It is estimated that three to five percent of U.S. school-age children are affected by ADHD. In whichever way ADHD is defined, it is clear that more boys than girls are affected, by ratios estimated at 3:1. Many researchers believe that a greater inherent risk, perhaps related to brain biochemistry or structure, exist for males (Woodrich, 2000). It is estimated, also, that approximately three percent of children in the U.S

It is important to underline this point: the diagnosis of ADHD is based first and foremost on the individual's history or life story. The most important step in determining whether one has ADHD is sitting down and talking to someone who is knowledgeable in the field. The most important "test" in making the diagnosis of ADHD is the taking of the individual's history. The diagnosis of ADHD depends absolutely upon the simplest of all medical procedures, which is the examining of the individual's life story (Hallowell 1994).

The fourth step in the diagnosis of ADHD is to proceed with psychological testing. A physician may decide to proceed with psychological testing. It can be very helpful in elucidating any associated learning disabilities or uncovering other problems that may not have surfaced in the history (Hallowell 1994).

ADHD represents a set of interrelated deficiencies in attention, activity level, and impulse control that often results in educational, social, parent-child, and vocational problems, some of which continue into adulthood. As demonstrated, comprehensive assessment and intervention are essential for maximizing the individual's adjustment and for promoting long-term happiness (Woodrich 2000).

Reviewing the person's history is the second step. If after reviewing the person's history, the physician decides that the person has the symptoms of ADHD, he or she has had them since childhood, he or she has the symptoms to a much greater degree than his or her peers of the same mental age, and there is no other diagnosis that can explain his or her symptoms, then a presumptive diagnosis of ADHD can be made.

In giving a positive diagnosis for ADHD, the following four conditions must be met:

There are also many myths surfacing about this condition. People tend to assume their own thoughts about ADHD and refuse to further their sources by consulting a medical professional. These are some very common myths that people tend to assume about ADHD:

The three main symptoms that make up ADHD are inattention, impulsivity and hyperactivity (Welch 1999). Inattention is errors either in selecting what to attend to or in keeping attention focused for as long as necessary to perform a task. An example would be someone who often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities. Impulsivity is difficulty properly controlling or regulating impulses. An example would be someone who often blurts out answers before questions have been completed or has difficulty waiting his or her turn. Hyperactivity is excess in physical movement, especially excess that has a purposeless, poorly directed, or driven quality. An example would be someone who often fidgets with hands or feet or squirms in his or her seat in the classroom or in other situations in which remaining seated is expected of the person. Although the terms hyperactivity and impulsivity imply two distinct problems, in reality the two symptom clusters occur together so consistently, and their basic characteristics are so similar, that it is now concluded that they represent one dimension of ADHD (Woodrich 2000).

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