adhd informative essay

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Breaking Barriers: My Battle with ADHD

In a prize-winning essay about overcoming obstacles, a child with attention deficit disorder explains the effects of adhd on his life. from enlisting the help of family members to keeping a journal, this is how jack prey manages his diagnosis..

Have you ever been working on something important, when a song pops into your head? Then that leads you to think of something in the song about flying, which leads you to play with your remote control glider? Next thing you know, it’s dinnertime, and you haven’t finished the homework you started two hours before.

That’s what it’s like to have Attention Deficit Disorder. I know because I’ve had ADHD for as long as I can remember. For me, ADHD means that I can’t focus whenever I really need to. It’s something I will live with for the rest of my life. And it’s no fun!

When I was younger, people told me I was really smart. But I never got good grades to show it. When I was at school, I would get bored really quickly. Then I would look for something more interesting to do. Sometimes I would try to help other kids with their work. The problem was, I didn’t finish my work, and that would lead to trouble. There were lots of days I even felt like quitting school.

My parents were confused. They knew I was smart, but I wasn’t showing it. My doctor suggested that I see a specialist. He gave me a bunch of tests. When it was all done, he told my parents that I had ADD . Now it’s called ADHD. The H stands for “hyper.” He said I didn’t really have the H , so I guess that was some good news.

To help me focus, the doctor gave me some tips to follow. One of them is to keep a special journal with me all the time to write down things, like what homework I have and when things are due. I try to keep the notebook with me wherever I go. It really helps.

[ Get This Free Download: 5 Powerful Brain Hacks for Focus & Productivity ]

I came up with another tip myself. When I have a test or a quiz, I challenge myself to get it done by a certain time. That keeps me focused on the test and not on the pretty girl sitting in front of me or the lizard in the aquarium. Ah, lizards. I really like lizards. Where was I again?

Oh yeah, my focus techniques. With the help of my parents and my older brother, I started doing some other things that help, like going to bed a little earlier so I can get a good night’s sleep.

My brother and I share a bedroom, and he has agreed to go to bed earlier to help me out. Another thing our whole family has started doing is eating a healthy diet. I used to eat a lot of junk food, but now I only eat a little bit. Ah, junk food. Oops, I’ll try not to do that again.

I’ve been working hard, using these focus techniques for the last year and guess what? My grades have started to go up! In fact, on my last report card I got five As and one B. That’s the best I’ve ever done!

[ Your Free Download: What Every Teacher Should Know About ADHD: A Poster for School ]

My teacher, Miss Ryan, suggested I write this essay. I’m not sure if I knew who Jackie Robinson was before this, but I did some checking. Turns out, he was a great man who had to overcome one of the worst things there is: racism. He did it using the values of courage, determination, teamwork, persistence, integrity, citizenship, justice, commitment, and excellence.

I have used some of these same values to help me overcome ADHD. For instance, I am committed to using my focus techniques, and I am determined to do better in school. Plus, my family has helped me, and that is being a team. Go, team! Also, when I focus, I am a good citizen and don’t bother my classmates as much. Last but not least, using these values has helped me to get almost all As on my report card, which is an example of excellence. Thanks for being such a good example, Jackie!

[ Read This Next: How I Came to Rock My ADHD ]

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162 ADHD Essay Topics & Examples

Looking for ADHD topics to write about? ADHD (attention deficit hyperactivity disorder) is a very common condition nowadays. It is definitely worth analyzing.

🔝 Top 10 ADHD Research Topics

🏆 best adhd essay examples, 💡 most interesting adhd topics to write about, 🎓 exciting adhd essay topics, 🔥 hot adhd topics to write about, 👍 adhd research paper topics, ❓ research questions about adhd.

In your ADHD essay, you might want to focus on the causes or symptoms of this condition. Another idea is to concentrate on the treatments for ADHD in children and adults. Whether you are looking for an ADHD topic for an argumentative essay, a research paper, or a dissertation, our article will be helpful. We’ve collected top ADHD essay examples, research paper titles, and essay topics on ADHD.

• ADHD and its subtypes
• The most common symptoms of ADHD
• The causes of ADHD: genetics, environment, or both?
• ADHD and the changes in brain structures
• ADHD and motivation
• Treating ADHD: the new trends
• Behavioral therapy as ADHD treatment
• Natural remedies for ADHD
• ADD vs. ADHD: is there a difference?
• Living with ADHD: the main challenges
• Learning Disabilities: Differentiating ADHD and EBD As for the most appropriate setting, it is possible to seat the child near the teacher. It is possible to provide instructions with the help of visual aids.
• Everything You Need to Know About ADHD The frontal hemisphere of the brain is concerned with coordination and a delay in development in this part of the brain can lead to such kind of disorder.
• Attention Deficit Hyperactivity Disorder (ADD / ADHD) Some critics maintain that the condition is a work of fiction by the psychiatric and pharmacists who have taken advantage of distraught families’ attempts to comprehend the behaviour of their children to dramatise the condition.
• Is Attention Deficit Hyperactivity Disorder Real? In fact, the existence of the condition, its treatment and diagnosis, have been considered controversial topics since the condition was first suggested in the medical, psychology and education.
• Cognitive Therapy for Attention Deficit Disorder The counselor is thus expected to assist the self-reflection and guide it in the direction that promises the most favorable outcome as well as raise the client’s awareness of the effect and, by extension, enhance […]
• “Stress” Video and “A Natural Fix for ADHD” Article There certainly are some deeper reasons for people to get stressed, and the video documentary “Stress: Portrait of a Killer” and the article “A Natural Fix for A.D.H.D”.by Dr.
• ADHD and Its Effects on the Development of a Child In particular, this research study’s focus is the investigation of the impact of household chaos on the development and behavior of children with ADHD.
• The History of ADHD Treatment: Drug Addiction Disorders Therefore, the gathered data would be classified by year, treatment type, and gender to better comprehend the statistical distribution of the prevalence of drug addiction.
• Attention Deficit Hyperactivity Disorder and Recommended Therapy The condition affects the motivational functioning and abnormal cognitive and behavioural components of the brain. Dysfunction of the prefrontal cortex contributed to a lack of alertness and shortened attention in the brain’s short-term memory.
• Rhetorical Modes Anthology on Attention Deficit Disorder It clearly outlines the origin and early symptoms of the disorder and the scientist who discovered attention deficit hyperactivity disorder. Summary & Validity: This article describes the causes of hyperactivity disorder and the potential factors […]
• Attention-Deficit Hyperactivity Disorder in a Young Girl The particular objective was to assist Katie in becoming more focused and capable of finishing her chores. The patient received the same amount of IR Ritalin and was required to continue taking it for an […]
• Similarities and Differences: SPD, ADHD, and ASD The three disorders, Sensory Processing Disorder, Attention Deficit Hyperactivity Disorder, and Autism Spectrum Disorder, are often confused with each other due to the connections and similarities that exist.
• Attention Deficit Hyperactivity Disorder Awareness According to Sayal et al, ADHD is common in young boys as it is easier to identify the problem. The disorder is well-known, and there is no struggle to identify the problem.
• Assessing the Personality Profile With ADHD Characteristics On the contrary, the study was able to understand significant changes in the emotional states and mood of the children when the observations and the tests ended.
• Aspects of ADHD Patients Well-Being This goal can be achieved through the help of mental health and behavioral counselors to enhance behavioral modification and the ability to cope with challenges calmly and healthily.
• ADHD and Problems With Sleep This is because of the activity of a person in the middle of the day and the condition around them. The downside of the study is that the study group included 52 adults with ADHD […]
• The Attention Deficit Hyperactivity Disorder Treatment It has been estimated that when medicine and therapy are applied as treatment together, the outcomes for children with ADHD are excellent.
• Attention Deficit Hyperactivity Disorder Organization’s Mission Children and Adults with Attention-Deficit/Hyperactivity Disorder is an organization that is determined to handle individuals affected by ADHD. The organization was founded in 1987 following the rampant frustration and isolation that parents experienced due to […]
• Case Conceptualization: Abuse-Mediated ADHD Patient The case provides insight into the underlying causes of James’s educational problems and the drug abuse of his parents. The case makes it evident that the assumption from the first case conceptualization about James’s ADHD […]
• Change: Dealing With Patients With ADHD In the current workplace, the most appropriate change would be the increase in the awareness of nurses regarding the methods of dealing with patients with ADHD.
• Dealing With Attention Deficit Hyperactivity Disorder Although my experience is not dramatic, it clearly shows how untreated ADHD leads to isolation and almost depression. However, the question arises of what is the norm, how to define and measure it.
• Parents’ Perception of Attending an ADHD Clinic The main principles of the clinic’s specialists should be an objective diagnosis of the neurological status of the child and the characteristics of his/her behavior, the selection of drug treatment only on the basis of […]
• ADHD: Mental Disorder Based on Symptoms The DSM-5 raised the age limit from 6 to 12 for qualifying the disorder in children and now requires five instead of six inattentive or hyperactive-impulsive symptoms.
• Understanding Attention-Deficit/Hyperactivity Disorder Thus, the smaller sizes of the reviewed brain structures associated with ADHD result in problems with attention, memory, and controlling movement and emotional responses.
• Effective Therapies for Attention Deficit Hyperactivity Disorder The problem at hand is that there is a need to determine which of the therapies administered is effective in the management of ADHD.
• Participants of “ADHD Outside the Laboratory” Study The participants in the testing group and those in the control group were matched for age within 6 months, for IQ within 15 points and finally for performance on the tasks of the study.
• Variables in “ADHD Outside the Laboratory” Study The other variables are the videogames, matching exercise and the zoo navigation exercise used to test the performance of the boys.
• Different Types of Diets and Children’s ADHD Treatment The last factor is a trigger that can lead to the development of a child’s genes’ reaction. Thus, diet is one of the factors that can help prevent the development of ADHD.
• Attention Deficit Hyperactivity Disorder in Children The consistent utilization of effective praises and social rewards indeed results in the behavioral orientation of the child following the treatment goals.
• Reward and Error Processing in ADHD: Looking Into the Neurophysiological and the Behavioral Measures The study was mainly concerned with looking into the neurophysiological and to some extent the behavioral measures utilized in self regulation particularly in children suffering from attention – deficit hyperactivity disorder and those who are […]
• Vyvanse – ADD and ADHD Medicine Company Analysis It is produced by Shire and New River Pharmaceuticals in its inactive form which has to undergo digestion in the stomach and through the first-pass metabolic effect in the liver into L-lysine, an amino acid […]
• Dealing With the Disruptive Behaviors of ADHD and Asperger Syndrome Students While teaching in a class that has students with ADHD and Asperger syndrome, the teacher should ensure that they give instructions that are simple and easy to follow.
• Behavioral Parenting Training to Treat Children With ADHD These facts considered, it is possible to state that the seriousness of ADHD accounts for the necessity of the use of behavioral parental training as the treatment of the disorder.
• Current Issues in Psychopharmacology: Attention-Deficit Hyperactivity Disorder This is the area that is charged with the responsibility for vision control as well as a regulation of one’s brain’s ability to go to aresynchronize’ and go to rest.
• Cognitive Psychology and Attention Deficit Disorder On top of the difficulties in regulating alertness and attention, many individuals with ADD complain of inabilities to sustain effort for duties.
• ADHD Symptoms in Children However, there are some concerns in identifying the children with ADHD.described in a report that support should be initiated from the parents in, recognizing the problem and seeking the help of the educational professionals.2.
• Adult and Paediatric Psychology: Attention Deficit Hyperactivity Disorder To allow children to exercise their full life potential, and not have any depression-caused impairment in the social, academic, behavioral, and emotional field, it is vital to reveal this disorder as early in life, as […]
• Attention-Deficit Hyperactivity Disorder: Biological Testing The research, leading to the discovery of the Biological testing for ADHD was conducted in Thessaloniki, Greece with 65 children volunteering for the research. There is a large difference in the eye movement of a […]
• Issues in the Diagnosis of Attention-Deficit Hyperactivity Disorder in Children Concept theories concerning the nature of attention-deficit/hyperactivity disorder influence treatment, the approach to the education of children with ADHD, and the social perception of this disease.
• Attention Deficit Hyperactivity Disorder Care Controversy The objective of this study was to assess the efficacy, in terms of symptoms and function, and safety of “once-daily dose-optimized GXR compared with placebo in the treatment of children and adolescents aged 6 17 […]
• Attention Deficit Hyperactivity Interventions The authors examine a wide range of past studies that reported on the effects of peer inclusion interventions and present the overall results, showing why further research on peer inclusion interventions for children with ADHD […]
• Sociodemographic and Cultural Factors of Attention Deficit Hyperactivity Disorder Children at this age have particular difficulties in retaining and concentrating attention and in controlling behavior, and this stage is sensitive to the development of these abilities. The general problem is the increase in prevalence […]
• Attention Deficit Hyperactivity Disorder (ADHD) in a Child A child counselor works with children to help them become mentally and emotionally stable. The case that is examined in this essay is a child with attention deficit hyperactivity disorder.
• Attention Deficit Hyperactivity Disorder: Drug-Free Therapy The proposed study aims to create awareness of the importance of interventions with ADHD among parents refusing to use medication. The misperceptions about ADHD diagnosis and limited use of behavioral modification strategies may be due […]
• Attention Deficit Hyperactivity Disorder: Psychosocial Interventions The mentioned components and specifically the effects of the condition on a child and his family would be the biggest challenge in the case of Derrick.
• The Diagnosis and Treatment of ADHD Cortese et al.state that cognitive behavioral therapy is overall a practical approach to the treatment of the condition, which would be the primary intervention in this case.
• The Attention Deficit Hypersensitivity Disorder in Education Since ADHD is a topic of a condition that has the potential to cripple the abilities of a person, I have become attached to it much.
• Attention Deficit Hyperactivity Disorder: Comorbidities Due to the effects that ADHD has on patients’ relationships with their family members and friends, the development of comorbid health problems becomes highly possible.
• Medicating Kids to Treat ADHD The traditional view is that the drugs for the disorder are some of the safest in the psychiatric practice, while the dangers posed by untreated ADHD include failure in studies, inability to construct social connections, […]
• Attention Deficit Hyperactivity Disorder: Signs and Strategies Determining the presence of Attention Deficit Hyperactivity Disorder in a child and addressing the disorder is often a rather intricate process because of the vagueness that surrounds the issue.
• Attention Deficit Disorder: Diagnosis and Treatment The patient lives with her parents and 12-year-old brother in a middle-class neighborhood. Her father has a small business, and her mother works part-time in a daycare center.
• Bright Not Broken: Gifted Kids, ADHD, and Autism It is possible to state that the book provides rather a high-quality review of the issues about the identification, education, and upbringing of the 2e children.
• Attention Deficit Hyperactive Disorder: Case Review On the other hand, Mansour’s was observed to have difficulties in the simple tasks that he was requested to perform. Mansour’s appears to be in the 3rd phase of growth.
• Treatment of Children With ADHD Because of the lack of sufficient evidence concerning the effects of various treatment methods for ADHD, as well as the recent Ritalin scandal, the idea of treating children with ADHD with the help of stimulant […]
• Attention Deficit Hyperactivity Disorder Medicalization This paper discusses the phenomenon of medicalization of ADHD, along with the medicalization of other aspects perceived as deviant or atypical, it will also review the clash of scientific ideas and cultural assumptions where medicalization […]
• Medication and Its Role in the ADHD Treatment Similar inferences can be inferred from the findings of the research conducted by Reid, Trout and Schartz that revealed that medication is the most appropriate treatment of the symptoms associated with ADHD.
• Children With Attention-Deficit Hyperactivity Disorder The purpose of the present research is to understand the correlation between the self-esteem of children with ADHD and the use of medication and the disorder’s characteristics.
• Psychology: Attention Deficit and Hyperactivity Disorder It is important to pay attention to the development of proper self-esteem in children as it can negatively affect their development and performance in the future.
• Natural Remedies for ADHD The key peculiarity of ADHD is that a patient displays several of these symptoms, and they are observed quite regularly. Thus, one can say that proper diet can be effective for the treatment of attention […]
• Cognitive Behavior Therapy in Children With ADHD The study revealed that the skills acquired by the children in the sessions were relevant in the long term since the children’s behaviors were modeled entirely.
• Is Attention Deficit Disorder a Real Disorder? When Medicine Faces Controversial Issues In addition, it is necessary to mention that some of the symptoms which the children in the case study displayed could to be considered as the ones of ADHD.
• Foods That Effect Children With ADHD/ ADD Therefore, it is the duty of parents to identify specific foods and food additives that lead to hyperactivity in their children.
• Toby Diagnosed: Attention Deficit Hyperactivity Disorder The symptoms of the disorder are usually similar to those of other disorder and this increases the risks of misdiagnosing it or missing it all together.
• Identifying, Assessing and Treating Attention Deficit Hyperactivity Disorder For these criteria to be effective in diagnosing a child with ADHD, the following symptoms have to be present so that the child can be labelled as having ADHD; the child has to have had […]
• ADHD Should Be Viewed as a Cognitive Disorder The manifestation of the disorder and the difficulties that they cause, as posited by the American Psychiatric Association, are typically more pronounced when a person is involved in some piece of work such as studying […]
• Attention Deficit Hyperactivity Disorder Influence on the Adolescents’ Behavior That is why the investigation was developed to prove or disprove such hypotheses as the dependence of higher rates of anxiety of adolescents with ADHD on their diagnosis, the dependence of ODD and CD in […]
• Stroop Reaction Time on Adults With ADHD The model was used to investigate the effectiveness of processes used in testing interference control and task-set management in adults with ADHD disorder.
• Attention Deficit Hyperactivity Disorder Causes Family studies, relationship studies of adopted children, twin studies and molecular research have all confirmed that, ADHD is a genetic disorder.
• Diagnosis and Treatment of ADHD The diagnosis of ADHD has drawn a lot of attention from scientific and academic circles as some scholars argue that there are high levels of over diagnosis of the disorder.
• Attention-Deficit Hyperactivity Disorder As it would be observed, some of the symptoms associated with the disorder for children would differ from those of adults suffering from the same condition in a number of ways.
• Working Memory in Attention Deficit and Hyperactivity Disorder (ADHD) Whereas many studies have indicated the possibility of the beneficial effects of WM training on people with ADHD, critics have dismissed them on the basis of flawed research design and interpretation.
• Attention-Deficit Hyperactivity Disorder: The Basic Information in a Nutshell In the case with adults, however, the definition of the disorder will be quite different from the one which is provided for a child ADHD.
• How ADHD Develops Into Adult ADD The development of dominance is vital in processing sensations and information, storage and the subsequent use of the information. As they become teenagers, there is a change in the symptoms of ADHD.
• Medical Condition of Attention Deficit Hyperactivity Disorder A combination of impulsive and inattentive types is referred to as a full blown ADHD condition. To manage this condition, an array of medical, behavioral, counseling, and lifestyle modification is the best combination.
• Effects of Medication on Education as Related to ADHD In addition, as Rabiner argues, because of the hyperactivity and impulsivity reducing effect of ADHD drugs, most ADHD suffers are nowadays able to learn in an indistinguishable class setting, because of the reduced instances of […]
• Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment Generally the results indicate that children with ADHD had a difficult time in evaluating time concepts and they seemed to be impaired in orientation of time.
• The Ritalin Fact Book: Stimulants Use in the ADHD Treatment Facts presented by each side of the critical issue The yes side of the critical issue makes it clear that the drugs being used to control ADHD are harmful as they affect the normal growth […]
• Behavior Modification in Children With Attention Deficit Hyperactivity Disorder Introduction The objective of the article is to offer a description of the process of behavior modification for a child diagnosed with ADHD.
• What Is ADHD and How Does It Affect Kids
• The Benefits of Physical Activities in Combating the Symptoms of ADHD in Students
• The Effects of Exercise and Physical Activity as Intervention for Children with ADHD
• What Are the Effects of ADHD in the Classroom
• Are Children Being Diagnosed with ADHD too Hastily
• The Effectiveness of Cognitive Behavioral Therapy on ADHD
• Understanding ADHD, Its Effects, Symptoms, and Approach to Children with ADHD
• ADHD Stimulant Medication Abuse and Misuse Among U.S. Teens
• Severity of ADHD and Anxiety Rise if Both Develop
• The Best Approach to Dealing with Attention Deficit/Herpactivity Disorder or ADHD in Children
• An Analysis of the Potential Causes and Treatment Methods for Attention Deficit Hyperactivity Disorder (ADHD) in Young Children
• The Best Way to Deal with Your Child Who Struggles with ADHD
• Response Inhibition in Children with ADHD
• Behavioral and Pharmacological Treatment of Children with ADHD
• Symptoms And Symptoms Of ADHD, Depression, And Anxiety
• Bioethics in Intervention in the Deficit Attention Hyperkinetic Disorder (ADHD)
• The Effects of Children’s ADHD on Parents’ Relationship Dissolution and Labor Supply
• The Effects of Pharmacological Treatment of ADHD on Children’s Health
• The Educational Implications Of ADHD On School Aged Children
• Differences in Perception in Children with ADHD
• The Effects Of ADHD On Children And Education System Child
• Students With ADD/ADHD and Class Placement
• The Advantage and Disadvantage of Using Psychostimulants in the Treatment of ADHD
• How to Increase Medication Compliance in Children with ADHD
• Effective Teaching Strategies for Students with ADHD
• Scientists Probe ADHD Treatment for Long Term Management of the Disease
• Should Stimulants Be Prescribed for ADHD Children
• The Rise of ADHD and the an Analysis of the Drugs Prescribed for Treatment
• The Correlation Between Smoking During Pregnancy And ADHD
• Exploring Interventions Improving Workplace Behavior In Adults With ADHD
• The Promise of Music and Art in Treating ADHD
• The Struggle Of ADHD Medication And Over Diagnosis
• The Problems of Detecting ADHD in Children
• The Harmful Effects of ADHD Medication in Children
• The Symptoms and Treatment of ADHD in Children and Teenagers
• The Impact of Adult ADD/ADHD on Education
• The Experience of Having the ADHD Disorder
• The Young Children And Children With ADHD, And Thinking Skills
• The Use of Ritalin in Treating ADD and ADHD
• The Ethics Of Giving Children ADHD Medication
• The Importance of Correctly Diagnosing ADHD in Children
• The Rise in ADHD Diagnosis and Treatment within the United States of America
• The World of ADHD Children
• The Use of Drug Therapies for Children with ADHD
• What Are the Effects of ADHD in the Classroom?
• Does ADHD Affect Essay Writing?
• What Are the Three Main Symptoms of ADHD?
• How Does ADHD Medication Affect the Brain?
• What Can ADHD Lead To?
• Is ADHD Legitimate Medical Diagnosis or Socially Constructed Disorder?
• How Does Art Help Children With ADHD?
• What Are the Four Types of ADHD?
• Can Sports Affect Impulse Control in Children With ADHD?
• What Age Does ADHD Peak?
• How Can You Tell if an Adult Has ADHD?
• Should Antihypertensive Drugs Be Used for Curing ADHD?
• How Does ADHD Affect Cognitive Development?
• Is Adult ADHD a Risk Factor for Dementia or Phenotypic Mimic?
• How Are People With ADHD Seen in Society?
• Can Additional Training Help Close the ADHD Gender Gap?
• How Does School Systems Deal With ADHD?
• Are Children With Low Working Memory and Children With ADHD Same or Different?
• How Does ADHD Affect School Performance?
• Should Children With ADHD Be Medicated?
• How Does Society View Children With ADHD?
• What Do Researches Tell Us About Students With ADHD in the Chilean Context?
• Why Should Teachers Understand ADHD?
• Does DD/ADHD Exist?
• What Are Some Challenges of ADHD?
• Why Is ADHD an Important Topic to Discuss?
• Is ADHD Born or Developed?
• Can ADHD Cause Lack of Emotion?
• Does ADHD Affect Females?
• Is ADHD on the Autism Spectrum?
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ADHD is my superpower: A personal essay

A Story About a Kid

In 1989, I was 7 years old and just starting first grade. Early in the school year, my teacher arranged a meeting with my parents and stated that she thought that I might be “slow” because I wasn’t performing in class to the same level as the other kids. She even volunteered to my parents that perhaps a “special” class would be better for me at a different school.

Thankfully, my parents rejected the idea that I was “slow” out of hand, as they knew me at home as a bright, talkative, friendly, and curious kid — taking apart our VHS machines and putting them back together, filming and writing short films that I’d shoot with neighborhood kids, messing around with our new Apple IIgs computer!

The school, however, wanted me to see a psychiatrist and have IQ tests done to figure out what was going on. To this day, I remember going to the office and meeting with the team — and I even remember having a blast doing the IQ tests. I remember I solved the block test so fast that the clinician was caught off guard and I had to tell them that I was done — but I also remember them trying to have me repeat numbers back backwards and I could barely do it!

Being Labeled

The prognosis was that I was high intelligence and had attention-deficit disorder (ADD). They removed the hyperactive part because I wasn’t having the type of behavioral problems like running around the classroom (I’ll cover later why I now proudly identify as hyperactive). A week later, my pediatrician started me on Ritalin and I was told several things that really honestly messed me up.

I was told that I had a “learning disability” — which, to 7-year-old me, didn’t make any sense since I LOVED learning! I was told that I would take my tests in a special room so that I’d have fewer distractions. So, the other kids would watch me walk out of the classroom and ask why I left the room when tests were happening — and they, too, were informed that I had a learning disability.

As you can imagine, kids aren’t really lining up to be friends with the “disabled” kid, nor did they hold back on playground taunts around the issue.

These were very early days, long before attention deficit hyperactivity disorder (ADHD) was well known, and long before people had really figured out how to talk to kids with neurodiversities . And as a society, we didn’t really have a concept that someone who has a non-typical brain can be highly functional — it was a time when we didn’t know that the world’s richest man was on the autism spectrum !

Growing Past a Label

I chugged my way through elementary school, then high school, then college — getting consistent B’s and C’s. What strikes me, looking back nearly 30 years later, is just how markedly inconsistent my performance was! In highly interactive environments, or, ironically, the classes that were the most demanding, I did very well! In the classes that moved the slowest or required the most amount of repetition, I floundered.

Like, I got a good grade in the AP Biology course with a TON of memorization, but it was so demanding and the topics were so varied and fast-paced that it kept me engaged! On the opposite spectrum, being in basic algebra the teacher would explain the same simple concept over and over, with rote problem practice was torturously hard to stay focused because the work was so simple.

And that’s where we get to the part explaining why I think of my ADHD as a superpower, and why if you have it, or your kids have it, or your spouse has it… the key to dealing with it is understanding how to harness the way our brains work.

Learning to Thrive with ADHD

Disclaimer : What follows is NOT medical advice, nor is it necessarily 100% accurate. This is my personal experience and how I’ve come to understand my brain via working with my therapist and talking with other people with ADHD.

A Warp Speed Brain

To have ADHD means that your brain is an engine that’s constantly running at high speed. It basically never stops wanting to process information at a high rate. The “attention” part is just an observable set of behaviors when an ADHD person is understimulated. This is also part of why I now openly associate as hyperactive — my brain is hyperactive! It’s constantly on warp speed and won’t go any other speed.

For instance, one of the hardest things for me to do is fill out a paper check. It’s simple, it’s obvious, there is nothing to solve, it just needs to be filled out. By the time I have started writing the first stroke of the first character, my mind is thinking about things that I need to think about. I’m considering what to have for dinner, then I’m thinking about a movie I want to see, then I come up with an email to send — all in a second. 

I have to haullll myself out of my alternate universe and back to the task at hand and, like a person hanging on the leash of a horse that’s bolting, I’m struggling to just write out the name of the person who I’m writing the check to! This is why ADHD people tend to have terrible handwriting, we’re not able to just only think about moving the pen, we’re in 1,000 different universes.

On the other hand, this entire blog post was written in less than an hour and all in one sitting. I’m having to think through a thousand aspects all at once. My dialog: “Is this too personal? Maybe you should put a warning about this being a personal discussion? Maybe I shouldn’t share this? Oh, the next section should be about working. Should I keep writing more of these?”

And because there is so much to think through and consider for a public leader like myself to write such a personal post, it’s highly engaging! My engine can run at full speed. I haven’t stood up for the entire hour, and I haven’t engaged in other nervous habits I have like picking things up — I haven’t done any of it! 

This is what’s called hyperfocus, and it’s the part of ADHD that can make us potentially far more productive than our peers. I’ve almost arranged my whole life around making sure that I can get myself into hyperfocus as reliably as possible.

Harnessing What My Brain Is Built For

Slow-moving meetings are very difficult for me, but chatting in 20 different chat rooms at the same time on 20 different subjects is very easy for me — so you’ll much more likely see me in chat rooms than scheduling additional meetings. Knowing what my brain is built for helps me organize my schedule, work, and commitments that I sign up for to make sure that I can be as productive as possible.

If you haven’t seen the movie “Everything Everywhere All At Once,” and you are ADHD or love someone who is, you should immediately go watch it! The first time I saw it, I loved it, but I had no idea that one of its writers was diagnosed with ADHD as an adult , and decided to write a sci-fi movie about an ADHD person! The moment I read that it was about having ADHD my heart exploded. It resonated so much with me and it all made sense.

Practically, the only real action in the movie is a woman who needs to file her taxes. Now, don’t get me wrong — it’s a universe-tripping adventure that is incredibly exciting, but if you even take a step back and look at it, really, she was just trying to do her taxes.

But, she has a superpower of being able to travel into universes and be… everywhere all at once. Which is exactly how it feels to be in my mind — my brain is zooming around the universe and it’s visiting different thoughts and ideas and emotions. And if you can learn how to wield that as a power, albeit one that requires careful handling, you can do things that most people would never be able to do!

Co-workers have often positively noted that I see solutions that others miss and I’m able to find a course of action that takes account of multiple possibilities when the future is uncertain (I call it being quantum brained). Those two attributes have led me to create groundbreaking new technologies and build large teams with great open cultures and help solve problems and think strategically. 

It took me until I was 39 to realize that ADHD isn’t something that I had to overcome to have the career I’ve had — it’s been my superpower .

Published Jul 15, 2022

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Home — Essay Samples — Nursing & Health — Psychiatry & Mental Health — Adhd

ADHD ( Attention Deficit Hyperactivity Disorder) Essay Examples

Adhd essay topics and outline examples, essay title 1: understanding adhd: causes, symptoms, and treatment.

Thesis Statement: This research essay aims to provide a comprehensive understanding of Attention-Deficit/Hyperactivity Disorder (ADHD), including its possible causes, common symptoms, and various treatment approaches.

• Introduction
• Defining ADHD: An Overview
• Possible Causes of ADHD: Genetic, Environmental, and Neurological Factors
• Symptoms and Diagnosis: Recognizing ADHD in Children and Adults
• Treatment Options: Medication, Behavioral Therapy, and Lifestyle Interventions
• The Impact of ADHD on Daily Life: School, Work, and Relationships
• Current Research and Future Directions in ADHD Studies
• Conclusion: Enhancing Understanding and Support for Individuals with ADHD

Essay Title 2: ADHD in Children: Educational Challenges and Supportive Strategies

Thesis Statement: This research essay focuses on the educational challenges faced by children with ADHD, explores effective strategies for supporting their learning, and highlights the importance of early intervention.

• Educational Implications of ADHD: Academic, Social, and Emotional Impact
• Supportive Classroom Strategies: Individualized Education Plans (IEPs) and 504 Plans
• Teacher and Parent Collaboration: Creating a Supportive Learning Environment
• Alternative Learning Approaches: Montessori, Waldorf, and Inclusive Education
• ADHD Medication in the Educational Context: Benefits and Considerations
• Early Intervention and the Role of Pediatricians and School Counselors
• Conclusion: Nurturing Academic Success and Well-Being in Children with ADHD

Essay Title 3: ADHD in Adulthood: Challenges, Coping Strategies, and Stigma

Thesis Statement: This research essay examines the often overlooked topic of ADHD in adults, discussing the challenges faced, coping mechanisms employed, and the impact of societal stigma on individuals with adult ADHD.

• ADHD Persisting into Adulthood: Recognizing the Symptoms
• Challenges Faced by Adults with ADHD: Work, Relationships, and Self-Esteem
• Coping Strategies and Treatment Options for Adult ADHD
• The Role of Mental Health Support: Therapy, Coaching, and Self-Help
• ADHD Stigma and Misconceptions: Impact on Diagnosis and Treatment
• Personal Stories of Triumph: Overcoming ADHD-Related Obstacles
• Conclusion: Raising Awareness and Providing Support for Adults with ADHD

Behavioral Disorders: Causes, Symptoms, and Support

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The Effect of ADHD on The Life of an Individual

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ADHD: The Child/teacher Struggle

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How Fidgeting Actually Contributes to a Lack of Focus in Students

Diagnosing dyscalculia and adhd diagnosis in schools, the issue of social injustice of misdiagnosed children with adhd.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, carelessness, hyperactivity (which evolves into inner restlessness in adulthood), and impulsivity that are pervasive, impairing, and otherwise age-inappropriate.

The major symptoms are inattention, carelessness, hyperactivity (evolves into restlessness in adults), executive dysfunction, and impulsivity.

The management of ADHD typically involves counseling or medications, either alone or in combination. While treatment may improve long-term outcomes, it does not get rid of negative outcomes entirely. Medications used include stimulants, atomoxetine, alpha-2 adrenergic receptor agonists, and sometimes antidepressants. In those who have trouble focusing on long-term rewards, a large amount of positive reinforcement improves task performance.ADHD stimulants also improve persistence and task performance in children with ADHD.

Relevant topics

• Mental Health
• Schizophrenia
• Stress Management
• Eating Disorders

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2191 mowry ave. #600c, fremont ca 94538, mon-fri: 8:45 am – 5pm, sat/sun/holiday: call at 8 am for appointment, an introduction to attention deficit hyperactivity disorder (adhd).

Almost all children have times when their behavior veers out of control. They may speed about in constant motion, make noise nonstop, refuse to wait their turn, and crash into everything around them. At other times they may drift as if in a daydream, failing to pay attention or finish what they start.

However, for some children, these kinds of behaviors are more than an occasional problem. Children with attention-deficit/hyperactivity disorder (ADHD) have behavior problems that are so frequent and/or severe that they interfere with their ability to live normal lives. These children often have trouble getting along with siblings and other children at school, at home, and in other settings. Those who have trouble paying attention usually have trouble learning. Some have an impulsive nature and this may put them in actual physical danger. Because children with ADHD have difficulty controlling their behavior, they may be labeled as “bad kids” or “space cadets.” Left untreated, more severe forms of ADHD can lead to serious, lifelong problems such as poor grades in school, run-ins with the law, failed relationships, substance abuse and the inability to keep a job.

What is ADHD?

ADHD is a condition of the brain that makes it difficult for children to control their behavior. It is one of the most common chronic conditions of childhood. It affects 4% to 12% of school-aged children. About 3 times more boys than girls are diagnosed with ADHD.

What are the symptoms of ADHD?

ADHD includes 3 behavior symptoms: inattention, hyperactivity, and impulsivity. A child with inattention symptoms may have the following behaviors:

• Has a hard time paying attention, daydreams
• Does not seem to listen
• Is easily distracted from work or play
• Does not seem to care about details, makes careless mistakes
• Does not follow through on instructions or finish tasks
• Is disorganized
• Loses a lot of important things
• Forgets things
• Does not want to do things that require ongoing mental effort

A child with hyperactivity symptoms may have the following behaviors:

• Is in constant motion, as if “driven by a motor”
• Cannot stay seated
• Squirms and fidgets
• Talks too much
• Runs, jumps, and climbs when this is not permitted
• Cannot play quietly (video games do not count)

A child with impulsivity symptoms may have the following behaviors:

• Acts and speaks without thinking
• May run into the street without looking for traffic first
• Has trouble taking turns
• Cannot wait for things
• Calls out answers before the question is complete
• Interrupts others

What is the difference between ADD vs. ADHD?

ADD stands for Attention Deficit Disorder. This is an old term that is now officially called Attention Deficit Hyperactivity Disorder, Inattentive Type. More on this will discussed below.

Are there different types of ADHD?

Children with ADHD may have one or more of the 3 main symptoms categories listed above. The symptoms usually are classified as the following types of ADHD:

• Inattentive type (formerly known as attention-deficit disorder [ADD])—Children with this form of ADHD are not overly active. Because they do not disrupt the classroom or other activities, their symptoms may not be noticed. Among girls with ADHD, this form is most common.
• Hyperactive/Impulsive type—Children with this type of ADHD show both hyperactive and impulsive behavior, but can pay attention.
• Combined Inattentive/Hyperactive/Impulsive type—Children with this type of ADHD show all 3 symptoms. This is the most common type of ADHD.

How can I tell if my child has ADHD?

Remember, it is normal for all children to show some of these symptoms from time to time. Your child may be reacting to stress at school or home. She may be bored or going through a difficult stage of life. It does not mean he or she has ADHD. Sometimes a teacher is the first to notice inattention, hyperactivity, and/or impulsivity and bring these symptoms to the parents’ attention. Sometimes questions from your pediatrician can raise the issue. Parents also may have concerns such as behavior problems at school, poor grades, difficulty finishing homework and so on. If your child is 6 years of age or older and has shown symptoms of ADHD on a regular basis for more than 6 months, discuss this with your pediatrician.

What causes ADHD?

ADHD is one of the most studied conditions of childhood but the cause of ADHD is still not clear at this time. The most popular current theory of ADHD is that ADHD represents a disorder of “executive function.” This implies dysfunction in the prefrontal lobes so that the child lacks the ability for behavioral inhibition or self-regulation of such executive functions as nonverbal working memory, speech internalization, affect, emotion, motivation, and arousal. It is believed that children with ADHD lack the right balance of neurotransmitters, which are specific chemicals in their brains, that help them to focus and inhibit impulses.

Research to date has shown the following:

• ADHD is a biological disorder, not just “bad behavior.” In a child with ADHD, the brain’s ability to properly use important chemical messengers (neurotransmitters) is impaired.
• A lower level of activity in the parts of the brain that control attention and activity level may be associated with ADHD.
• ADHD appears to run in families. Sometimes a parent is diagnosed with ADHD at the same time as the child.
• Environmental toxins can play a role in the development of ADHD, but that is extremely rare.
• Very severe head injuries may cause ADHD in rare cases.

There is no significant evidence that ADHD is caused by the following:

• Eating too much sugar
• Food additives
• Immunizations

Your pediatrician will determine whether your child has ADHD using standard guidelines developed by the American Academy of Pediatrics. Unfortunately, there is no single test that can tell whether your child has ADHD. The diagnosis process requires several steps and involves gathering a lot of information from multiple sources. You, your child, your child’s school, and other caregivers should be involved in assessing your child’s behavior.

Generally, if your child has ADHD:

• Some symptoms will occur in more than one setting, such as home, school, and social events
• The symptoms significantly impair your child’s ability to function in some of the activities of daily life, such as schoolwork and relationships with family and friends
• They will start before your child reaches 7 years of age
• They will continue for more than six months
• They will make it difficult for your child to function at school, at home, and/or in social settings

In addition to looking at your child’s behavior, your pediatrician will do a physical examination. A full medical history will be needed to put your child’s behavior in context and screen for other conditions that may affect your child’s behavior.

One of the challenges in diagnosing ADHD is that many disorders can look a lot like ADHD – including depression, anxiety, visual and hearing difficulties, seizures, learning disorders and even improper sleep quality. These conditions can show the same type of symptoms as ADHD. For example if your child has sleep apnea, a condition that involves disordered breathing during sleep, he may show signs of inattention and inability to focus that can sometimes be similar to a child with ADHD. Another example is a child that may have a learning disability. He/she may not pay attention in class due to inability to process that information and therefore be labeled with “inattention”. The same child may also be frustrated because he can’t process the material being taught in the classroom and therefore disturbs the classroom and acts as if he/she is “hyperactive.” In the case of this child with a learning disability, all the effort needs to be focused on the actual underlying problem, which again is the learning disability, and not on immediately trying to treat ADHD. Similarly, in our child with sleep apnea, parents need to address the sleeping problem first and not rush to place their child on medication for ADHD. As you will read below, it is possible to have ADHD with other conditions, so children who do have sleep apnea or learning disabilities MAY ALSO have ADHD and may eventually require treatment for both conditions.

The diagnosis of ADHD takes time, and the evaluation process usually takes at least 2-3 visits before the diagnosis can be made. Occasionally the process can take longer if referrals to psychologists or psychiatrists are warranted. Blood tests may or may not be indicated, and this will be discussed during your visit.

Coexisting conditions

• Oppositional defiant disorder or conduct disorder —Up to 35% of children with ADHD also have oppositional defiant disorder or conduct disorder. Children with oppositional defiant disorder tend to lose their temper easily and annoy people on purpose and are defiant and hostile toward authority figures. Children with conduct disorder break rules, destroy property, and violate the rights of other people. Children with coexisting conduct disorder are at much higher risk for getting into trouble with the law than children who have only ADHD. Studies show that this type of coexisting condition is more common among children with the primarily hyperactive/impulsive and combination types of ADHD. Your pediatrician may recommend counseling for your child if she has this condition.
• Mood disorders/depression —About 18% of children with ADHD also have mood disorders such as depression. There is frequently a family history of these types of disorders. Coexisting mood disorders may put children at higher risk for suicide, especially during the teenage years. These disorders are more common among children with inattentive and combined types of ADHD. Children with mood disorders or depression often require a different type of medication than those normally used to treat ADHD.
• Anxiety disorders —These affect about 25% of children with ADHD. Children with anxiety disorders have extreme feelings of fear, worry, or panic that make it difficult to function. These disorders can produce physical symptoms such as racing pulse, sweating, diarrhea, and nausea. Counseling and/or medication may be needed to treat these coexisting conditions.
• Learning disabilities —Learning disabilities are conditions that make it difficult for a child to master specific skills such as reading or math. ADHD is not a learning disability. However, ADHD can make it hard for a child to do well in school. Diagnosing learning disabilities requires evaluations such as IQ and academic achievement tests.
• Target outcomes for behavior
• Follow-up activities
• Education about ADHD
• Team work among doctors, parents, teachers, caregivers, other healthcare professionals, and the child

Behavior therapy

• Parent training
• Individual and family counseling

Treatment for ADHD uses the same principles that are used to treat other chronic conditions like asthma or diabetes. Long-term planning is needed because these conditions continue or recur for a long time. Families must manage them on an ongoing basis. In the case of ADHD, schools and other caregivers must also be involved in managing the condition. Educating the people involved with your child about ADHD is a key part of treating your child. As a parent, you will need to learn about ADHD. Read about the condition and talk to people who understand it. This will help you manage the ways ADHD affects your child and your family on a day-to-day basis. It will also help your child learn to help himself.

For most children, stimulant medications are a safe and effective way to relieve ADHD symptoms. As glasses help people focus their eyes to see, these medications help children with ADHD focus their thoughts better and ignore distractions. This makes them more able to pay attention and control their behavior. Stimulants may be used alone or combined with behavior therapy. Studies show that about 80% of children with ADHD who are treated with stimulants improve a great deal.

Different types of stimulants are available, in both short-acting (immediate-release) and long-acting forms. Short- acting forms usually are taken every 4 hours when the medication is needed. Long-acting medications usually are taken once in the morning. Children who use long-acting forms of stimulants can avoid taking medication at school or after school.

It may take some time to find the best medication, dosage, and schedule for your child. Your child may need to try different types of stimulants. Some children respond to one type of stimulant but not another. The amount of medication (dosage) that your child needs also may need to be adjusted. Realize that the dosage of the medicine is not based solely on your child weight. Our goal is for your child to be on the dose that is helping her to maximize her potential with the least amount of side effects.

The medication schedule also may be adjusted depending on the target outcome. For example, if the goal is to get relief from symptoms at school, your child may take the medication only on school days and none during weekends, summer time, and vacations if desired. Your child will have close follow up initially and once the optimal medication and dosage is found she will be seen every 2-3 months to monitor progress and possible side effects.

What side effects can stimulants cause?

Side effects occur sometimes. These tend to happen early in treatment and are usually mild and short-lived. The most common side effects include the following:

Decreased appetite/weight loss.

• Sleep problems
• Stomachaches

Some less common side effects include the following:

• Jitteriness
• Social withdrawal
• Rebound effect (increased activity or a bad mood as the medication wears off)
• Transient tics

Very rare side effects include the following:

• Increase in blood pressure or heart rate
• Growth delay

Most side effects can be relieved using one of the following strategies:

• Changing the medication dosage
• Adjusting the schedule of medication
• Using a different stimulant

There are many forms of behavior therapy, but all have a common goal— to change the child’s physical and social environments to help the child improve his behavior. Under this approach, parents, teachers, and other caregivers learn better ways to work with and relate to the child with ADHD. You will learn how to set and enforce rules, help your child understand what he needs to do, use discipline effectively, and encourage good behavior. Your child will learn better ways to control his behavior as a result.

Behavior therapy has 3 basic principles:

• Set specific goals. Set clear goals for your child such as staying focused on homework for a certain time or sharing toys with friends.
• Provide rewards and consequences. Give your child a specified reward (positive reinforcement) when she shows the desired behavior. Give your child a consequence (unwanted result or punishment) when she fails to meet a goal.
• Keep using the rewards and consequences. Using the rewards and consequences consistently for a long time will shape your child’s behavior in a positive way.

Behavior therapy recognizes the limits that having ADHD puts on a child. It focuses on how the important people and places in the child’s life can adapt to encourage good behavior and discourage unwanted behavior. It is different from play therapy or other therapies that focus mainly on the child and his emotions. Specific behavior therapy techniques that can be effective with children with ADHD include:

• Positive reinforcement: Parents provide rewards or privileges in response to desired behavior. For example, your child completes an assignment and he is permitted to play on the computer.
• Time-out: one removes access to desired activity because of unwanted behavior. For example, your child hits a sibling and, as a result, must sit for 5 minutes in the corner of the room.
• Response cost: Parents withdraw rewards or privileges because of unwanted behavior. For example, your child loses free-time privileges for not completing homework.
• Token economy: Combining reward and consequence. The child earns rewards and privileges when performing desired behaviors. He loses the rewards and privileges as a result of unwanted behavior. For example, you child can earn stars for completing assignments and loses stars for getting out of seat. Then, he cashes in the sum of her stars at the end of the week for a prize.

Tips for helping your child control his behavior

• Keep your child on a daily schedule . Try to keep the time that your child wakes up, eats, bathes, leaves for school, and goes to sleep the same each day.
• Cut down on distractions . Loud music, computer games, and television can be over-stimulating to your child. Make it a rule to keep the TV or music off during mealtime and while your child is doing homework. Whenever possible, avoid taking your child to places that may be too stimulating, like busy shopping malls.
• Organize your house . If your child has specific and logical places to keep his schoolwork, toys, and clothes, he is less likely to lose them. Save a spot near the front door for his school backpack so he can grab it on the way out the door.
• Reward positive behavior . Offer kind words, hugs, or small prizes for reaching goals in a timely manner or good behavior. Praise and reward your child’s efforts to pay attention.
• Set small, reachable goals . Aim for slow progress rather than instant results. Be sure that your child understands that he can take small steps toward learning to control himself.
• Help your child stay “on task.” Use charts and checklists to track progress with homework or chores. Keep instructions brief. Offer frequent, friendly reminders.
• Limit choices . Help your child learn to make good decisions by giving your child only 2 or 3 options at a time.
• Find activities at which your child can succeed. All children need to experience success to feel good about themselves and boost their self-confidence.
• Use calm discipline. Use consequences such as time-out, removing the child from the situation, or distraction. Sometimes it is best to simply ignore the behavior. Physical punishment, such as spanking or slapping, is not helpful. Discuss your child’s behavior with him when both of you are calm.

How can I help my child control her behavior?

Taking care of yourself also will help your child. Being the parent of a child with ADHD can be tiring and trying. It can test the limits of even the best parents. Parent training and support groups made up of other families who are dealing with ADHD can be a great source of help. Learn stress-management techniques to help you respond calmly to your child. Seek counseling if you feel overwhelmed or hopeless.

Ask us to help you find parent training, counseling, and support groups in your community. Under the resources section we will leave the link of a few handouts published by the NICHQ (National Initiative for Children’s Healthcare Quality) including:

• How to Establish a School-Home Daily Report Card

Unproven treatments

You may have heard media reports or seen advertisements for “miracle cures” for ADHD. Carefully research any such claims. Consider whether the source of the information is valid. At this time, there is no scientifically proven cure for this condition. The following methods have not been proven to work in scientific studies:

• Optometric vision training (asserts that faulty eye movement and sensitivities cause the behavior problems)
• Megavitamins and mineral supplements
• Anti–motion-sickness medication (to treat the inner ear)
• Treatment for candida yeast infection
• EEG biofeedback (training to increase brain-wave activity)
• Applied kinesiology (realigning bones in the skull)

Always tell your pediatrician about any alternative therapies, supplements, or medications that your child is using. These may interact with prescribed medications and harm your child.

Frequently asked questions

Will my child outgrow adhd.

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.

Are stimulant medications “gateway drugs” leading to illegal drug or alcohol abuse?

People with ADHD are naturally impulsive and tend to take risks. But those with ADHD who are taking stimulants are actually at lower risk of using other drugs. Children and teenagers who have ADHD and also have coexisting conditions may be at high risk for drug and alcohol abuse, regardless of the medication used.

Are children getting high on stimulant medications?

There is no evidence that children are getting high on stimulant drugs used to treat ADHD. These drugs also do not sedate or tranquilize children and have no addictive properties. Stimulants are classified as Schedule II drugs by the US Drug Enforcement Administration. There are recent reports of abuse of this class of medication, especially by college students who trying to obtain an edge during exam times to stay up and study more. 
If your child is on medication, it is always best to supervise the use of the medication closely.

Why do so many children have ADHD?

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. 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.

• AAP (American Academy of Pediatrics)
• About Our Kids (from NYU Child Study Center)
• Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)

Adapted directly from

• American Academy of Pediatrics
• The Zukerman Parker Handbook of Development and Behavioral Pediatrics for Primary care

• The Open University
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You have now completed your study of the free course Understanding ADHD . Hopefully as you have studied this material you have both challenged and consolidated some of your previously held beliefs about this common neurodevelopmental disorder. You have learnt how ADHD is experienced, diagnosed and managed, but you should also now recognise that there is much still to be understood about the condition. For example, the exact cause is unknown. It is also not yet clear exactly how child and adult forms of ADHD relate to one another, or indeed if they are distinct from each other at all. The exact mechanism of action of current drug treatments to reduce symptoms of ADHD is also not fully understood.

A summary of key learning points from this course:

• ADHD is a common neurodevelopmental condition which affects around 6 in 100 children and adolescents, and around 3 in 100 adults. The condition has three core symptoms: inattention, impulsivity and hyperactivity. It is also associated with difficulties in social interactions and a range of comorbid conditions.
• Diagnosis of ADHD can be made using DSM-5, in which three different presentation types are possible based on the type of core symptoms an individual displays. Symptoms must be present from childhood and found in more than one setting for a minimum of 6 months. It is expected that similar criteria will be found in ICD-11 which will be the first time this diagnostic system has recognised ADHD.
• The search for risk factors for ADHD has been extensive. The condition is known to be highly heritable but genetic studies have yet to reveal a clear genetic basis. Studies indicate multiple genes are likely to be involved. Environmental risk factors also exist, with several prenatal events identified as increasing risk of ADHD.
• The brain basis of ADHD is likely to revolve around the brain circuitry involved in selective attention, including structures such as the prefrontal cortex and a range of neurotransmitters, but most notably dopamine.
• Management of ADHD varies with the age of the individual. Psychosocial and biological treatments are available at all ages, but in younger individuals medication is used with caution because the precise long-term effects on the developing brain are unknown.

This OpenLearn course is an adapted extract from the Open University course SK298 Brain, mind and mental health [ Tip: hold Ctrl and click a link to open it in a new tab. ( Hide tip ) ] .

How to Tackle an Essay (an ADHD-friendly Guide)

6 steps and tips.

Most of the college students I work with have one major assignment type that gets them stuck like no other: the dreaded essay. It has become associated with late nights, requesting extensions (and extensions on extensions), feelings of failure, and lots of time lost staring at a screen. This becomes immensely more stressful when there is a thesis or capstone project that stands between you and graduation.

The good news?

An essay doesn’t have to be the brick wall of doom that it once was. Here are some strategies to break down that wall and construct an essay you feel good about submitting.

Step 1:  Remember you’re beginning an essay, not finishing one.

Without realizing it, you might be putting pressure on yourself to have polished ideas flow from your brain onto the paper. There’s a reason schools typically bring up having an outline and a rough draft! Thoughts are rarely organized immediately (even with your neurotypical peers, despite what they may say). Expecting yourself to deliver a publishing-worthy award winner on your first go isn’t realistic. It’s allowed to look messy and unorganized in the beginning! There can be unfinished thoughts, and maybe even arguments you aren’t sure if you want to include. When in doubt, write it down.

Step 2: Review the rubric

Make sure you have a clear understanding of what the assignment is asking you to include and to focus on. If you don’t have an understanding of it, it’s better to find out in advance rather than the night before the assignment is due. The rubric is your anchor and serves as a good guide to know “when you can be done.” If you hit all the marks on the rubric, you’re looking at a good grade.

I highly recommend coming back to the rubric multiple times during the creative process, as it can help you get back on track if you’ve veered off in your writing to something unrelated to the prompt. It can serve as a reminder that it’s time to move onto a different topic - if you’ve hit the full marks for one area, it’s better to go work on another section and return to polish the first section up later. Challenge the perfectionism!

Step 3: Divide and conquer

Writing an essay is not just writing an essay. It typically involves reading through materials, finding sources, creating an argument, editing your work, creating citations, etc. These are all separate tasks that ask our brain to do different things. Instead of switching back and forth (which can be exhausting) try clumping similar tasks together.

For example:

Prepping: Picking a topic, finding resources related to topic, creating an outline

Gathering: reading through materials, placing information into the outline

Assembling: expanding on ideas in the outline, creating an introduction and conclusion

Finishing: Make final edits, review for spelling errors and grammar, create a title page and reference page, if needed.

Step 4: Chunk it up

Now we’re going to divide the work EVEN MORE because it’s also not realistic to expect yourself to assemble the paper all in one sitting. (Well, maybe it is realistic if you’re approaching the deadline, but we want to avoid the feelings of panic if we can.) If you haven’t heard of chunking before, it’s breaking down projects into smaller, more approachable tasks.

This serves multiple functions, but the main two we are focusing on here is:

• it can make it easier to start the task;
• it helps you create a timeline for how long it will take you to finish.

If you chunk it into groups and realize you don’t have enough time if you go at that pace, you’ll know how quickly you’ll need to work to accomplish it in time.

Here are some examples of how the above categories could be chunked up for a standard essay. Make sure you customize chunking to your own preferences and assignment criteria!

Days 1 - 3 : Prep work

• ‍ Day 1: Pick a topic & find two resources related to it
• Day 2: Find three more resources related to the topic
• Day 3: Create an outline

Days 4 & 5 : Gather

• ‍ Day 4: Read through Resource 1 & 2 and put information into the outline
• Day 5: Read through Resource 3 & 4 and put information into the outline

Days 6 - 8 : Assemble

• ‍ Day 6: Create full sentences and expand on Idea 1 and 2
• Day 7: Create full sentences and expand on Idea 3 and write an introduction
• Day 8: Read through all ideas and expand further or make sentence transitions smoother if need be. Write the conclusion

Day 9: Finish

• ‍ Day 9: Review work for errors and create a citation page

Hey, we just created an outline about how to make an outline - how meta!

Feel like even that is too overwhelming? Break it down until it feels like you can get started. Of course, you might not have that many days to complete an assignment, but you can do steps or chunks of the day instead (this morning I’ll do x, this afternoon I’ll do y) to accommodate the tighter timeline. For example:

Day 1: Pick a topic

Day 2: Find one resource related to it

Day 3: Find a second resource related to it

Step 5: Efficiently use your resources

There’s nothing worse than stockpiling 30 resources and having 100 pages of notes that can go into an essay. How can you possibly synthesize all of that information with the time given for this class essay? (You can’t.)

Rather than reading “Article A” and pulling all the information you want to use into an “Article A Information Page,” try to be intentional with the information as you go. If you find information that’s relevant to Topic 1 in your paper, put the information there on your outline with (article a) next to it. It doesn’t have to be a full citation, you can do that later, but we don’t want to forget where this information came from; otherwise, that becomes a whole mess.

By putting the information into the outline as you go, you save yourself the step of re-reading all the information you collected and trying to organize it later on.

*Note: If you don’t have topics or arguments created yet, group together similar ideas and you can later sort out which groups you want to move forward with.

Step 6: Do Some Self-Checks

It can be useful to use the Pomodoro method when writing to make sure you’re taking an adequate number of breaks. If you feel like the 25 min work / 5 min break routine breaks you out of your flow, try switching it up to 45 min work / 15 min break. During the breaks, it can be useful to go through some questions to make sure you stay productive:

• How long have I been writing/reading this paragraph?
• Does what I just wrote stay on topic?
• Have I continued the "write now, edit later" mentality to avoid getting stuck while writing the first draft?
• Am I starting to get frustrated or stuck somewhere? Would it benefit me to step away from the paper and give myself time to think rather than forcing it?
• Do I need to pick my energy back up? Should I use this time to get a snack, get some water, stretch it out, or listen to music?

General Tips:

• If you are having a difficult time trying to narrow down a topic, utilize office hours or reach out to your TA/professor to get clarification. Rather than pulling your hair out over what to write about, they might be able to give you some guidance that speeds up the process.
• You can also use (and SHOULD use) office hours for check-ins related to the paper, tell your teacher in advance you’re bringing your rough draft to office hours on Thursday to encourage accountability to get each step done. Not only can you give yourself extra pressure - your teacher can make sure you’re on the right track for the assignment itself.
• For help with citations, there are websites like Easybib.com that can help! Always double check the citation before including it in your paper to make sure the formatting and information is correct.
• If you’re getting stuck at the “actually writing it” phase, using speech-to-text tools can help you start by transcribing your spoken words to paper.
• Many universities have tutoring centers and/or writing centers. If you’re struggling, schedule a time to meet with a tutor. Even if writing itself isn’t tough, having a few tutoring sessions scheduled can help with accountability - knowing you need to have worked on it before the tutoring session is like having mini deadlines. Yay, accountability!

Of course, if writing just isn’t your jam, you may also struggle with motivation . Whatever the challenge is, this semester can be different. Reach out early if you need help - to your professor, a tutor, an ADHD coach , or even a friend or study group. You have a whole team in your corner. You’ve got this, champ!

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Writing Strategies for Students With ADHD

Here are six challenges and solutions, based on task simplicity and clear instruction, for helping students with ADHD develop their essay-writing skills.

Too often, students with ADHD (attention deficit hyperactivity disorder) get labeled as "problem students." They often get shuffled into special education programs even if they show no signs of developmental disability. Though these students' brains do work differently, studies prove that it doesn't preclude them from being highly intelligent. That means teachers should pay special attention to help students with ADHD discover their potential and deal with the challenges they face in their learning process.

As essay writing is both the most common and the most complicated assignment for students, writing instruction for students with ADHD requires special efforts. Each step of writing process may present certain difficulties for these young people. Here are some practical solutions for teachers to encourage, motivate, and focus their students on writing process.

1. Difficulty Concentrating on Assignment

Research proves that ADHD doesn’t result in less intelligence, but rather in difficulties controlling emotions, staying motivated, and organizing the thoughts. So a teacher's first task is teaching students focus enough on a writing assignment.

Solution: Give clear, concise instructions.

When assigning an essay or other writing project, be specific and clear about what you expect. Don't leave a lot of room for interpretation. Instead of the assignment "Write about a joyous moment," include instructions in your writing prompt, such as:

• Think about the last time you felt happy and joyful.
• Describe the reasons for your happiness.
• What exactly made you feel joy?
• What can that feeling be compared to?

Make sure every student knows that he or she should come to you directly with any questions. Plan to take extra time reviewing the instructions with students one to one, writing down short instructions along the way.

2. Difficulty Organizing Thoughts on Paper

Several studies have found that students with ADHD struggle with organizing their thoughts and mental recall. These students can often speak well and explain their thoughts orally, but not in writing.

Solution: Get them organized from the start.

Start each project with a simple note system. Give students the freedom to take their own notes and review them together if possible. Have students pay special attention to filing these notes in a large binder, folder, or other method for making storage and retrieval simple.

To help students understand how to organize their written thoughts, teach them mind mapping . A semantic mind map for an essay may include major nouns, verbs, and adjectives, as well as phrases to use in writing each paragraph. Some introductory and transition sentences will also come in handy. Another step after mind mapping is advanced outlining . Begin and end the initial outline with the words "Intro" and "Conclusion" as placeholders. Then have students expand that outline on their own.

3. Difficulty With Sustained Work on a Single Task

ADHD can make it difficult for students to focus on long-term goals, leading to poor attention and concentration when the task requires work for an extended period of time.

Solution: Create small, manageable milestones.

Since accomplishing a five-page essay takes a lot of time, you can chop it into smaller, easier-to-manage pieces that can be worked on in rotation. Each piece may be checked separately if time allows. Treating every issue and section as an independent task will prevent students from feeling overwhelmed as they work toward a larger goal.

4. Difficulty in Meeting Deadlines

Deadlines are the things that discourage students with ADHD, as they work on assignments more slowly than their classmates, are often distracted, and tend to procrastinate.

Solution: Allow for procrastination.

It may sound ridiculous, but build procrastination into the writing process by breaking up the work and allowing for extra research, brainstorming, and other activities which diversify students' work while still focusing on the end result.

5. Spelling Issues

Students with ADHD often have difficulties with writing, especially in terms of spelling. The most common issues are reversing or omitting letters, words, or phrases. Students may spell the same word differently within the same essay. That's why lots of attention should be paid to spelling.

Solution: Encourage spell checkers, dictionaries, and thesaurus.

There are plenty of writing apps and tools available to check spelling and grammar. As a teacher, you can introduce several apps and let students choose which ones work better for writing essays. When checking the submitted papers and grading the work, highlight the spelling mistakes so that students can pay special attention to the misspelled words and remember the correct variant.

6. Final Editing Issues

Students with ADHD may experience problems during the final editing of their work since, by this time, they will have read and reviewed it several times and may not be paying attention to mistakes.

Solution: Teach them to review their writing step by step.

Take an essay template as an example and show students how to revise it. Go through the editing process slowly, explaining the "why" behind certain changes, especially when it comes to grammatical issues. Assign students the task of revising each other's essays so that when they revise their own final draft, they'll know what to pay attention to and what common mistakes to look for.

Addressing the challenges unique to students with ADHD will help these students find ways to handle their condition effectively and even use it to their advantage. Their unique perspective can be channeled into creative writing, finding new solutions to problems, and most of all, finding, reaching, and even exceeding their goals and fulfilling their full potential.

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Hyperactivity Disorder (ADHD), Research Paper Example

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Attention-Deficit / Hyperactivity Disorder (ADHD) is a mental illness that is characterized by the lack of the ability of an individual to concentrate or stay still. This is a problematic disorder for all individuals that have been diagnosed with it, but it is particularly difficult for students with the disease to participate in school activities. The symptoms of ADHD are commonly mistaken for learning disabilities, as the individuals who exhibit them often demonstrate difficulty with learning. However, these symptoms are not related to learning impairment and result in an impaired ability to learn because these individuals are not able to concentrate in the same way as their peers.

Many individuals believe that ADHD is not a real disorder and is simply a term that is assigned to children who are not able to follow rules or behave properly (Schonwald 189). While many children would be classified as having some type of behavior problem according to current behavioral standards, ADHD is present in only those that demonstrate that their lack of focus and attention in addition to their large amounts of energy is impacting with their ability to learn normally (Ramsay 25). Many energetic children can be directed to focus on their studies, and after several tries, a teacher or a parent will be successful. However, children with ADHD often cannot gain this focus at any point in time, indicating that there is a clinical problem.

ADHD is typically diagnosed when a parent, friend, or teacher observes that the behavior patterns exhibited by an individual is not characteristic for his or her age. In order to confirm this diagnosis, the individual will typically travel to a psychologist to be evaluated. A series of tests will be conducted that attempt to assess whether the child is simply energetic and cannot always retain focus or whether there is a chronic problem. The psychologists will use a combination of these tests in addition to self-assessment from the patient and observations from friends and family to make the diagnosis. Many medical professionals believe that ADHD could be treated in part through therapy sessions that aim to adjust reactions to certain stimuli, while others believe that because the illness has a biological basis, medication is the only effective treatment method. Yet, other parties believe that a combination of therapy and medicine is the only proper way to treat ADHD.

The individuals that claim that ADHD is not a real disease do not understand the biological aspects of this illness. Studies have shown that the brains of children with ADHD are typically physically smaller than individuals without the disease (Cohen 5). In particular, the prefrontal cortex, basal ganglia and cerebellum are reduced in size and are therefore not able to achieve the expected connectivity with the other areas of the brain. Ultimately, this leads to chemical imbalances with regards to the neurotransmitters that are responsible for sending messages to the different parents of the brain. Individuals without ADHD use some of these signals to know when they should stop their behaviors, but children and adults with this disorder do not experience the same signaling process (Curatolo 79). Therefore they are unable to stop their behaviors in the same manner as normal children and adults, which is in part because they are simply unable to comprehend that the behaviors they are exhibiting are wrong.

Ultimately, psychological treatment and medical treatment would not be effective to treat individuals with ADHD if this were not a real disease. When people diagnose with this illness have gone under treatment, they have demonstrated clear progress in behavior. Therapy is meant to allow these individuals to recognize which behaviors they are exhibiting and how they differ from their peers. They are then given ways to recognize when they are acting inappropriately and educated about how these situations could be prevented or rectified. In many situations, therapy alone is only ideal for cases of ADHD in which patients exhibit only slight symptoms. The purpose of the medication is to in part, rectify the problems that are occurring with the brain’s chemistry in these patients. In patients that exhibit severe symptoms, it is often difficult for them to be able to benefit from therapy because they may continue to exhibit these behaviors during the learning process, which impairs these therapy goals. Therefore, they may be provided medication to lesson these symptoms to make therapy more effective. The particular treatment that is assigned to an individual suffering from ADHD depends on the professional opinions of psychologists and psychiatrists, who collaborate to determine the severity of the symptoms and the best way to allow the child or adult to function in a normal school or work environment (Sim 615).

Professionals attempt to diagnose individuals with ADHD using criteria from a book called the DSM-IV. Some professionals prefer to use this book for mental disorders, while others opt to use the newer addition of this publication called the DSM-V. As a whole, this document describes ADHD as “persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” (CDC, n.d.). For ADHD to be diagnosed by a professional, they must observe that these symptoms have been occurring over a long period of time. Therefore, one of the primary criterion for this diagnosis is that individuals must exhibit six or more of the following symptoms: they must not be able to give complete attention to details or make unanticipated mistakes at their jobs, in school, or in other functions; they must often not appear to listen to verbal directions despite repeated attempts; they must not frequently follow directions which leads to them not completing projects that they have started and are expected to finish; they frequently have trouble organizing tasks and activities; they often ignore and do not enjoy work that requires a lot of thought; they frequently misplace objects that are necessary to complete their responsibilities; they are frequently and easily distracted; they are frequently generally forgetful with regards to daily activities (CDC, n.d.). While many of these situations are exhibited by children or adults at some point, individuals with ADHD repeat many of these behaviors over a long period of time, which interferes with their ability to function in school or at work. Therefore, children with ADHD are typically diagnosed by teachers or other members of school staff because they are most likely to pick up on these behaviors before the parents. It is often an educator or a school psychologists who arranges the appointment for the formal diagnosis with the parent.

An additional symptom of ADHD is hyperactivity and impulsivity. According to the psychologist’s diagnostic manual, the following symptoms must be met, demonstrating inappropriate behavior for the child’s age level: they are frequently not able to stay still and must play with objects or move in their seat; they frequently travel away from their seats when remaining seated is appropriate; they are not able to play quietly; they must frequently talk or move; they respond to questions in class before they have fully completed the question; they have difficulty taking turns; they frequently invade the space of others (CDC, n.d.). Again, many individuals believe that these symptoms do not signify ADHD because they understand that some children exhibit these behaviors normally. While this is true in some cases, children with ADHD exhibit a majority of these symptoms, which have been repeated over a long period of time. These individuals are generally those who are unable to remain seated and quiet in school, which may interfere with the learning process of both themselves and of their peers. Individuals with ADHD exhibit some symptoms that overlap with other disorders, so it is necessary for the health care professional to rule out these other options before confirming a diagnosis of the disease (Greathead).

Despite the attempts of many individuals to deny the existence of ADHD, it is clear that this cannot be done. There are many environmental and biological factors that contribute to the development of the illness, and these factors are evident upon medical and psychological examination. It is therefore necessary to avoid demonizing both individuals with this disorder in addition to their families for psychological impacts that are beyond their control. It is instead important to work towards building an understanding of how individuals with ADHD can be helped and to understand the challenges that they face on a daily basis.

One of the most beneficial solutions to addressing the ADHD problem is modifying educational practices to cater to individuals that need to exert their energy, rather than sitting quietly in the classroom and listening. Many activities can be made for the whole class that will enable this type of engagement and promote learning. For example, activities that require standing and sitting to say “yes” or “no” to a question would be beneficial because it allows students with ADHD to move around. Since they are likely to do so without permission, it is necessary to take control of the situation by allowing this behavior, but assigning rules to it first. In addition, children with ADHD occasionally wish to stand as they write, which should be considered acceptable, provided that they are not disturbing their classmates. These solutions can only be reached once we understand that ADHD is not simply a behavior problem that children choose to enact, rather it is a consequence of complex environmental and biological factors that are beyond our control.

In conclusion, ADHD is a real disorder that must be taken very seriously. It is detrimental to the individuals with this illness to pretend that it does not exist. While many children do exhibit behavior problems from time to time and do not have ADHD, we must be aware that those with repetitive behavior problems have the disease and should be provided with help to alleviate some of these symptoms. These individuals can be helped by spreading an understanding that they are not misbehaving on purpose and that we should assist their learning by finding the methods that work best for them.

Works Cited

CDC. Symptoms and Diagnosis. N.D. Web. 24 April 2015.           <http://www.cdc.gov/ncbddd/adhd/diagnosis.html>

Cohen DJ. Cicchetti D, ed. Developmental Psychopathology, Developmental Neuroscience (2nd,illustrated ed.). John Wiley & Sons, 2006.

Curatolo P, D’Agati E, Moavero R. The neurobiological basis of ADHD. Ital J Pediatr 36(2010): 79.

Greathead, Philippa. Language Disorders and Attention Deficit Hyperactivity Disorder. 6 November 2013. Web. 24 April 2015. <http://www.addiss.co.uk/languagedisorders.htm>.

Ramsay JR. Cognitive behavioral therapy for adult ADHD. Routledge, 2007.

Schonwald A, Lechner E. Attention deficit/hyperactivity disorder: complexities and controversies. Curr. Opin. Pediatr . 18.2(2006):189–195.

Sim MG, Hulse G, Khong E. When the child with ADHD grows up. Aust Fam Physician  33.8 (2014): 615–618.

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6 Books for Adults Living With A.D.H.D.

Psychiatrists, counselors and researchers shared their recommendations.

By Hope Reese

Staying focused in a world of distractions can be incredibly challenging. But for people living with attention deficit hyperactivity disorder — a neurodevelopmental disorder often marked by difficulty maintaining attention, disorganization, hyperactivity and impulsivity — it can be even harder. Adults are diagnosed less often than children , but A.D.H.D. can still create problems at work and in friendships and romantic relationships .

Books can be “the entree into understanding whether you should consider getting a diagnosis and evaluation for A.D.H.D.,” said Melissa Orlov, the founder of A.D.H.D. and Marriage, a website and consulting company that provides resources for couples living with the condition.

Sharon Saline, author of “What Your A.D.H.D. Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life,” says the right book can combat misinformation. It can also help people close to someone with A.D.H.D. by providing a “toolbox for engaging with them, supporting them and loving them,” she said.

To demystify the subject, we asked experts — psychiatrists, counselors and researchers — to recommend books on A.D.H.D., focused on adults.

1. Taking Charge of Adult A.D.H.D. , by Russell A. Barkley with Christine M. Benton

This book, first published in 2010, is full of information and practical tools from Dr. Barkley, “one of the leading, if not the leading expert on A.D.H.D. in the world,” Dr. Saline said. It’s a “combo workbook/info book, which is great for people to get a better sense of who they are,” she said.

“No one knows more about A.D.H.D. or does a better job of integrating all the research on it,” said Ari Tuckman, a psychologist in West Chester, Pa., who specializes in A.D.H.D.

2. Your Brain’s Not Broken , by Tamara Rosier

If you want a book that’s both current and personal, this 2021 title might fit the bill. Dr. Rosier is “in touch with modern A.D.H.D.,” said Margaret H. Sibley, a professor of psychiatry and behavioral sciences at the University of Washington.

Dr. Rosier and some of her family members have A.D.H.D., and she shares her story with “a lot of warmth, a lot of humor,” Dr. Saline said.

She also offers a “really positive” perspective and provides tips for people with A.D.H.D. to assess and organize information, Ms. Orlov explained, “which is a huge part of being a successful adult.”

3. A Radical Guide for Women With A.D.H.D. , by Sari Solden and Michelle Frank

“A.D.H.D. manifests differently in women,” Dr. Saline said, “and young women are often not diagnosed or diagnosed later on.” That’s because symptoms like “dreaminess or low self-esteem or anxiety” are often incorrectly diagnosed as anxiety or depression, she said.

This 2019 workbook addresses those issues, tackling the specific ways that women experience A.D.H.D. and the ways they can learn to live with the condition.

“It’s a very relatable and practical guide,” Dr. Tuckman said.

4. The Couple’s Guide to Thriving With A.D.H.D. , by Melissa Orlov and Nancie Kohlenberger

A.D.H.D. can pose unique roadblocks for couples. For example, distracted behavior might be misinterpreted by a partner as lack of care. This 2014 title, which Dr. Saline calls “a classic,” was written by Ms. Orlov and Ms. Kohlenberger, a licensed marriage and family therapist. (Ms. Orlov was one of the sources for this piece, but several experts also said hers is the top book for couples.)

It includes useful information to help partners understand the signs and symptoms of A.D.H.D. and how to work together to resolve issues that arise. Dr. Tuckman, who works with couples, said his clients have “found it eye-opening.”

“A.D.H.D. can have a big impact on one’s relationship that can leave both partners unhappy and feeling powerless,” he said. “This book explains that impact and normalizes the struggles that couples fall into and the common dynamics that result.”

5. A.D.H.D. 2.0 , by Dr. Edward M. Hallowell and Dr. John J. Ratey

This 2021 title is a follow-up to “Driven to Distraction,” by the same authors, published in 1992. It offers “important updates about recent research on A.D.H.D.,” Dr. Saline said, along with advice that people with A.D.H.D. can use to “alter their environments to serve them better and reduce negativity.”

Ms. Orlov noted that this book illustrates “how a person with A.D.H.D. can really focus a lot on things like a phone or a video game or even their work, and not be able to focus on things that are less interesting.”

6. Outside the Box , by Thomas E. Brown

This 2017 title “hits the sweet spot,” Dr. Tuckman said. “It’s definitely driven by the research, and sophisticated, but it’s accessible. It helps illustrate what A.D.H.D. looks like at various stages of development, which can be helpful for those with A.D.H.D., family members of people with the condition and educators.”

“Brown’s approach to A.D.H.D. and executive functioning is very helpful,” Dr. Saline said. She likes “Outside the Box” because, in contrast with other workbooks, it offers “an informational narrative” without exercises. “He has a lot of research,” she said, “but this is also a book you can just sit back and read.”

Understanding A.D.H.D.

The challenges faced by those with attention deficit hyperactivity disorder can be daunting. but people who are diagnosed with it can still thrive..

Millions of children in the United States have received a diagnosis of A.D.H.D . Here is how their families can support them .

The condition is also being recognized more in adults . These are some of the behaviors  that might be associated with adult A.D.H.D.

Since a nationwide Adderall shortage started, some people with A.D.H.D. have said their medication no longer helps with their symptoms. But there could be other factors at play .

Everyone has bouts of distraction and forgetfulness. Here is when psychiatrists diagnose it as something clinical .

The disorder can put a strain on relationships. But there are ways to cope .

Though meditation can be beneficial to those with A.D.H.D., sitting still and focusing on breathing can be hard for them. These tips can help .