Attention Deficit Disorder (ADD is a disorder which afflicts millions of children in the United States. Research has brought to light many facts about ADD, but it is still not known what exactly causes ADD. AS a result of research, we know that there are some factors which may contribute to ADD. So me of the most commonly discussed factors among researchers are genetic, brain-related, allergic reactions, and other environmental factors. Though there is no cure for this chronic disease, there are many things that parents, teachers, and physicians can do in order to suppress many symptoms and help these children. Parents can help their ADD children through various behavioral management techniques used at home. Teachers can aid ADD children in having a positive learning experience by making the classroom more structured. Physicians can help by prescribing an appropriate medication that alleviates the child of many of the ADD symptoms.

Attention Deficit Disorder Explained

A four-year-old child has just been expelled from preschool. His teachers describe him as aggre

Hallowell, I.M., & Ratey, J.J. (1994). Answers to distraction. New York: Bantam Books.

Next, the child should undergo psychological assessment either by a psychologist or a social worker. A psychologist can make an assessment from a behavior and emotional perspective. Many children with ADD can experience some secondary behavioral and emotional problems (Moss & Dunlap, 1993). For instance, ADD can sometimes have a devastating effect on a child's self esteem and self worth. ADD can also cause great frustration and tension in the family. Family problems accompanied with frustration and loss of self-esteem can be overwhelming for a child and these difficulties need to be addressed by somebody who understands these problems.

g seated, (4) moves about excessively during sleep, (5) is always "on the go" or acts as if "driven by a motor", (6)there is a misconception that a hyperactive child is more active than a regular child" (Nussbaum, 1990, p. 6). Studies using pedometers and other instruments to measure activity level during the day, found that children labeled as hyperactive had the same activity level of regular children (Sears & Thompson, 1998)J. The real problem is that these children are active at inappropriate times, when it is bothersome to others. Hyperactive children prefer large muscle movements rather than small, precise movements. A hyperactive child tends to avoid types of activities which demand precise, controlled movement (Taylor, 1990).

Dexedrine is a stimulant drug that is being prescribed more frequently. One benefit of Dexedrine is that is lasts for a longer period of time. Fewer doses are necessary, which is convenient for those children who don't want to have to take doses at school (Moss & Dunlap, 1993). Dexedrine has nearly all of the same benefits, and side effects as Ritalin.

ion is a foreign concept to these impulsive children; they don't consider future rewards or punishments when they get ready to act" (Moss & Dunlap, 1990, p.19). ADD children are very aware of rules and of what is socially acceptable, but their need to act quickly overwhelms their ability to apply self control.

Moss, R.A., & Dunlap, H.H. (1990). Why Johnny can't concentrate: Coping w

The prevalence of ADD in children is requiring more and more parents and educators to learn about this mysterious disorder. Parents and classroom teachers, with the help of a physician, can all contribute to the mental and physical will-being of the ADD child. Knowing about ADD and its symptoms, and what can be done to help, can help parents and teachers identify these children in an early stage and to begin to help them lead a healthy, happy life

Parents should also give immediate rewards to their children for their good behavior. A reward given at the end of the day or week is not tempting at all for an ADD child. A reward is most effective when given immediately and frequently ( Sears & Thompson, 1997). These rewards offer the child an incentive to repeat positive behavior. It is recommenced to use more social rewards than material rewards. " Choose rewards that bring (the child and the parent) together to do something fun . . . [and (the) child will see that the family values people more than things" (Sears & Thompson, 1997, p. 100).

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