a BA in psychology from the University of North Carolina at Chapel Hill. He earned an MA and Ph.D. in clinical psychology from Bowling Green State University in Bowling Green, Ohio. From July 1976 to 1977, Barkley was an intern at the University of Oregon Health Sciences Center in Portland, Oregon. Career In 1977, Barkley began his professional career at the Medical College of Wisconsin and Milwaukee Children's Hospital, where in 1978, he founded the Neuropsychology Service and served as its chief until 1985. He then moved to the University of Massachusetts Medical School, where he served as Director of Psychology from 1985 to 2000. Barkley was professor of psychiatry and neurology at the University of Massachusetts Medical Center. In 2005, he joined the State University of New York Upstate Medical University in Syracuse, New York, where he was a consultant and research professor of psychiatry. He taught at the Medical University of South Carolina from 2003 to 2016 and then moved to Virginia Commonwealth University Medical Center in Richmond, Virginia, where he taught in the Department of Psychiatry until 2020. Besides his books, he has published six clinical rating scales related to ADHD, executive functioning, and impairment. One of Barkley's rating scales for adult ADHD evaluates sluggish cognitive tempo. Sluggish Cognitive Tempo has its critics. Allen Frances called sluggish cognitive tempo a "Dumb and dangerous diagnostic idea" in April 2014. Frances said "We're seeing a fad in evolution: Just as ADHD has been the diagnosis du jour for 15 years or so, this is the beginning of another. This is a public health experiment on millions of kids...I have no doubt there are kids who meet the criteria for this thing, but nothing is more irrelevant. The enthusiasts here are thinking of missed patients. What about the mislabeled kids who are called patients when there’s nothing wrong with them? They are not considering what is happening in the real world." Barkley believes between 5-7% of children have ADHD. Views on medication In 1978, Barkley wrote that "Stimulant drug studies based primarily on measures of teacher opinion have frequently concluded that these drugs improve the achievement of hyperkinetic children. However, a review of those studies using more objective measures of academic performance revealed few positive short-term or long-term drug effects on these measures. What few improvements have been noted can be readily attributed to better attention during testing. The major