APPENDICES. A systematic review and economic model of the ...
APPENDICES. A systematic review and economic model of the ...
APPENDICES. A systematic review and economic model of the ...
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196<br />
Appendix 10<br />
Health state Responder to ER-MPH, Responder to ER-MPH, Non-responder to ER-MPH, Non-responder to ER-MPH,<br />
no side-effects side-effects no side-effects side-effects<br />
In <strong>the</strong> early morning, your child has<br />
slight to moderate difficulty getting<br />
ready. He/she tends to struggle <strong>and</strong><br />
may be overly argumentative<br />
During <strong>the</strong> school day, your child has<br />
difficulty focusing on his/her<br />
schoolwork <strong>and</strong> this interferes with<br />
his/her academic performance. He/she<br />
is frequently disruptive in class<br />
Throughout <strong>the</strong> late afternoon <strong>and</strong><br />
evening, your child is moderately<br />
inattentive <strong>and</strong> easily distracted, needs<br />
multiple reminders to do things <strong>and</strong><br />
has some difficulty playing quietly<br />
At night, your child complains about<br />
getting ready for bed. He/she may<br />
have some difficulty falling asleep <strong>and</strong><br />
may wake several times <strong>and</strong> behave<br />
disruptively<br />
In <strong>the</strong> early morning, your child has<br />
slight to moderate difficulty getting<br />
ready. He/she tends to struggle <strong>and</strong><br />
may be overly argumentative<br />
During <strong>the</strong> school day, your child has<br />
difficulty focusing on his/her<br />
schoolwork <strong>and</strong> this interferes with<br />
his/her academic performance. He/she<br />
is frequently disruptive in class<br />
Throughout <strong>the</strong> late afternoon <strong>and</strong><br />
evening, your child is moderately<br />
inattentive <strong>and</strong> easily distracted, needs<br />
multiple reminders to do things <strong>and</strong><br />
has some difficulty playing quietly<br />
At night, your child complains about<br />
getting ready for bed. However,<br />
he/she does not usually have much<br />
difficulty falling asleep but may wake<br />
several times <strong>and</strong> behave disruptively<br />
In <strong>the</strong> early morning, your child has<br />
slight to moderate difficulty getting<br />
ready. He/she tends to struggle <strong>and</strong><br />
may be overly argumentative<br />
During <strong>the</strong> school day, your child can<br />
focus on his/her schoolwork for most<br />
<strong>of</strong> <strong>the</strong> time <strong>and</strong> is achieving his/her<br />
academic potential. He/she is not<br />
disruptive in class<br />
As <strong>the</strong> evening progresses, your child<br />
becomes more inattentive <strong>and</strong> easily<br />
distracted, needs increasing reminders<br />
to do things <strong>and</strong> becomes less able to<br />
play quietly<br />
At night, your child complains about<br />
getting ready for bed. He/she may<br />
have some difficulty falling asleep <strong>and</strong><br />
may wake several times <strong>and</strong> behave<br />
disruptively<br />
In <strong>the</strong> early morning, your child has<br />
slight to moderate difficulty getting<br />
ready. He/she tends to struggle <strong>and</strong><br />
may be overly argumentative<br />
During <strong>the</strong> school day, your child can<br />
focus on his/her schoolwork for most<br />
<strong>of</strong> <strong>the</strong> time <strong>and</strong> is achieving his/her<br />
academic potential. He/she is not<br />
disruptive in class<br />
As <strong>the</strong> evening progresses, your child<br />
becomes more inattentive <strong>and</strong> easily<br />
distracted, needs increasing reminders<br />
to do things <strong>and</strong> becomes less able to<br />
play quietly<br />
At night, your child complains about<br />
getting ready for bed. However,<br />
he/she does not usually have much<br />
difficulty falling asleep but may wake<br />
several times <strong>and</strong> behave disruptively<br />
Behaviour<br />
throughout <strong>the</strong><br />
day<br />
Your child feels nei<strong>the</strong>r satisfied nor<br />
dissatisfied with his/her own abilities at<br />
school, sport <strong>and</strong> getting on with<br />
friends <strong>and</strong> family<br />
Your child feels nei<strong>the</strong>r satisfied nor<br />
dissatisfied with his/her own abilities at<br />
school, sport <strong>and</strong> getting on with<br />
friends <strong>and</strong> family<br />
Your child feels reasonably satisfied<br />
with his/her own abilities at school,<br />
sport <strong>and</strong> getting on with friends <strong>and</strong><br />
family<br />
Social well-being Your child feels reasonably satisfied<br />
with his/her own abilities at school,<br />
sport <strong>and</strong> getting on with friends <strong>and</strong><br />
family<br />
Your child receives medication for<br />
ADHD once per day<br />
Your child receives medication for<br />
ADHD once per day.<br />
Your child receives medication for<br />
ADHD once per day<br />
Your child receives medication for<br />
ADHD once per day<br />
Medication<br />
attributes<br />
continued