Attention-Deficit/Hyperactivity Disorder (ADHD) is the most commonly diagnosed childhood behavior disorder. About one in nine children in the United States is now diagnosed with ADHD, adding up to more than 7 million kids. Learn more about this common behavior disorder and how it affects kids.
What is ADHD?
ADHD is a neurodevelopmental disorder that starts in childhood and usually lasts into adulthood. ADHD can look different depending on the child. Kids with this condition might be mainly inattentive, mainly hyperactive and impulsive, or a combination of both.
Children with inattention often:
- Are easily distracted
- Have difficulty focusing
- Are forgetful in daily activities
- Seem to not listen
- Have trouble paying attention to details
- Avoid tasks that require sustained mental effort
- Have difficulty following through on instructions
- Lose things
- Have trouble with organization
Children with hyperactivity and impulsivity often:
- Fidget a lot
- Leave their seat when staying seated is expected
- Run or climb often when it’s not appropriate to do so
- Have trouble playing quietly
- Are constantly “on the go”
- Interrupt others or blurt out answers
- Talk excessively
- Have trouble waiting their turn
These symptoms affect how kids function at home and at school. Children and adolescents with ADHD might also experience trouble with emotion regulation, and feel misunderstood as “lazy” or “careless.”
To meet criteria for an ADHD diagnosis, a child must persistently show symptoms of inattention and/or hyperactivity and impulsivity for at least six months. The symptoms must also be present in two or more settings (e.g., home and school) and affect a child’s functioning.
What causes ADHD?
We often don’t know what causes ADHD. Research tells us that this condition is more common in kids who:
- Were born prematurely
- Were exposed to alcohol or tobacco before birth
- Have a close relative with ADHD
How common is ADHD?
ADHD is one of the most common neurodevelopmental disorders diagnosed in kids, and prevalence rates have increased in recent years. This might be because more people have become aware of ADHD, and more children are getting diagnosed at earlier ages.
Boys are about twice as likely to be diagnosed with ADHD than girls1. Researchers think that this is due to a combination of biological and social factors.
What should I do if I think my child might have ADHD?
- Start by talking to your child’s primary care provider.
- Some pediatricians may be able to evaluate your child for ADHD.
- They may also refer you to the Children’s Wisconsin Center for Child Development for an evaluation.
- Sign up for a virtual waitlist workshop at the Center for Child Development to learn more about available resources while you wait for an evaluation.
What treatment can help support a child with ADHD?
A combination of behavioral interventions and medication can be very effective in helping children manage their symptoms and improve their daily functioning.
Behavioral Interventions
- Behavioral parent training programs, like Positive Parenting Program (Triple P) or Parent-Child Interaction Therapy (PCIT), have strong evidence for helping to reduce defiant behaviors, impulsivity, anger and aggression, impulsivity, and emotion dysregulation.
- Evidence-based behavioral interventions are considered the first line of treatment for preschool-aged children with ADHD.
Medication
- A number of medications are very effective at treating inattention, hyperactivity, and impulsivity.
- Both stimulant and nonstimulant medications can be used to treat ADHD symptoms. The evidence supporting the effectiveness of stimulant medications is particularly strong.
- You can work with your child’s pediatrician or psychiatrist to figure out whether medication may help your child, and if so, which one is the best fit.
What behavioral strategies can I use at home to support my child with ADHD?
Use frequent, specific praise
- Look for good behavior and praise your child right away when that behavior occurs.
- If there is a negative behavior you’d like to change (e.g., yelling), identify what the opposite of that behavior is (e.g., using an inside voice). Watch for that opposite behavior and praise it every time it happens.
- Be specific when praising your child by naming the exact behavior they did well (e.g., “Great job using your inside voice!”).
- Aim for a 3:1 ratio of praise to reprimands.
Give clear commands
- Give clear and brief commands in simple language.
- Give one command at a time (e.g., “Please bring your plate into the kitchen.”)
- Pause and give your child time to respond to the command. Try counting to 5 in your head.
- Praise your child as soon as they begin to comply with the command (e.g., “Thanks for picking up your plate!”).
- Wait until your child has complied before giving the next command (e.g., “Now please put your plate in the dishwasher.”)
Be consistent with rules and consequences
- Pick one or two behaviors to focus on at a time. Decide ahead of time what the consequence for that behavior will be (e.g., time-out; removal of privileges).
- Make sure your child understands the rules and consequences for breaking rules (e.g., “If you throw your toys, then you will have to sit in time-out.”).
- Be consistent in following through with consequences.
- Respond in a calm, neutral manner when your child breaks the rules (e.g., “You threw your tablet, so now you have to sit in time-out.”).
- Use a visual reward system, like a sticker chart, to track your child’s behavior. If they earn a certain number of stickers on their chart, they receive a reward that is meaningful to them (e.g., doing a special activity with you; earning extra iPad time).
Do daily one-on-one time
- Aim for 5 minutes each day of one-on-one quality time with your child.
- Allow your child to pick the activity you do together.
- During this time, follow your child’s lead. Avoid giving them commands – just watch what they do, join in their play, and praise what they’re doing well.
What school supports are available for my child with ADHD?
- Contact your local public school district to request an evaluation for your child.
- If your child is found eligible for special education based on the evaluation, they may qualify for an IEP.
- If your child does not qualify for an IEP, they may qualify for accommodations under a Section 504 plan. A 504 plan may allow your child to do things like:
- Sit at the front of the classroom
- Move around and take extra breaks during the school day
- Take tests in a quiet area
