Yeah right? Lack of rigor, people like you are the people who hurt me who have it. Here's your rigor for you buddy http://www.amazon.com/Attention-Deficit-Hype

Yeah right? Lack of rigor, people like you are the people who hurt me who have it. Here's your rigor for you buddy http://www.amazon.com/Attention-Deficit-Hyperactivity-Disorder-Fourth-Diagnosis/dp/1462517722/ref=sr_1_1?s=books&ie=UTF8&qid=1457913239&sr=1-1&keywords=russell+barkley+handbook http://www.amazon.com/Attention-Deficit-Hyperactivity-Disord... I'm going to edit my comment with my studies copy paste that I prepare every time someone "doubts" ADHD. http://www.filedropper.com/russellabarkley-attention-deficithyperactivitydisorderahandbookfordiagnosisandtreatment-theguilfordpress2014 http://www.filedropper.com/russellabarkley-attention-deficit... Here's the entire epub buddy. Please edit your post, gosh. ""By adolescence, these chronic and cumulative experiences with school failure, learning disorders, school misbehavior, and sometimes lower intelligence begin to generate other adverse educational outcomes. For instance, the academic outcome of the hyperactive (ADHD) adolescents was considerably poorer in Barkley and Fischer’s Milwaukee follow-up study at the teen follow-up than that of the typically developing adolescents followed concurrently. At least three times as many hyperactive (ADHD) children had failed a grade (29.3 vs. 10.0%) or been suspended (46.3 vs. 15.2%) or expelled (10.6% vs. 1.5%) (Fischer, Barkley, Edelbrock, & Smallish, 1990). Others have also identified such high educational risks in longitudinal studies dating back as much as 40 years (Ackerman, Dykman, & Peters, 1977; Mendelson, Johnson, & Stewart, 1971; Stewart, Mendelson, & Johnson, 1973; Weiss, Minde, Werry, Douglas, & Nemeth, 1971; Wilson & Marcotte, 1996). In another sample of clinic-referred teenagers with ADHD, a similar risk for school retention and suspension was documented (Barkley, Anastopoulos, Guevremont, & Fletcher, 1991). Almost 10% of the hyperactive sample followed into adolescence had quit school at this follow-up point in the Milwaukee Study, compared to none of the normal sample (Barkley, Fischer, et al., 1990). Fischer and colleagues (1990) also found that the levels of academic achievement on standard tests were significantly below normal on tests of math, reading, and spelling, falling toward the lower end of the normal range (standard scores between 90 and 95)." (Quoted from the 4th edition)" "Substantially fewer hyperactive than control children had ever enrolled in college (21 vs. 78%) or were currently attending at this follow-up point (15 vs. 66%). These findings were reaffirmed 6 years later at the age 27 follow-up (Barkley et al., 2008). In the Canadian follow-up study, approximately 20% attempted a college program, yet only 5% completed a university degree program, compared to over 41% of control children (Weiss & Hechtman, 1993). The longest running (30-year) follow-up study of hyperactive children into midlife likewise indicates that less education is an outcome of childhood ADHD, with 30% either not completing high school or getting a general equivalency diploma (GED), compared to just 4% of the control group (Klein et al., 2012). These findings demonstrate that the educational domain is major in terms of impaired functioning and reduced attainment for children growing up with ADHD."