ADHD is a developmental condition that is characterized by inattention and distractibility with or without hyperactivity.  Children with ADHD act without thinking and have trouble concentrating, they may also understand what is expected from them but have great difficulties completing tasks because they can not sit still, focus, or attend to details.  Naturally, all children behave like this from time to time, but in children with ADHD the intensity and persistence of symptoms is more impairing and present across different settings.  There is a significant relationship between a diagnosis of ADHD and other behavioral disorders such as Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), Anxiety Disorders, Learning Disabilities and Mood disorders, such as depression.  Younger children are more likely to develop social phobia, whereas adolescents are at greater risk of depression.

Symptoms of ADHD:

In determining a diagnosis of ADHD professionals must consider if the behaviors are impairing, excessive, long-term and pervasive, in respect to people the same age, and across different settings (such as school and home).  The symptoms of ADHD in children can change over time especially as they grow.  As children enter adolescence the diagnosis of ADHD tends to change, the hyperactivity-impulsivity diminishes but inattentive and disorganized patterns continue.  This may be due to hormonal changes.  The severity of the impairment may indicate later life dysfunction.

The following are symptoms of ADHD:

• Inattention
• Inattention refers to an individual’s inability to pay attention to details and have difficulties in keeping their mind focused on one task.  Also, individuals may seem to have listening or organizational problems and are easily distracted.  They may also avoid or dislike tasks that require mental effort.

• Hyperactivity-Impulsivity
• Hyperactivity-Impulsivity implies that individuals are always fidgeting, squirming, and seem to be always in motion.  They may have difficulties playing quietly, waiting for their turn and bounce around from one activity to the next.  Additionally, individuals may not have the capacity to think before they act, they may grab toys or act out in aggression when they are upset.

Types of ADHD:
There are four types of ADHD:  ADHD Predominantly Inattentive Type, ADHD Predominantly Hyperactive-Impulsive Type, ADHD Combined Type and ADHD Not Otherwise Specified.

There a four types of ADHD, these being;

• Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Type:
• Characterized by exhibiting the symptoms of inattention for the last 6 months and is considered disruptive and inappropriate for the individual’s developmental level.

• Attention-Deficit/Hyperactivity Disorder, Predominantly Hyperactive-Impulsive Type:
• ADHD Hyperactive-Impulsive Type refers to the diagnosis of an individual who has displayed the symptoms of hyperactivity-impulsivity for six months or longer and is judged to be disruptive and inappropriate for the developmental level.

• Attention-Deficit/Hyperactivity Disorder, Combined Type:
• ADHD Combined Type refers to an individual meeting the diagnostic requirements for both Inattentive and Hyperactive-Impulsive Type.

• Attention-Deficit/Hyperactivity Disorder, Not Otherwise Specified:
• This form of ADHD means that an individual does not exhibit the behaviors that warrant a diagnosis of Inattentive, Hyperactive-Impulsive or Combined Type.  However, clear impairment may be demonstrated by the individual, but they may not necessarily meet the diagnostic requirements.  

It is important to note that the following conditions need to be met before a valid diagnosis can be made:

• Some symptoms must be present before the age of 7 and have caused impairment.
• The symptoms have caused impairment in two or more setting. Such as, school, home or work.
• The behaviors are not attributed to or caused by any other disorders. 

Treatment for ADHD:

ADHD can not be cured however it can be managed. Working with a doctor, psychologist or psychiatrist individualized long-term plans can be made.  It is common for medications to be used in conjunction with behavioral therapy or psychotherapy to help manage the long term behaviors of children with ADHD.  There are also ADHD summer camps which help children in many areas such as social interaction, organization and self-confidence, etc.  There are many different ADHD camps, all of which offer different services for children and their parents.

• Medication
• Stimulants are reported to be the main and best known treatment available.  For decades stimulants have been used for the treatment of ADHD.  Non-stimulants have only been used for a few years; they appear to have fewer side effects than stimulants.  About 80% of children who need medication as a child continue to need it as teenagers and approximately 50% need medication as adults.  Children respond differently to medication, various medications and dosages may be tried by your doctor especially when ADHD is being treated concurrently with another disorder.

• Behavioral Therapy
• Behavioral therapy has a couple of key principles, these are setting specific goals for your child (such as, finishing certain tasks on time) and providing rewards and consequences for their behavior in the short term and long term. 
  
  

There are a few steps that can be used to help children manager their behavior at home.

• Create a routine
• Keep your child on a daily schedule; make consistent times for activities (wake up, school, sleep).
• Minimize distractions
• During meal time or while your child is doing homework turn off loud music, TV and video games etc.
• Organization
• You can help your child by placing schoolbags, clothing, schoolwork and toys in logical places and in the same location.
• Rewarding positive behavior    
• Give your child praise and rewards when they complete tasks, reach their goals or pay attention.  
• Set goals
• Take small steps by making realistic goals that your child can reach.  You can also use charts to track goals and positive behaviors.  Let your child know that he or she can take small steps to complete goals. 
• Find activities which your child can succeed at
• It is important to find out what your child is good at; this helps build self-esteem and confidence.
• Help your child stay on track
• Use charts and checklists to monitor progression with homework and chores. Keep instructions short and give your child frequent pleasant reminders.
• Limit choices
• By limiting choices you can help your child make good decisions by giving them only two or three options at one time.
• Use calm discipline
• Using physical punishment in not helpful for the child. However, using calm decisive consequences like removing privileges, time-out, removing the child from the situation or distraction, or ignoring the behavior are considered to be beneficial disciplinary techniques.

Schools should work with parents and school counselors or medical professionals to develop long-term behavioral modification strategies.  Below is a list of classroom management techniques:

• Keep a regular seating routine and a schedule for activities.
• Use a token economy or point system to monitor good and bad behavior.
• Seat the child near the teacher, instead of a window seat.
• For activities use small groups.
• Modifying assignments by making them short or break them into smaller manageable sections.
• Use frequent positive supervision between the student and teacher to ensure children stay on tasks. 
• Be mindful of self-esteem and confidence issues