Attention Deficit Disorder (ADD), also known as Attention Deficit Hyperactivity Disorder (ADHD) is indicated when children display inappropriate attention, hyperactivity, and impulsive behavior for their mental and chronological age. ADD/ADHD may first be recognized when the child enters school, but the symptoms are usually present at a much younger age.

Follow up:

What are characteristics of ADD and ADHD?

1. Short Attention Span - often changes subject; doesn't finish projects; misses parts of directions; doesn't seem to listen to speaker; easily distracted by outside stimuli; shifts from one uncompleted task to another; loses things necessary for completing assignments or tasks.
2. Impulsive Behavior – Interrupts conversations, sometimes making inappropriate comments; acts without thinking; breaks rules, then regrets it; difficulty accepting changes in routine; accident prone.
3. Hyperactivity - Talks loudly, rapidly, incessantly; excessive energy, fidgety, constantly into things; moves quickly from one task to another, makes careless errors; stands beside seat, sits on the edge of seat, rocks in seat; has difficulty waiting turn.

Secondary Characteristics

1. Emotional Instability - Low frustration tolerance, over-reacts, under-reacts; temper tantrums; excess anger or excitement.
2. Poor Social Relationships - friends; bossy, irritates others without realizing; starts fights, chooses younger children for friends.
3. Poor Response to Discipline - doesn't accept correction; unresponsive to discipline; defiant.

Strategies for Dealing With the Characteristics of ADD/ADHD

Attention

• Provide a sanctuary for child to work away from distractions or seat child in front of room.
• Use direct instruction/interaction techniques that permit cues for attention, require direct response and provide immediate encouragement and correction.
• Acquire and maintain eye contact, verbal contact and close contact with the child.
• Give child a cue before giving instructions or directions. Directions should be brief and concise.
• Break tasks into small parts.
• Provide concrete models and examples - hands on approach.
• Praise and recognize appropriate attention rather than reprimand for lack of attention. 

Impulsive Behavior

• Establish and post firm, clearly understood, rules with immediate consequences for violations.
• Establish routines for child and prepare child for breaks in routine.
• When behavior gets out of control, or the environment is too stimulating, calmly remove child and isolate him in a quiet place for a short period of time.
• Don't let child interrupt. Have him/her wait a brief time before giving permission to speak.

Hyperactivity

• Provide appropriate activities for channeling the child's energy, (e.g. rocking chair for reading,) combine a learning activity with movement (e.g. bouncing ball while reciting alphabet.)
• Channel annoying behavior into more acceptable behavior (e.g. suggest tapping with fingers rather than pencil.)
• Reward roaming child when he stays near work area, gradually making rewards more specific the closer child stays in area. Placing colored tape on floor around work area may remind child to stay in area.
• Use activities that involve visual, tactile and auditory skills. Alternate sitting and moving activities.

Social | Emotional 

• Use consistent rules and clear routine.
• Praise appropriate behavior.
• Keep child's environment as simple as possible.
• Playing with one friend at a time, or one toy at a time, may be most beneficial.