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ADHD Testing

This article is a continuation of Attention Deficit Science Disorder.


The standard diagnosis for ADHD (Attention Deficit Hyperactivity Disorder) is the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders Fourth Edition). The DSM-IV codes are great as a guide, but it does have the drawback of being categorical, while ADHD is dimensional.


The dimensional aspect of ADHD is due to its complex nature, as the symptoms can vary enormously from person to person and so do the severity of the symptoms. There is no magic line between ADHD and non-ADHD. This online test is as a good guide as it gets.


What steps to take afterwards, if you do have ADHD, or are on the border, is a personal choice. There are supplements which work as well as medication, but without side effects, there is cognitive training, which is a more effective solution than stimulant medicines, ADHD coaching which helps develop coping strategies, games which help teach controlling impulsivity, balancing board, ball chairs and other items that help develop the brain or help dampen hyperactivity.

Problems testing ADHD

Mainstream ADHD research has a problem with focus. They focus on the problem rather than the solution. This is an attitude partly as a result of dishonest science.


There is a certain similarity between ADHD consensus opinion and the Global Warming consensus opinion, so this is a good example to demonstrate the unreliability of insincere science.


Dishonest science is where the scientist chooses data to fit the preconceived theory. Planning a study and interpreting results to fit this predetermined theory are also methods used in dishonest science. It must be mentioned that some scientists are not consciously dishonest, but have been led to believe what they are doing is correct by their dishonest professors, because they gullibly believed everything taught in the lectures. Professors do not have that excuse.

Climate Consensus Science

climate change over last four hundred years

Belief: There is a man made global warming.


Proof: Average global temperatures have risen from the early 1700s and this has accelerated since the early 1970s.
That is FACT and therefore TRUE (the warming that is, not the man made influence).


Error: This only looks only at a part of the picture. The part that supports the “man made global warming theory.”


Reality: The Earth is in a continuous series of climate change. In the last 5,000 years there have been four periods colder than today, and four periods warmer than today. The warmest of these was about 3,100 years ago. Our present climate is about average over these last 5,000 years, at an average temperature of about 57°F (14°C). There have been at least seventy-five major temperature changes during this time
These are also FACTS and therefore TRUE.



The Full Picture

climate change over last two thousand years

Back to ADHD Theory

There is a similar abuse of facts in the ADHD controversy. We can choose different words for the same thing to convey positive or negative attitudes. For example:
Medication helps children focus, or,
Medication makes children compliant.


There is a seldom-mentioned disorder associated with ADHD (Attention Deficit Hyperactivity Disorder) and that is the ADSD (Attention Deficit Science Disorder), which some scientists studying ADHD suffer from.


Some of the symptoms are:

  • Paradigm blindness – when they are unable to accept another point of view.
  • Criticism phobia – when they get arrogant and call critics unqualified.
  • Careerism – when they make a career out of their personal theory.
  • Conflicts of Interest – when bodies that benefit financially from their theory fund them.

The paradigm blindness can be caused by greed for financial gain and a pathological need for prestige. The result is that only one explanation fits the data results of a study, and that explanation supports the pet “theory”. There is a neurological deficit in ADSD causing an inability to accept any alternative explanation. Their brain are unable to process any thought or concept outside their limited paradigm.


Criticism phobia is an unpleasant phenomenon when the sufferer’s brain blanks out and is unable to conduct a rational scientific discussion. Facts and interpretations of facts are not debated, but character assassination is used to disqualify the critic. Words such as unqualified, incompetent or ignorant are used.


Careerism and conflicts of interest tend to be driving forces in these people. The danger for us who listen to these people uncritically is to makes us vulnerable to manipulation by academics with fancy titles.


Serious science designs studies to test the paradigm and prevent logical fallacies, or fallacies in reasoning. Logical fallacies usually occur when explaining results that appear logical if you avoid looking from other perspectives than your own.


Science and statistics say specifically that correlation does not imply causality. Statistical correlation is not scientific evidence.


There are many good sincere scientists, doctors, psychologists and ADHD coaches who have their feet firmly planted on the ground and deal with the reality of ADD and ADHD on a daily basis. Among them there are many theories on ADHD. We need to look at the ADD-ADHD critically with an open mind. This is a serious subject, too serious to be entrusted in the attitudes and motives of academics with conflicts of interest.


The Main problem with the ADHD Consensus Opinion is anchored in the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders Fourth Edition) as an absolute definition. The DSM-IV is great as a guide, but it is based on opinions on ADHD held in the late 1980s. By anchoring our concept of what ADHD is on this diagnosis prevents us from moving on. The next DSM, the DSM-V, is due out in the spring of 2012.


The idea of what ADHD is has changed over the last century. A review of ADHD history shows clearly that we who have ADHD, or have a family member or friend with this condition, need to be aware of in which direction the current ADHD research is heading. We need to move forward and not be bogged down with outdated two-decade-old science.


ADHD is a dimensional condition, while the DSM-IV is a categorical system. Child behavior falls along a continuum or spectrum Unfortunately, despite this being mentioned in the DSM-IV introduction, the dimensional aspect is often overlooked in research as this is difficult to deal with statistically.


There is no ADHD “epidemic,” this is a part of the natural variations within humanity, what is false is diagnosing a disorder where there is not one. Coping with the modern Western society as a person with ADHD is problematic, but needs a focus on a lasting solution and not medicating away symptoms, which also medicates away the benefits of having ADHD.


There is nothing in the DSM-IV linked to a physiological or neurological criteria. The manual states this clearly:

“There are no laboratory tests, neurological assessments, or attentional assessments that have been established as diagnostic in the clinical assessment of Attention-Deficit/Hyperactivity Disorder.”

(DSM-IV, page 88)


This statement is still valid today. The next DSM, the DSM-V is due for publication in 2012, and hopefully that will clarify some of today’s misunderstandings, but don’t hold your breath because instead of making an overhaul, the DSM-V is developed from the DSM-IV.


ADHD is a dimensional condition, while the DSM-IV is a categorical system. Child behavior falls along a continuum or spectrum Unfortunately, despite this being mentioned in the DSM-IV introduction, the dimensional aspect is often overlooked in research as this is difficult to deal with statistically.

The Term “Disorder” as Used in the DSM-IV

There are four logical explanations for the use of the term “disorder”:

  1. It is an historical artifact of the terminology used for a hundred years.
  2. The term is used for health insurance purposes, so that children with these behavior patterns can be legally protected during their education, receiving special help and not be discriminated against.
  3. A specific technical definition understood by consensus among professionals using the DSM-IV. This definition is based on deviance, distress and dysfunction. Unfortunately most researchers use the common dictionary definition of the word “disorder” which not only confuses them, but us outside the academics’ ivory towers.
  4. A common standard for research purposes, so that research results can be compared, nationally and internationally. DSM-IV is the research standard.

The DSM-IV committee had difficulty with the term and decided this term was a compromise:


“The problem raised by the term mental disorders has been much clearer than its solution, and, unfortunately, the term persists in the title of DSM-IV because we have not found an appropriate substitute. . . Mental disorders have also been defined by a variety of concepts (e.g., distress, dysfunction, dyscontrol, disadvantage, disability, inflexibility, irrationality, syndromal pattern, etiology and statistical deviation). Each is a useful indicator for a mental disorder, but none is equivalent to the concept, and different situations call for different definitions.”

(Introduction page xxxi)


According to an international poll of mental health experts conducted in England in 2001, the DSM-IV codes were voted one of the 10 worst psychiatric papers of the millennium. It was considered “junk science.” But the problems associated with ADHD are still there and the DSM-IV codes are a useful guide to understanding oneself better. It can help towards better self insight and to better be able to choose which intervention to follow; ADHD coaching, developing coping strategies, behavior coping strategies for oppositional behavior in teens, games which teach impulsivity control, balancing board, ball chairs or other items that help develop the brain or help dampen hyperactivity.


The philosophical difficulties in the ADHD diagnosis, which the DSM-IV codes diagnosis does not tell us about, are covered in the article: DSM-IV ADHD misdiagnosis.





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