Start by talking with your child’s pediatrician. Pediatricians are trained to evaluate for ADHD and can do so within their office. They should have you first complete parent and teacher screeners. If screener results are unclear, then a referral to Center for Child Development may be appropriate.

ADHD symptoms and diagnosis can occur in preschool age children. At times it can be difficult to tell the difference between normal behaviors and behaviors suggesting ADHD in a young child. It is therefore important to consult a pediatrician and/or pediatric psychologist to have your child formally assessed to determine if an ADHD diagnosis is appropriate.

Children with ADHD generally do not experience difficulty focusing on highly engaging, stimulating, and immediately reinforcing stimuli, such as video games. School and other activities however, can be challenging due to the fact that typical classroom lectures and activities are relatively unstimulating when it comes to visuals and sounds and require focused attention over long periods of time. Similarly, homework also requires constant focus along with use of organizational skills, and effort, work demands that are difficult for children with ADHD to sustain.

There are multiple risk factors for ADHD including genetics and medical causes. ADHD does not result from the type of parenting practices in a home. However, poor limit setting can worsen its expression.

Children who experience difficulty staying focused for task completion may act as though they don't care about their work, but their struggle stems from a difficulty in organizing and keeping their approach to tasks. Children with ADHD want rewards and praise just like any other child, however, their desire for this reinforcement is overridden by true struggles in functioning. ADHD is a true condition not a condition of will.

Providing children who have ADHD with modifications, such as assignments that are broken into smaller chunks or extended time on tests, actually levels the playing field. Such accommodations allow children with ADHD to display their skills to their full potential and build up their knowledge while teaching them coping skills they can use into adulthood. In fact, the federal Individuals with Disabilities Act requires public schools to address conditions such as ADHD within the school system.

ADHD is generally a chronic condition that may change over time but generally does not go away. Studies have shown that ADHD can go on into adulthood for as many as 85% of people diagnosed. However, some adults show enough improvement and develop positive coping skills so that medication is no longer needed.

Medicines used to treat ADHD actually do the opposite. They help to control and lessen impulsive behaviors and enhance children's ability to maintain focus on tasks. It may be necessary to try different medications and adjust dosages to ensure that ideal benefits are received.

Research has demonstrated that the most effective treatment over the long-term is both medication and parent training. With the inclusion of this additional treatment, family functioning, behavior management skills, children's emotional functioning and children's self-esteem have all been found to be enhanced.

Girls can have ADHD; however, studies have found that despite need, they are less likely to receive a diagnosis. This phenomenon is due in large part to the fact that girls tend to display less hyperactive symptoms and externalizing disorders in comparison to boys. In contrast, girls are rated as displaying higher levels of inattention and endorse higher levels of internalizing symptoms such as anxiety and depression.