ADD, or attention deficit disorder, is a neurological condition that is characterized by the the following symptoms.

 Inattention is the inability to concentrate on the task at hand.

 Impulsivity is the tendency to respond quickly without thinking through the consequences of an action.

 Hyperactivity occurs in some cases; refers to a behavior that has a constant, driving motor activity where the student races from one activity to another. Persons with this additional characteristic are classified AD/HD.

ADD and AD/HD are classifications used by the Department of Education, school systems, and the mental health community.

Most teens can be found to have short attention spans. They are easily distracted, and if compared to adults, they certainly make what seems to be impulsive decisions.

These characteristics alone do not characterize ADD or AD/HD behavior.

There needs to be observations of consistent behavior. Typically parents, teachers, and the diagnosing professional all observe and document behaviors.

Research has shown that ADD and AD/HD are equally prevalent in boys and girls, although boys are more likely to be identified.

Students can have co-occurring conditions that must be considered in the treatment plan: other learning disabilities, social disorders, as well as qualifying as gifted/talented.

Inattention

• Fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities

• Difficulty sustaining attention in tasks or play activities

• Does not seem to listen when spoken to directly

• Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)

• Difficulty organizing tasks and activities

• Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)

• Loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)

• Easily distracted by extraneous stimuli

• Forgetful in daily activities

Impulsivity

• Blurts out answers before questions are completed

• Has difficulty waiting in line or awaiting turn in games or activities

• Interrupts or intrudes on others

• Poor self-control

• Interupt others

• Invade other people's space

• Censor themselves less than others

• Touch or plays with whatever is in sight

• Internally restless and easily frustrated

• May react to stress or stimuli more intensly

• Need to stay constantly busy and do several things at once

• Ask irrelevant or questions

• Display emotions without restraint

• Can be moody and overreact behaviorally or emotional which may be viewed as defiance or disrespect

Hyperactivity

• Fidgets with hands or feet or squirms in seat

• Leaves seat in classroom or in other situations in which remaining seated is expected

• Runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)

• Difficulty playing or engaging in leisure activities quietly

• Is "on the go" or often act as if "driven by a motor"

• Talks excessivel

• Does several things at once

• Bounces from one activity to the next

• When forced to sit still may tap their foot, drum their fingers,shake their legs

• Moves around constantly, often running or climbing innapropriately

• May have a hard time engaging with others socially because of high energy

The best approach to dealing with ADD or AD/HD is multimodal. Addressing the condition with behavior modification, family counseling, parent training, accommodations, and special education services can be important.

Medication is often a way of dealing with the problems created by ADD and AD/HD, however medication alone is not the best .

Redirect negative behavior to more positive outlets. Extracurricular activities and sports can provide healthy outlets for energy.

Remember your teen’s symptoms are not intentional, so it is important to look for positive attributes. Focus on their endless energy or their ability to “multi-task”.

Attempt to engage your teen socially, as they may have difficulties engaging appropriately with others.

Know your breaking point as a parent. Leave, take a break, and then come back to communicate later. Get back-up from your spouse or other family members.

Teach, role-model, set limits, and use your words to identify possible feelings under the behavior to help your teen learn other ways to express themselves. “Chunk down” tasks into smaller ones with frequent breaks.

Positive reinforcement for appropriate behavior is important. Allow your teen room to improve by not making consequences too severe. Enable them to overcome obstacles to create personal success.