Attention-deficit/hyperactivity disorder (ADHD) is a developmental feature of the brain networks that regulate attention, impulses and activity. According to a meta-analysis of 102 studies worldwide, it occurs in about 5% of children under 18, and that figure does not vary much from country to country. ADHD is not the result of poor parenting, “naughtiness” or too much sugar; but without the right support it seriously affects learning, friendships and self-confidence.
Signs
Inattention: overlooks details and makes mistakes; starts tasks and doesn't finish them; seems not to listen when spoken to; loses belongings; is easily distracted; avoids work that needs sustained attention.
Hyperactivity and impulsivity: gets up and walks around when they should be sitting; hands and feet are always moving; talks a lot; blurts out answers before the question is finished; can't wait their turn; interrupts others; is “driven by a motor.”
There are three presentations: mainly inattentive (more common in girls and often missed), mainly hyperactive-impulsive, and combined.
How the diagnosis is made
According to the American Academy of Pediatrics clinical guideline, ADHD can be diagnosed from age 4 to 18. The symptoms must last at least 6 months, be seen in at least two settings (home and kindergarten or school), and interfere with the child's functioning. The assessment includes parent and teacher questionnaires, the developmental and medical history, a neurological exam, and screening for coexisting conditions (learning difficulties, anxiety, tics, sleep disorders, hearing and vision problems, absence seizures). An EEG and MRI are not indicated to diagnose ADHD; an EEG is ordered only if “zoning out” episodes look like absence seizures.
The neurologist's role: to rule out conditions that give a similar picture (epilepsy, a sleep disorder, hearing loss, developmental delay, medication effects), to make the diagnosis precise, and to build the treatment plan. A child psychiatrist and a psychologist are involved when needed.
Treatment
Ages 4–6
The first choice is behavioral therapy based on parent training: parents learn ways to manage the child's behavior (clear rules, immediate and consistent feedback, reinforcing positive behavior). At this age, medication is discussed only when behavioral therapy alone is not enough and functioning is seriously affected.
Over age 6
According to the guidelines, medication combined with behavioral support gives the best results. Medicines improve attention and impulse control; the dose is chosen individually, and the effect and side effects (appetite, sleep, mood) are monitored regularly. Support measures at school, such as sitting near the front, breaking tasks into parts, movement breaks and extra time, are part of the plan.
What helps at home
A steady daily routine and sleep schedule; short, clear instructions; visual schedules; daily physical activity; limiting screens before bedtime; noticing small successes right away; consistent consequences instead of punishment.
Frequently asked questions
Does hyperactivity go away with age?
Physical restlessness tends to decrease in the teenage years, but attention and impulse problems continue in many children. Early, steady support helps prevent school failure, loss of self-confidence and risky behavior.
Is the medicine addictive? Does it turn my child into a “robot”?
At a correctly chosen dose, the medicine is not addictive and does not change the child's personality; it helps to manage attention. If the dose is too high there can be excessive calm and loss of appetite, and these are corrected with monitoring. The decision is always made together with the family.
Can we call an active child at kindergarten ADHD right away?
No. In the preschool years, being active is part of normal; the diagnosis is for symptoms that are persistent in two settings and interfere with functioning, and it is not made before age 4.
Does my child need an EEG?
Not to diagnose ADHD. An EEG is ordered only when there is a suspected seizure, “zoning out” episodes, or another neurological sign. EEG test
Scientific sources
The medical information on this page is based on the following peer-reviewed publications (PubMed).
- Wolraich ML və b. (2019). Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents Pediatrics. PMID 31570648
- Polanczyk G və b. (2007). The worldwide prevalence of ADHD: a systematic review and metaregression analysis Am J Psychiatry. PMID 17541055
Medically reviewed by: Dr. Aynura IbrahimovaLast updated:
The information on this page is for education only and does not replace an examination by a doctor. If you are worried about your child, book an appointment. In an emergency, call 103.