are required, our findings may advocate a possible common physiological pathway, including sleep fragmentation and dopaminergic system impairment. [ABSTRACT FROM AUTHOR]

Causal perturbations provide the strongest tests of the relationships between brain mechanism and brain function. In cognitive neuroscience, persuasive causal perturbations are difficult to achieve. In a recent paper, Ni et al. cleverly use the neuropsychiatric drug methylphenidate (Ritalin) to causally test the brain mechanisms that support goal-directed attention. [ABSTRACT FROM AUTHOR]

: Socio-behavioral disorders(SBD), a subtype of neurodevelopmental disorders (NDDs) characterized by social and behavioral abnormalities, is a significant mental health concern requiring immediate attention. Phenotypic knowledge, biological understanding and the tools developed are all from western countries. Numerous researches have been conducted that have scrutinized the performance accuracy of traditional-based SBD tools developed in western culture. However, very little information is available for low or middle-income countries. In middle-income countries like India, there is a shortage of resources, trained professionals and a lack of knowledge regarding which tools are effective for a particular target group owing to which most of the cases go undetected and undiagnosed until adolescence. Motivated by the earlier discussion, this study's objective is to consider all the pathways from traditional to Artificial Intelligence (AI) tools developed for diagnosing SBD in the Indian population. This research work expounds on the systematic study and analysis of various conventional and fuzzy-based expert systems introduced between 1925–2021. PRISMA guidelines were used to select the articles published on the web of science, SCOPUS, and EMBASE to identify relevant Indian studies. A total of 148 papers are considered impactful for SBD prediction using traditional or fuzzy-based techniques. This survey deliberated the work done by the different researchers, highlighting the limitations in the existing literature and the performance comparison of tools based on various parameters such as accuracy, sensitivity, specificity, target audience, along with their pros and cons. Some investigations have been designed, and the solutions to those were explored. : Results of this study indicated that most validated SBD tools present many barriers to use in the Indian population. Thus, to overcome these implications, an Artificial Intelligence(AI) framework, MRI M M TL, based on MRI multimodality transfer learning techniques(TL), is proposed to be implemented for the early detection of SBD subjects. • SBD diagnosis concerning Indian Perspective. • Covering all the pathways from traditional to Artificial Intelligence based SBD Diagnosis in India. • Study and analysis of all the traditional (SBD screening and diagnostic procedures) introduced between 1925 and 2022 used in Indian population. • Analysis of existing fuzzy tools covering a time frame of 2010–2022 to complement the traditional clinical practices and their existing implications to deploy in natural clinical settings. • An intelligent multimodal framework MRI M M TL using MRI & transfer learning techniques is suggested for early & effective SBD diagnosis. [ABSTRACT FROM AUTHOR]

Background and Aims: About 18% of college students have disabilities. Social capital, resources we can tap from relationships, may be particularly valuable for students with disabilities. Yet, disabilities often limit the individual's ability to develop or use social capital. We studied how college students with developmental disabilities understand, develop, and use social capital.Methods and Procedures: We conducted in-depth semi-structured Zoom interviews with 10 women with developmental disabilities enrolled at a public university in the southeastern United States early in 2021. We examined the qualitative data with thematic analysis.Outcomes and Results: Participants averaged age 20; 70% reported attention deficit disorder or attention deficit hyperactivity disorder; 90% reported multiple diagnoses. Most participants described COVID-19 pandemic-related isolation and stress, which magnified both the need for relationships and awareness of that need, prompting participants to become proactive in forming and maintaining relationships despite anxiety about them. Themes were: foundational relationships, reciprocity, expanding horizons, a need for new relationships, focus on the future and relationship barriers.Conclusions and Implications: Results highlight the importance of social relationships and the resources they provide to students with disabilities, particularly in stressful times. Colleges can help students by connecting them with others and providing strategies for building and maintaining social capital.What This Paper Adds: College students with developmental disabilities often face challenges developing and maintaining social capital, resources derived from relationships with other people. These resources are key to success in school and after graduation, as students continue into adulthood. We studied how students with developmental disabilities build social capital. The students described their relationships with others and the types of support they contributed to and received from those relationships. We also extended previous research by examining pandemic-related effects, interviewing participants nearly one year into the COVID-19 pandemic. We provide recommendations for further research and ways colleges and universities can encourage social capital development among all students. [ABSTRACT FROM AUTHOR]