Hyperactive children, who are often misdiagnosed as "emotionally disturbed," create a lot of chaos in the home and at school. The number, severity, and types of symptoms differ from one child to the next, each of whom show a different pattern of behavior and personality. There are, however, certain similarities among ADHD children.

ADHD was described as early as 1845 by the German physician Henrich Hoffman in his classic Der Struwelpeter (Slovenly Peter), a collection of humorous moral tales for children. The heroes were taken from his observations of children. In 1902, Dr. G. F. Still, described the behavior of a group of hyperactive children. He knew of no medical reasons for their behavior and made no mention of their educational needs or social

Research studies point to a 5 to 10% number of children who have the syndrome. Some experts believe the true number is closer to 20% of the general population. In a recent study of over 9000 children in the Midwest, the number of children who have been medically diagnosed as hyperactive was about 3%. The number of undiagnosed children, based on data from teachers and parents, was estimated at about 4%. In a comparable study in Canada, the overall number of ADHD was 5%. Of the children referred to mental health clinics in the United States, 3 to 5% are diagnosed as having ADHD. Surveys employing teacher's and parent's ratings generally find a 10 to 30% number of ADD children (with or without hyperactivity) in school-age populations.

Motivation plays a large role in determining attention to a task. Parents and teachers consistently have trouble differentiating between the circumstances in which ADHD children can't focus and in those in which they aren't interested in focusing. The result is that the focusing of attention is variable from one situation to another. These children are especially distracted when mental discipline or self-restraint is needed, as when functioning in a group or performing a difficult or uninteresting task. Participating sports, television shows, videotapes, and computer games and instructional programs all feature enough novelty, movement, and fascination to command the sustained interest and attention of the most hyperactive children.

Over the past four decades, dozens of labels have been used for a collection of traits that has come to be known as Attention Deficit Hyperactivity Disorder. Children who have some of these traits show them most of the time; the types, number, and level vary within each child from moment to moment and from situation to situation.

Compared with ADHD girls, ADHD boys are generally more likely to be overactive, too aggressive, too disruptive, and referred for child guidance services. Both ADHD girls and ADHD boys are physically active and rowdy, with the girls being tomboyish. Among ADHD children 60 to 80% are boys.

ADHD children jump, fidget, squirm, wiggle, an

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