Research on ADHD in college students began in the 1990s and has been steadily increasing in recent years. Because young adults with ADHD who attend college have experienced greater academic success during high school than many peers with the disorder, which is likely to be associated with better overall functioning, the degree to which they experience similar patterns of adjustment difficulties was not initially known. Accumulating research suggests that college students with ADHD experience less academic success and greater psychological and emotional difficulties than other students and use alcohol and drugs at higher rates. However, conclusions to be drawn from this research are limited by the use of small samples that may not be representative of the wider population of students with ADHD, and a lack of diagnostic rigor in identifying students with ADHD to be included in such research. Studies of the effectiveness of psychosocial treatments, medication treatment, and academic accommodations are extremely limited or nonexistent. Issues particularly germane to college students include feigning ADHD and the misuse and diversion of stimulant medication. Given that at least 25 % of college students with disabilities are diagnosed with ADHD, methodologically sound investigations are clearly needed in order to better understand the impact of ADHD on college students' adjustment and to develop and implement interventions that can enhance students' success.

This study examines the attitudes of a group of parents of nonhandicapped children toward preschool mainstreaming, focusing on individual and demographic correlates of parent attitudes. Attitudes held by mothers and fathers were examined separately. Maternal attitudes were related to the positiveness (but not the overall amount) of their experiences with handicapped individuals, famiy income, education, age, and age of the nonhandicapped child. Only one significant correlation was found for fathers. Attitudes held by mothers and fathers were positively correlated. Preschoolers with severe mental retardation, emotional disturbance, or behavior problems elicited the most concern from parents relating to mainstreaming. Perceived benefits and drawbacks to mainstreaming are presented.Although preschool mainstreaming has received much attention in the literature, one relatively neglected area of research concerns the attitudes of parents of nonhandicapped young children toward mainstreaming. This was noted by Blacher and Turnbull in 1983 and still remains true. Understanding the attitudes and concerns of these parents is important as efforts are made to expand mainstreaming into a greater variety of community settings.Research focusing on parents of handicapped preschool children (Blacher & Turnbull, 1982; suggests that these parents generally hold positive attitudes toward mainstreaming. A study by Turnbull, Winton, Blacher, and Salkind (1983) examined the attitudes of parents of handicapped and nonhandicapped children involved in a mainstreamed public school kindergarten and found many similarities in the views of the two groups of families toward the benefits and drawbacks of mainstreaming. This study, however, did not include parents of nonhandicapped children not attending mainstreamed classes. This latter group is especially important to an understanding of the attitudes and concerns of preschool and day care parents that may facilitate or impede attempts to integrate these programs.

Though electroconvulsive therapy (ECT) has long been utilized to treat mood disorders, it was originally developed to treat psychosis. Our two case reports demonstrate that for patients who experience the converse of forced normalization, ECT may be a logical therapy for their psychosis. Patient 1, a 14-year-old male, and patient 2, a 27-year-old female, each experienced debilitating psychosis, which largely cleared following one seizure and two events thought to be clinical seizures, respectively. We would argue that ECT, as a medically controlled seizure, continues to be underutilized to treat psychosis, particularly in cases of forced normalization and its converse.

Prior research on college students with ADHD has generally employed nonrepresentative samples of students, used different methods to identify students with the disorder, and typically failed to control for comorbid difficulties when examining the psychosocial functioning of identified students. These methodological limitations are likely to have contributed to inconsistent findings across studies. To examine this issue, 197 students rated their experience of ADHD symptoms and their functioning in academic, social, and emotional domains. Participants were classified as having ADHD using four previously used methods: self-reported diagnosis, ADHD symptom counts, symptom scores greater than 1.5 standard deviations above the sample mean, and full DSM-IV-TR criteria. Prevalence of students identified with ADHD varied significantly across methods as did the overlap among students identified by different methods. However, differences in psychosocial functioning between normative peers and students identified by each method were generally consistent; these results were largely unchanged when internalizing and externalizing symptoms were controlled for. Implications of these findings for research on ADHD in college students are discussed.