APPENDICES. A systematic review and economic model of the ...

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Appendix 10
Health state Responder to IR-MPH, Responder to IR-MPH, Non-responder to IR-MPH, Non-responder to IR-MPH,
no side-effects side-effects no side-effects side-effects
In the early morning, your child has
slight to moderate difficulty getting
ready. He/she tends to struggle and
may be overly argumentative
During the school day, your child has
difficulty focusing on his/her
schoolwork and this interferes with
his/her academic performance. He/she
is frequently disruptive in class
Throughout the late afternoon and
evening, your child is moderately
inattentive and easily distracted, needs
multiple reminders to do things and
has some difficulty playing quietly
At night, your child complains about
getting ready for bed. He/she may
have some difficulty falling asleep and
may wake several times and behave
disruptively
In the early morning, your child has
slight to moderate difficulty getting
ready. He/she tends to struggle and
may be overly argumentative
During the school day, your child has
difficulty focusing on his/her
schoolwork and this interferes with
his/her academic performance. He/she
is frequently disruptive in class
Throughout the late afternoon and
evening, your child is moderately
inattentive and easily distracted, needs
multiple reminders to do things and
has some difficulty playing quietly
At night, your child complains about
getting ready for bed. However,
he/she does not usually have much
difficulty falling asleep but may wake
several times and behave disruptively
In the early morning, your child has
slight to moderate difficulty getting
ready. He/she tends to struggle and
may be overly argumentative
During the school day, your child can
focus on his/her schoolwork for most
of the time and is achieving his/her
academic potential. He/she is not
disruptive in class
As the evening progresses, your child
becomes more inattentive and easily
distracted, needs increasing reminders
to do things and becomes less able to
play quietly
At night, your child complains about
getting ready for bed. He/she may
have some difficulty falling asleep and
may wake several times and behave
disruptively
In the early morning, your child has
slight to moderate difficulty getting
ready. He/she tends to struggle and
may be overly argumentative
During the school day, your child can
focus on his/her schoolwork for most
of the time and is achieving his/her
academic potential. He/she is not
disruptive in class
As the evening progresses, your child
becomes more inattentive and easily
distracted, needs increasing reminders
to do things and becomes less able to
play quietly
At night, your child complains about
getting ready for bed. However,
he/she does not usually have much
difficulty falling asleep but may wake
several times and behave disruptively
Behaviour
throughout the
day
Your child feels neither satisfied nor
dissatisfied with his/her own abilities at
school, sport and getting on with
friends and family
Your child feels neither satisfied nor
dissatisfied with his/her own abilities at
school, sport and getting on with
friends and family
Your child feels reasonably satisfied
with his/her own abilities at school,
sport and getting on with friends and
family
Social well-being Your child feels reasonably satisfied
with his/her own abilities at school,
sport and getting on with friends and
family
Your child receives medication for
ADHD two or three times per day.
One of these doses is given at school
Your child receives medication for
ADHD two or three times per day.
One of these doses is given at school
Your child receives medication for
ADHD two or three times per day.
One of these doses is given at school
Your child’s behaviour may be subject
to swings throughout the day as each
tablet takes effect and then wears off
Your child receives medication for
ADHD two or three times per day.
One of these doses is given at school
Your child’s behaviour may be subject
to swings throughout the day as each
tablet takes effect and then wears off
Medication
attributes
continued