A. Either (1) six (or more) of the following symptoms of inattention have persisted for at least 6

months to a degree that is maladaptive and inconsistent with developmental level; or (2) six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:

B. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years.

C. Some impairment from the symptoms is present in two or more settings (e.g. at school [or work] and at home).

D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.

E. The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder) (Shin, 1998, pp.316-7).

Inattention can be observed in a person that displays these symptoms: often fails to give close attention to details or makes careless mistake

Barkley, R.A. (1990). Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and

DOPAMINE D4 RECEPTOR GENE POLYMORPHISM IS ASSOCIATED WITH

Barkley, R.A. (1999 November). Attention-Deficit Hyperactivity Disorder. [ 202 lines]. Scientific American. Available : www.sciam.com

Despite the benefits summarized above, stimulant medication is no cure and most children with ADHD - some would say all - will generally require additional treatments. One very important treatment that has demonstrated efficacy when designed and implemented properly is behavioral therapy. Behavioral treatment is based on the simple premise that specific behaviors will increase or decrease depending on the consequences they produce. Thus, a parent can increase their child's desirable behavior by providing positive consequences when such behavior occurs. In theory, if these consequences are applied consistently, the child learns that good things result from good behavior, and bad things result from bad behavior. As a result, significant improvements in behavior should occur.

Experts have investigated genetic and environmental causes for ADHD. Some children may inherit a biochemical condition, which influences the expression of ADHD symptoms. Other children may acquire the condition due to abnormal fetal development, which has subtle effects on brain regions that control attention and movement. Recent research based on genetic mechanisms has focused on dopamine as the primary neurotransmitter involved in ADHD. Dopamine pathways in the brain, which link the basal ganglia and frontal cortex, appear to play a major role in ADHD.

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ADHD?. Isr J Psychiatry Relat Sci, 35(4): 271-9.

One of the main things that makes testing for this disorder difficult there is no biological test for the condition. Benjamin Lahey, PhD, professor of psychiatry and chief of psychology at the University of Chicago, however, states that "There is clearly a syndrome of behaviors associated with impairment." An evaluation for ADHD will often include assessment of intellectual, academic, social and emotional functioning. Medical examination is also important to rule out low occurring but possible causes of ADHD like symptoms (e.g., adverse reaction to medications, thyroid problems, etc.). The diagnostic process must also include gathering data from teachers as well as other adults who may interact on a routine basis with the individual being evaluated. Such an approach could improve diagnosis since the behaviors associated with the condition can be difficult to evaluate quickly (Azar, 1999, lines 6-10).

Azar, B. (1999 February). Some clinicians misusing ADHD diagnosis tools, report says [18

Molecular Psychiatry, Vol. 1, No. 2, pages 121-124; May 1996.

Researchers and scientists are finding that ADHD is not a disorder of attention per se, as had long been assumed. Rather it arises as a developmental failure in the brain circuitry that underlies inhibition and self-control. This loss of self-control in turn impairs other important brain functions crucial for maintaining attention, including the ability to defer immediate rewards for later, greater g

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