We've moved to a model where "raising standards" in education and increased evaluation of teachers equates to formulaic, inflexible school curriculum that younger kids cannot handle. So they act out and get referred for evaluation. My public school district begins assessing children using computerized testing starting in November of the kindergarten year. There's a big difference between a 5 year old born on January 1 and a five year old born on August 1, and those later born kids are going to get labeled with mental health conditions for life and drugged because they are square pegs that don't fit in the prescribed round hole.
The article didn't claim that ADHD doesn't exist either. A key quote:
> Zoëga says the only country studied so far where the relative age of young children doesn't seem to have an effect on ADHD diagnosis is Denmark, where there's more flexibility for when children enter school
Bullshit ADHD diagnosis are bad for people like you who are genuinely affected, as the resources available to help you end up getting shared and stretched to cover disciplinary and structural educational problems. A non-ADHD child isn't helped by ADHD prescription and unnecessary services, and an ADHD child isn't helped by not getting the attention he needs.
I'm interested in you developing the last thought you had.
This is just classical bayes rule dude, there will be a lot of false positives _no matter what_ unless the diagnosis rate is an absurdly high number. You're blaming other people for not knowing that's the way the numbers always come out?
https://www.math.hmc.edu/funfacts/ffiles/30002.6.shtml
> Suppose that you are worried that you might have a rare disease. You decide to get tested, and suppose that the testing methods for this disease are correct 99 percent of the time (in other words, if you have the disease, it shows that you do with 99 percent probability, and if you don't have the disease, it shows that you do not with 99 percent probability). Suppose this disease is actually quite rare, occurring randomly in the general population in only one of every 10,000 people.
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-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."