Yes. Intelligence and AD/HD are separate. It is possible to be intellectually gifted and have AD/HD, too. However, AD/HD may impact academic performance. When a child is identified as both gifted and as a child with AD/HD, this is often called twice exceptional. School accommodations may be appropriate.

The diagnosis of ADHD in the preschool child is possible, but can be difficult and should be made cautiously by experts well trained in childhood neurobehavioral disorders. Developmental problems, especially language delays, and adjustment problems can sometimes imitate ADHD. Treatment should focus on placement in a structured preschool with parent training and support.

ADHD continues into adulthood in most cases. However, by developing their strengths, structuring their environments, and using medication when needed, adults with ADHD can lead very productive lives. In some careers, having a high-energy behavior pattern can be an asset.

Yes. Approximately one-third of people with ADHD never have symptoms of hyperactivity. Females with ADHD are less likely to have symptoms of hyperactivity compared to males.

ADHD is a medical condition and the educational staff of a school are not qualified to diagnose ADHD. If you believe your child may have symptoms of ADHD, then you should consult with your family doctor, your child's pediatrician, or other licensed medical/mental health professional who is trained in the diagnosis and treatment of ADHD. Teachers and other school personnel can play an important role by evaluating your child's learning ability and determine educational deficits.

Many children with ADD/ADHD experience a general diminishing of symptoms as they approach adulthood. However, approximately 50-60% of children with ADHD will still meet the full criteria for ADHD as adults and will continue to have significant problems with attention and impulsivity in their academic, occupational, or social life. The majority of children with ADHD will grow into adults with ADHD.

The brain of a child with ADHD is like a TV set that isn’t receiving a perfect signal. For the child it’s as if the channel keeps changing, too. Imagine you are watching the news on BBC1. Suddenly, somebody picks up the remote control and flicks over to ITV. A second later the programme changes to Channel 4 and then back to BBC1. Then it switches to BBC2. If you were asked about the news on BBC1, you might find it hard to remember.

Here are tips for parents who think their child may have ADHD, attention deficit hyperactivity disorder.

Create a routine. Try to follow the same schedule every day, from wake-up time to bedtime. Post the chedule in a prominent place, so your child can see where he or she is expected to be throughout the day and when it's time for homework, play, and chores. Help your child organize. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them. Avoid distractions.

Attention Deficit Hyperactivity Disorder (ADHD, also called ADD) is a neurobiological condition that affects an estimated 4-7% of the U.S. population. ADHD is an ongoing condition that affects children, adolescents, and adults of all ages. It occurs in both males and females, and in people of all races, socioeconomic status, and cultural backgrounds. ADHD may cause significant impairments in many areas of life such as school, home, the workplace, and in family and social relationships.

To allow the best chance to get dry for children with Attention Deficit Hyperactivity Disorder, it is best to first get treatment for the ADHD before attempting treatments for bedwetting.

Maybe. A child who was denied coverage under IDEA may qualify for coverage under Section 504. The key is whether or not the student's AD/HD substantially impacts a major life activity.

Yes, adults can be evaluated for ADD/ADHD. We know from clinical experience that ADD is often undiagnosed in adults and can have serious negative consequences left untreated. Recent research suggests that ADHD possesses a strong genetic component and is often present in multiple members of the same family.

Maybe. A child who was denied coverage under IDEA may qualify for coverage under Section 504. The key is whether or not the student’s AD/HD substantially impacts a major life activity.

A student can be diagnosed with many types of learning and/or physical challenges and still be gifted. Some of the gifted students could have dyslexia, visual/auditory processing difficulties, and other needs. The gifted program can still meet the needs of these students.

You should request that the school intervention team conduct an eligibility evaluation, which includes testing, parent interviews, record reviews, and observations. Not all children diagnosed with ADHD qualify for an IEP. Only children who have a disability that impedes their ability to learn will qualify for an IEP.

First of all, children who are bright try to write as fast as their minds are thinking and many times they lack the fine motor skills needed for writing. In most instances, these children have had fine motor difficulties from the beginning that may or may not have been addressed.

Inattention. People who are inattentive have a hard time keeping their mind on one thing and may get bored with a task after only a few minutes. Focusing conscious, deliberate attention to organizing and completing routine tasks may be difficult. Hyperactivity. People who are hyperactive always seem to be in motion. They can’t sit still; they may dash around or talk incessantly. Sitting still through a lesson can be an impossible task.

The diagnosis of ADHD can be made reliably using well–tested diagnostic interview methods. Diagnosis is based on history and observable behaviors in the child’s usual settings. Ideally, a health care practitioner making a diagnosis should include input from parents and teachers.

Research shows that ADHD tends to run in families, so there are likely to be genetic influences. Children who have ADHD usually have at least one close relative who also has ADHD. And at least one–third of all fathers who had ADHD in their youth have children with ADHD. Even more convincing of a possible genetic link is that when one twin of an identical twin pair has the disorder, the other is likely to have it too.

No one knows for sure whether the prevalence of ADHD per se has risen, but it is very clear that the number of children identified with the disorder who obtain treatment has risen over the past decade. Some of this increased identification and increased treatment seeking is due in part to greater media interest, heightened consumer awareness, and the availability of effective treatments. A similar pattern is now being observed in other countries.

The number of children who are being treated for ADHD has risen. It is not clear whether more children have ADHD or more children are being diagnosed with ADHD. Also, more children with ADHD are being treated for a longer period. ADHD is now one of the most common and most studied conditions of childhood. Because of more awareness and better ways of diagnosing and treating this disorder, more children are being helped.

No. ADHD is not a disease or illness, therefore there is nothing to "cure." ADHD is a biological, genetic condition that people have for their entire lives.

ADHD – Attention Deficit Hyperactivity Disorder is a medical/neurobiological condition in which the brain’s neurotransmitter chemicals, noradrenalin and dopamine do not work properly. It is a disorder that, without proper identification, treatment and management, can have serious and long lasting consequences and/or complications for an individual. It is a long-term condition which affects learning and behaviour right through the school years and in many cases beyond into adulthood.

It’s easy to confuse ADHD with normal child development and other conditions. As there isn’t a simple test for the condition, the consultant will have taken considerable care diagnosing your child with ADHD. With ADHD, children may also have other problems such as dyslexia, dyspraxia, Asperger’s syndrome and compulsive or defiant behaviour.