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This is the first study to evaluate ADHD-hyperactive/impulsive subtype in a large clinical sample of adults with ADHD. The Quality of Life, Effectiveness, Safety and Tolerability (QuEST) study included 725 adults who received clinician diagnoses of any ADHD sub-type. Cross-sectional baseline data from 691 patients diagnosed with the hyperactive/impulsive (HI), inattentive (IA) and combined sub-types were used to compare the groups on the clinician administered ADHD-RS, clinical features and health-related quality of life. A consistent pattern of differences was found between the ADHD-I and combined subtypes, with the combined subtype being more likely to be diagnosed in childhood, more severe symptom severity and lower HRQL. Twenty-three patients out of the total sample of 691 patients (3%) received a clinician diagnosis of ADHD -hyperactive/impulsive subtype. Review of the ratings on the ADHD-RS-IV demonstrated, however, that this group had ratings of inattention comparable to the inattentive group. There were no significant differences found between the ADHD-HI and the other subtypes in symptom severity, functioning or quality of life. The hyperactive/impulsive subtype group identified by clinicians in this study was not significantly different from the rest of the sample. By contrast, significant differences were found between the inattentive and combined types. This suggests that in adults, hyperactivity declines and inattention remains significant, making the hyperactive/impulsive sub-type as defined by childhood criteria a very rare condition and raising questions as to the validity of the HI subtype in adults.

Introduction‐Attention Deficit/Hyperactivity Disorder Do you have trouble concentrating in meetings? Do you find yourself forgetting what you just read? Do you constantly fight a losing battle at “getting organised”? Do you become “depressed” too often?

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

This study investigates how attention deficit/hyperactivity disorder (ADHD) in entrepreneurs functions through coping schema to affect entrepreneurship-related cognitions. It is proposed that the resource-induced coping heuristic (RICH) bridges the conceptual gap between pathological cognitive executive control/reward attributes and cognitive resources, specifically entrepreneurial alertness, cognitive adaptability and entrepreneurial intent.

With data from 581 entrepreneurs, this study utilizes partial least squares structural equation modeling for analysis. Additionally, a two-stage hierarchical component modeling approach was used to estimate latent variable scores for higher-order constructs.

Findings indicate the RICH mediates the relationships ADHD has with alertness, cognitive adaptability and entrepreneurial intent.

The RICH is introduced as a mechanism to explain how ADHD indirectly influences entrepreneurial alertness, cognitive adaptability and entrepreneurial intent.

College students report high levels of stress, with academic performance serving as a major contributor. The purpose of this study was to examine how drinking to cope with stressors related to student grade point average (i.e., GPA), while testing academic achievement orientations (i.e. mastery or performance) as possible moderators for this relationship.

In total, 325 undergraduate college students from a university in the Mountain West of the USA reported on GPA, daily drinking, coping and academic achievement orientations.

Drinking to cope negatively predicted GPA. Holding a mastery academic achievement orientation was related to higher GPA, whereas a performance academic achievement orientation was related to a more deleterious relationship between drinking to cope and GPA. However, neither orientation (i.e. mastery or performance) moderated the relationship between drinking to cope and GPA.

Regardless of academic achievement orientation, drinking to cope was negatively associated with GPA. The negative relationship between drinking to cope and GPA for those with a performance orientation may suggest that these students drink to cope with academic stressors. Importantly, students who choose to drink alcohol to cope with academic stress may paradoxically experience poorer academic performance. Future research should examine whether teaching a mastery orientation to college students can protect against the deleterious effects of drinking to cope on GPA.