Not provided
| ID | Type | Description | Link |
|---|---|---|---|
| R01MH070935 | U.S. NIH Grant/Contract | View source | |
| R01MH070564 | U.S. NIH Grant/Contract | View source | |
| DSIR 84-CTM |
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| Name | Class |
|---|---|
| National Institute of Mental Health (NIMH) | NIH |
This study will determine the effectiveness of stimulant and nonstimulant medication in treating the symptoms of attention deficit hyperactivity disorder (ADHD) in children and adolescents.
ADHD is one of the most frequently occurring disorders of children and adolescents and is a significant public health problem. The most common treatment for the condition is stimulant medication. However, there are an increasing number of children who are experiencing negative side effects from stimulants, such as dizziness, loss of appetite, and headaches; these side effects have made the need for alternative treatments all the more important. This study will compare the stimulant methylphenidate to the nonstimulant atomoxetine to determine which is more effective in treating ADHD symptoms in children and adolescents. The two medications differ in the neurotransmitters they influence. Stimulants such as methylphenidate act upon the neurotransmitter dopamine, while atomoxetine works on norepinephrine. It has been proposed that the difference in neurotransmitter stimulation may result in differences in an ADHD patient's response to treatment.
Participants will be randomly assigned to receive either methylphenidate or atomoxetine for between 4 to 6 weeks, depending on how soon they respond to the treatment. After the 4 to 6 week period, participants will be crossed-over to receive whichever medication they did not receive in the first part of the study.
Participants will have up to 14 weekly study visits. Over the first two visits, participants will undergo psychological and intelligence tests, a medical history, an electrocardiogram, blood and urine collection, and a physical exam. The remaining visits will occur weekly. During these visits, participants will receive their assigned medication and, along with their parents, will complete questionnaires about their response to treatment and any side effects they may be experiencing. The teachers of all participants will be asked to complete a questionnaire about their student's behavior at 4 different times during the study. Participant, parent, and teacher questionnaires will be used to assess the ADHD symptoms of participants, as well as self-report clinical scales completed by the participants.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Atomoxetine | Active Comparator | Participants will receive treatment for ADHD with the non-stimulant atomoxetine |
|
| Methylphenidate | Active Comparator | Participants will receive treatment for ADHD with the stimulant methylphenidate |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Atomoxetine | Drug | Participants will be randomly assigned to receive either methylphenidate or atomoxetine for either 2 or 5 weeks, depending on how soon they respond to the treatment. After the 2- or 5-week period, participants will be crossed-over to receive whichever medication they did not receive in the first part of the study. |
| Measure | Description | Time Frame |
|---|---|---|
| ADHD-RS Total Score | ADHD-RS Total Score Attention Deficit Hyperactivity Disorder Rating Scale. Each item on the 18-item measure is scored on a 4-point scale ranging from 0 (no symptoms) to 3 (severe symptoms), yielding a possible total score of 0-54. Higher score indicates higher probability of diagnosis. | up to 14 weeks |
| Measure | Description | Time Frame |
|---|---|---|
| Treatment Preference Survey | Measured at ends of treatments one and two | |
| ADHD - H/I | Attention deficit/hyperactivity disorder - hyperactivity/impulsivity (ADHD- H/I). Each item on the 18-item measure is scored on a 4-point scale ranging from 0 (no symptoms) to 3 (severe symptoms), yielding a possible total score of 0-27. Higher score indicates higher probability of diagnosis. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Jeffrey H. Newcorn, MD | Icahn School of Medicine at Mount Sinai | Principal Investigator |
| Mark A. Stein, PhD | University of Illinois, Chicago - Institute for Juvenile Research | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Illinois, Chicago - Institute for Juvenile Research | Chicago | Illinois | 60612 | United States | ||
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 24942409 | Result | Bedard AC, Stein MA, Halperin JM, Krone B, Rajwan E, Newcorn JH. Differential impact of methylphenidate and atomoxetine on sustained attention in youth with attention-deficit/hyperactivity disorder. J Child Psychol Psychiatry. 2015 Jan;56(1):40-8. doi: 10.1111/jcpp.12272. Epub 2014 Jun 19. | |
| 28647012 | Derived | Schulz KP, Bedard AV, Fan J, Hildebrandt TB, Stein MA, Ivanov I, Halperin JM, Newcorn JH. Striatal Activation Predicts Differential Therapeutic Responses to Methylphenidate and Atomoxetine. J Am Acad Child Adolesc Psychiatry. 2017 Jul;56(7):602-609.e2. doi: 10.1016/j.jaac.2017.04.005. Epub 2017 May 10. |
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| ID | Title | Description |
|---|---|---|
| FG000 | Atomoxetine Then Methylphenidate | Participants randomized to receive Atomoxetine until optimal response, then washed out and crossed-over to receive Methylphenidate. |
| FG001 | Methylphenidate Then Atomoxetine | Participants randomized to receive Methylphenidate until optimal response, then washed out and crossed-over to receive Atomoxetine. |
| Title | Milestones | Reasons Not Completed | ||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Block 1 - 5 Weeks |
|
| ||||||||||||||||||
| Crossover Placebo - 2 Weeks |
| |||||||||||||||||||
| Block 2 - 5 Weeks |
|
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| ID | Title | Description |
|---|---|---|
| BG000 | Atomoxetine Then Methylphenidate | Participants randomized to receive Atomoxetine until optimal response, then washed out and crossed-over to receive Methylphenidate. |
| BG001 | Methylphenidate Then Atomoxetine |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Mean |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | ADHD-RS Total Score | ADHD-RS Total Score Attention Deficit Hyperactivity Disorder Rating Scale. Each item on the 18-item measure is scored on a 4-point scale ranging from 0 (no symptoms) to 3 (severe symptoms), yielding a possible total score of 0-54. Higher score indicates higher probability of diagnosis. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Block 1 ATX | Block 1 first four weeks received Atomoxetine | 0 |
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| Term | Organ System | Source Vocabulary | Assessment Type | Notes | Statistical Information |
|---|---|---|---|---|---|
| Insomnia | General disorders |
|
Not provided
| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr. Jeffrey H Newcorn | Icahn School of Medicine at Mount Sinai | 212-659-8705 | jeffrey.newcorn@mssm.edu |
Not provided
| ID | Term |
|---|---|
| D001289 | Attention Deficit Disorder with Hyperactivity |
| ID | Term |
|---|---|
| D019958 | Attention Deficit and Disruptive Behavior Disorders |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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| ID | Term |
|---|---|
| D000069445 | Atomoxetine Hydrochloride |
| D008774 | Methylphenidate |
| ID | Term |
|---|---|
| D011437 | Propylamines |
| D000588 | Amines |
| D009930 | Organic Chemicals |
| D010648 | Phenylacetates |
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|
| Methylphenidate | Drug | Participants will be randomly assigned to receive either methylphenidate or atomoxetine for either 2 or 5 weeks, depending on how soon they respond to the treatment. After the 2- or 5-week period, participants will be crossed-over to receive whichever medication they did not receive in the first part of the study. |
|
| up to 14 weeks |
| ADHD-RS Inattention | Each item on the 18-item measure is scored on a 4-point scale ranging from 0 (no symptoms) to 3 (severe symptoms), yielding a possible total score of 0-27. Higher score indicates higher probability of diagnosis. | up to 14 weeks |
| Clinical Global Impressions (CGI)- Severity | The Clinical Global Impression - Severity scale (CGI-S) is a 7-point scale that requires the clinician to rate the severity of the patient's illness at the time of assessment, relative to the clinician's past experience with patients who have the same diagnosis. Considering total clinical experience, a patient is assessed on severity of mental illness at the time of rating 1, normal, not at all ill; 2, borderline mentally ill; 3, mildly ill; 4, moderately ill; 5, markedly ill; 6, severely ill; or 7, extremely ill. | up to 14 weeks |
| Social Skills Rating Scale (SSRS)- Parent Version | Measure of social skills, higher score is better. This scale is based on t-scores and does not have psychometrics available. | up to 14 weeks |
| Child Conflict Index (CCI) | Measure of conflict within the home over the past 24 hours. The CCI is a validated measure of family conflicts in the home and is completed by parents. It consists of 42 items (for boys) or 36 items (for girls) reflecting attention-seeking and conflictual behavior, as well as negativity and withdrawal. Items are scored as yes (1 point) or no (0 points). Mean score between 0 and 1 reported, with higher score indicating greater conflict. | up to 14 weeks |
| Continuous Performance Test (CPT) | CPT Commissions, impulsive responses, higher score is worse. This scale is based on t-scores and does not have psychometrics available. | up to 14 weeks |
| Children's Sleep Questionnaire | Children's Sleep Problems Severity, sum of scores, higher is worse.The scale assessed contains 16 items, each scored 0 to 3, with 0 representing no problems and 3 representing daily problems. total range from 0 to 48. This score does not have psychometrics available. | up to 14 weeks |
| Assessment of Affective Range (AAR) | Affective problems. This scale consists of 8 items, scored 0-3, with 0 representing no problems and 3 representing extreme problems. This analysis presents sum of scores, higher is worse. Full range from 0 to 24. This score does not have psychometrics available. | up to 14 weeks |
| Tics: Total Motor | Modified Yale Global Tic Severity Scale, sum, higher is worse. This score does not have psychometrics available. The Yale Global Tic Severity Scale (YGTSS) is a semistructured clinician-rated instrument that assesses the severity and frequency of motor and phonic tics over the previous week. Five index scores are obtained during the assessment, where higher scores indicate greater frequency or severity. These indices are: Total Motor Tic Score (0-25), Total Phonic Tic Score (0-25), Total Tic Score (0-50) Overall Impairment Rating (0-50). | up to 14 weeks |
| Tics: Total Phonic | Modified Yale Global Tic Severity Scale, sum, higher is worse. This score does not have psychometrics available. The Yale Global Tic Severity Scale (YGTSS) is a semistructured clinician-rated instrument that assesses the severity and frequency of motor and phonic tics over the previous week. Five index scores are obtained during the assessment, where higher scores indicate greater frequency or severity. These indices are: Total Motor Tic Score (0-25), Total Phonic Tic Score (0-25), Total Tic Score (0-50) Overall Impairment Rating (0-50). | up to 14 weeks |
| Tics: Total Impairment | Modified Yale Global Tic Severity Scale, sum, higher is worse. This score does not have psychometrics available. The Yale Global Tic Severity Scale (YGTSS) is a semistructured clinician-rated instrument that assesses the severity and frequency of motor and phonic tics over the previous week. Five index scores are obtained during the assessment, where higher scores indicate greater frequency or severity. These indices are: Total Motor Tic Score (0-25), Total Phonic Tic Score (0-25), Total Tic Score (0-50) Overall Impairment Rating (0-50). | up to 14 weeks |
| Vital Signs - Systolic Blood Pressure | Systolic blood pressure - the amount of pressure in arteries during contraction of the heart muscle Normal range varies by age, sex, height and weight and can range from 80mm Hg to 130mmHg | up to 14 weeks |
| Vital Signs - Diastolic Blood Pressure | Diastole blood pressure - blood pressure when the heart muscle is between beats. normal range varies by age, sex, height and weight and can range from 34mm Hg to 90mmHg | up to 14 weeks |
| Vital Signs - Pulse | Heartbeats per minute. Range varies from 50-205 depending on age and level of activity. | up to 14 weeks |
| SES (Hollingshead) | Measure of socioeconomic status, score calculated from averaging likert responses, lower = worse | up to 14 weeks |
| Conners-Wells Adolescent Self Report | Standardized measure of ADHD symptoms and severity, norm referenced T scores, higher = worse | up to 14 weeks |
| Conners Teacher Rating Scale- Short | Standardized measure of ADHD symptoms and severity, norm referenced T scores, higher = worse | up to 14 weeks |
| Child Behavior Checklist (CBCL) | CBCL Total Score, measure of psychosocial problems, higher is worse. | Measured at screening |
| Social Skills Rating Scale (SSRS)- Teacher Version | Measure of social skills, higher score is better. This scale is based on t-scores and does not have psychometrics available. | up to 14 weeks |
| Permanent Mathematics Product Test (PERMP) | Measure of fluency in performance of simple mathematics, sum, lower = worse | up to 14 weeks |
| Actigraphy | Measure of physical activity | Measured daily throughout the study |
| Sleep Logs | Questionnaire, qualitative | Measured daily throughout the study |
| Hyperactivity, Attention, and Learning Problems (HALP) Medical and Developmental History Questionnaire | Questionnaire, qualitative designed to collect family history, prenatal environmental influences, and developmental history. | Measured at screening |
| HALP Rebound Effects Questionnaire | Questionnaire, qualitative assesses symptoms of rebound (moodiness, irritability, aggression, and ADHD symptoms) when the medication wears off at night. | up to 14 weeks |
| Icahn School of Medicine at Mount Sinai |
| New York |
| New York |
| 10029 |
| United States |
| NOT COMPLETED |
|
| NOT COMPLETED |
|
|
Participants randomized to receive Methylphenidate until optimal response, then washed out and crossed-over to receive Atomoxetine.
| BG002 | Total | Total of all reporting groups |
| years |
|
| Sex: Female, Male | Count of Participants | Participants |
|
Block 1 receiving Methylphenidate first, washout period, then Block 2 receiving Atomoxetine
|
|
| Secondary | Treatment Preference Survey | Posted | Number | percentage of participants | Measured at ends of treatments one and two |
|
|
|
| Secondary | ADHD - H/I | Attention deficit/hyperactivity disorder - hyperactivity/impulsivity (ADHD- H/I). Each item on the 18-item measure is scored on a 4-point scale ranging from 0 (no symptoms) to 3 (severe symptoms), yielding a possible total score of 0-27. Higher score indicates higher probability of diagnosis. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | ADHD-RS Inattention | Each item on the 18-item measure is scored on a 4-point scale ranging from 0 (no symptoms) to 3 (severe symptoms), yielding a possible total score of 0-27. Higher score indicates higher probability of diagnosis. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | Clinical Global Impressions (CGI)- Severity | The Clinical Global Impression - Severity scale (CGI-S) is a 7-point scale that requires the clinician to rate the severity of the patient's illness at the time of assessment, relative to the clinician's past experience with patients who have the same diagnosis. Considering total clinical experience, a patient is assessed on severity of mental illness at the time of rating 1, normal, not at all ill; 2, borderline mentally ill; 3, mildly ill; 4, moderately ill; 5, markedly ill; 6, severely ill; or 7, extremely ill. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | Social Skills Rating Scale (SSRS)- Parent Version | Measure of social skills, higher score is better. This scale is based on t-scores and does not have psychometrics available. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | t-score | up to 14 weeks |
|
|
|
| Secondary | Child Conflict Index (CCI) | Measure of conflict within the home over the past 24 hours. The CCI is a validated measure of family conflicts in the home and is completed by parents. It consists of 42 items (for boys) or 36 items (for girls) reflecting attention-seeking and conflictual behavior, as well as negativity and withdrawal. Items are scored as yes (1 point) or no (0 points). Mean score between 0 and 1 reported, with higher score indicating greater conflict. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | Continuous Performance Test (CPT) | CPT Commissions, impulsive responses, higher score is worse. This scale is based on t-scores and does not have psychometrics available. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | T-scores | up to 14 weeks |
|
|
|
| Secondary | Children's Sleep Questionnaire | Children's Sleep Problems Severity, sum of scores, higher is worse.The scale assessed contains 16 items, each scored 0 to 3, with 0 representing no problems and 3 representing daily problems. total range from 0 to 48. This score does not have psychometrics available. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | Assessment of Affective Range (AAR) | Affective problems. This scale consists of 8 items, scored 0-3, with 0 representing no problems and 3 representing extreme problems. This analysis presents sum of scores, higher is worse. Full range from 0 to 24. This score does not have psychometrics available. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | Tics: Total Motor | Modified Yale Global Tic Severity Scale, sum, higher is worse. This score does not have psychometrics available. The Yale Global Tic Severity Scale (YGTSS) is a semistructured clinician-rated instrument that assesses the severity and frequency of motor and phonic tics over the previous week. Five index scores are obtained during the assessment, where higher scores indicate greater frequency or severity. These indices are: Total Motor Tic Score (0-25), Total Phonic Tic Score (0-25), Total Tic Score (0-50) Overall Impairment Rating (0-50). | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | Tics: Total Phonic | Modified Yale Global Tic Severity Scale, sum, higher is worse. This score does not have psychometrics available. The Yale Global Tic Severity Scale (YGTSS) is a semistructured clinician-rated instrument that assesses the severity and frequency of motor and phonic tics over the previous week. Five index scores are obtained during the assessment, where higher scores indicate greater frequency or severity. These indices are: Total Motor Tic Score (0-25), Total Phonic Tic Score (0-25), Total Tic Score (0-50) Overall Impairment Rating (0-50). | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | Tics: Total Impairment | Modified Yale Global Tic Severity Scale, sum, higher is worse. This score does not have psychometrics available. The Yale Global Tic Severity Scale (YGTSS) is a semistructured clinician-rated instrument that assesses the severity and frequency of motor and phonic tics over the previous week. Five index scores are obtained during the assessment, where higher scores indicate greater frequency or severity. These indices are: Total Motor Tic Score (0-25), Total Phonic Tic Score (0-25), Total Tic Score (0-50) Overall Impairment Rating (0-50). | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | units on a scale | up to 14 weeks |
|
|
|
| Secondary | Vital Signs - Systolic Blood Pressure | Systolic blood pressure - the amount of pressure in arteries during contraction of the heart muscle Normal range varies by age, sex, height and weight and can range from 80mm Hg to 130mmHg | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | mm HG | up to 14 weeks |
|
|
|
| Secondary | Vital Signs - Diastolic Blood Pressure | Diastole blood pressure - blood pressure when the heart muscle is between beats. normal range varies by age, sex, height and weight and can range from 34mm Hg to 90mmHg | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | mm HG | up to 14 weeks |
|
|
|
| Secondary | Vital Signs - Pulse | Heartbeats per minute. Range varies from 50-205 depending on age and level of activity. | see participant flow section for participants that did not complete blocks | Posted | Mean | Standard Deviation | beats per minute | up to 14 weeks |
|
|
|
| Secondary | SES (Hollingshead) | Measure of socioeconomic status, score calculated from averaging likert responses, lower = worse | data not collected | Posted | up to 14 weeks |
|
|
| Secondary | Conners-Wells Adolescent Self Report | Standardized measure of ADHD symptoms and severity, norm referenced T scores, higher = worse | data not collected | Posted | up to 14 weeks |
|
|
| Secondary | Conners Teacher Rating Scale- Short | Standardized measure of ADHD symptoms and severity, norm referenced T scores, higher = worse | data not collected | Posted | up to 14 weeks |
|
|
| Secondary | Child Behavior Checklist (CBCL) | CBCL Total Score, measure of psychosocial problems, higher is worse. | data not collected | Posted | Measured at screening |
|
|
| Secondary | Social Skills Rating Scale (SSRS)- Teacher Version | Measure of social skills, higher score is better. This scale is based on t-scores and does not have psychometrics available. | data not collected | Posted | up to 14 weeks |
|
|
| Secondary | Permanent Mathematics Product Test (PERMP) | Measure of fluency in performance of simple mathematics, sum, lower = worse | data not collected | Posted | up to 14 weeks |
|
|
| Secondary | Actigraphy | Measure of physical activity | data not collected | Posted | Measured daily throughout the study |
|
|
| Secondary | Sleep Logs | Questionnaire, qualitative | data not collected | Posted | Measured daily throughout the study |
|
|
| Secondary | Hyperactivity, Attention, and Learning Problems (HALP) Medical and Developmental History Questionnaire | Questionnaire, qualitative designed to collect family history, prenatal environmental influences, and developmental history. | data not collected | Posted | Measured at screening |
|
|
| Secondary | HALP Rebound Effects Questionnaire | Questionnaire, qualitative assesses symptoms of rebound (moodiness, irritability, aggression, and ADHD symptoms) when the medication wears off at night. | data not collected | Posted | up to 14 weeks |
|
|
| 108 |
| 0 |
| 108 |
| 24 |
| 108 |
| EG001 | Block 1 MPH | Block 1 first four weeks received Methylphenidate | 0 | 124 | 0 | 124 | 35 | 124 |
| EG002 | Block 2 ATX | Block 2 (weeks 8 to 13) received Atomoxetine | 0 | 95 | 0 | 95 | 20 | 95 |
| EG003 | Block 2 MPH | Block 2 (weeks 8 to 13) received Methylphenidate | 0 | 110 | 0 | 110 | 25 | 110 |
| Aggression | Psychiatric disorders |
|
| Appetite Loss | Gastrointestinal disorders |
|
| Irritability | Psychiatric disorders |
|
Not provided
Not provided
| D000146 |
| Acids, Carbocyclic |
| D002264 | Carboxylic Acids |
| D010880 | Piperidines |
| D006573 | Heterocyclic Compounds, 1-Ring |
| D006571 | Heterocyclic Compounds |
| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment week 6 |
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| Block 1 End of Treatment Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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| Block 1 End of Treatment Week 6 |
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| Block 2 Baseline Week 8 |
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| Blocks 2 End of Treatment Week 14 |
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