Attention deficit hyperactivity disorder (ADHD) can show up in a number of ways. Individuals with ADHD may have problems with concentration, impulse control (such as talking during class), and excess motor activity (such as fidgeting when they’re supposed to be still) (1). These problems may affect their performance at school or work and their relationships with friends and even family members.

The cause of ADHD is not known but it seems to result from a combination of environmental, social, genetic, and biological factors (2; 3). One theory suggests there is impairment in part of the brain, which would help to explain some difficulties that people with ADHD tend to have in areas such as learning and behavior (4; 5). The most important thing for kids and teens with ADHD to know is that they are not alone—between 3% and 5% of children are estimated to have the disorder—and that treatment is available to help them cope.   

Diagnosing ADHD

Kids are at most risk of developing ADHD between ages 5 and 10. Although ADHD seems to be more common in males than females, females may be under-diagnosed because their symptoms may be less obvious (6). 

To assess whether someone has ADHD, a specialist will look for certain symptoms, evaluate their severity, and determine how long they’ve been present. Specialists such as psychiatrists, psychologists, pediatricians, neurologists, and clinical social workers may all have training in diagnosing such disorders. According to the diagnostic guide for mental health professionals published by the American Psychiatric Association, certain criteria must be met for a diagnosis of ADHD to be reached. A kid’s symptoms must occur before age 7, and six or more symptoms of either inattention or hyperactivity-impulsivity must be present for at least 6 months. These symptoms must disrupt a kid’s life and be inappropriate for his or her age in two or more life settings (for example, at school and at home) (7). 

Symptoms of inattention in someone who has ADHD include:

• not paying close attention to details or making careless mistakes in schoolwork or other activities
• trouble keeping attention on tasks
• not listening when spoken to directly
• not following instructions and failing to finish schoolwork, chores, or duties at work
• trouble organizing activities
• avoiding, disliking, or not wanting to do things that take a lot of mental effort for a long period of time (such as writing a report for class)
• losing things needed for tasks and activities (like school assignments, pencils, or books)
• being easily distracted
• forgetfulness in daily activities 

 Symptoms of hyperactivity include:

• fidgeting in seat
• getting up from seat
• feeling restless or running around when it is not appropriate
• trouble enjoying activities quietly
• being "on the go" or acting as if "driven by a motor"
• talking excessively 

Symptoms of impulsivity include:

• blurting out answers before questions have been finished
• trouble awaiting turn
• interrupting others

Source: American Psychiatric Association, 2000

ADHD and Other Disorders

There are several mental health illnesses that share similar symptoms with ADHD. These include: conduct disorder, oppositional defiant disorder, major depressive disorder, bipolar disorder, anxiety disorder, substance abuse disorders, and learning disabilities (8). It is common for a kid or teen with ADHD to also have symptoms of one of these other disorders. Sometimes these disorders can occur along with ADHD. Because of the similarities among these disorders, it is important that specialists distinguish them from ADHD when making a diagnosis (9). Specialists also must rule our other possible reasons for a person’s symptoms, including hearing problems, other medical disorders, or traumatic events such as the death of a loved one. Once armed with all of this relevant information, specialists are better able to develop the best treatment plan for each individual.  

Treatment

Stimulant medications such as dextroamphetamine (Adderall) or methylphenidate (Concerta and Ritalin) are commonly used to treat ADHD. Sometimes these medications cause side effects such as stomachaches, headaches, and mood swings. Because ADHD medications also may be abused by some teens, the medications should only be taken exactly as prescribed and should never be shared.

Teens who are prescribed medication to treat ADHD need to be closely monitored by their doctors. If you are prescribed this mediation, always be honest with the doctor and let him or her know if you have decided you want to stop taking it. Also make sure you tell the doctor if you are experiencing any new bothersome symptoms or old symptoms that seem to be getting worse. This may be due to the disorder worsening, the need to readjust the dosage of medication, or a side effect of the medication. Also, you must stay on the medication prescribed to you long enough to allow it time to work and to eliminate the symptoms that are causing you trouble.

Treatment for ADHD may involve psychotherapy, also known as “talking therapy,” in which teens can address feelings about themselves and the disorder, or behavioral therapy, which can help a teen change his or her behavior in problematic areas such as at school or in social situations. Teens also manage ADHD more successfully when they have extra support and understanding from parents and other loved ones as well as from teachers and guidance counselors. As scientists continue to research possible new treatments for ADHD and knowledge about the disorder increases, stigma associated with ADHD is decreasing. As a result, the lives of those affected by this disorder continue to improve. With appropriate treatment and a strong support system, a teen with ADHD can live to his or her fullest potential.   

References

1, 3, 6, 9: Brassett-Harknett, A. & Butler, N. (2007). Attention-deficit/hyperactivity disorder: An overview of the etiology and a review of the literature relating to the correlates and lifecourse outcomes for men and women. Clinical Psychology Review, 27, 188-210.

4: Brown, T. (2000). Attention deficit disorders and comorbidities in children, adolescents and adults. Washington,