ADHD Symptom Checklist for Children

Attention Deficit Hyperactivity Disorder (ADHD) has gained a lot of prominence in the recent years. Though a lot of research has been conducted in the recent past, helping the medical practitioners to gain a better understanding on ADHD including ADHD treatment, an easy and accurate identification of this condition is still not possible. ADHD is commonly found in children and is characterized by hyperactivity, short attention span and impulsivity. This makes the diagnosis even more difficult since children have high energy levels and hence are extra active by nature and are known to have a short attention span. So how does one distinguish between a ‘child-like’ behavior and ADHD?

Over time, the experts have laid out a few guidelines which can help in eliminating other possible reasons and hence diagnose ADHD. For children, there is a checklist available that a parent can use to assess if the child needs the help of an expert. This checklist contains some symptoms that need to be monitored. However, it is important to note that this checklist is applicable to children who are above six years of age. It is difficult to diagnose ADHD in children who are of age five years and below. You may use this checklist though it may not be complete in itself:

Symptoms for Hyperactive Type ADHD

* Talking excessively
* Difficulty in playing quietly
* Fidgets and squirms in the seat
* Runs about or climbs a lot a inappropriate times
* Leaves the classroom when expected to be seated

Symptoms for Impulsive Type ADHD

* Has a problem when waiting for the turn
* Often interrupts or intrudes on others
* Blurts out the answer even before the question has been completed

Symptoms for Short Attention Span Type ADHD

* Makes careless mistakes and does not pay attention to details
* Does not listen when spoken to directly
* Has a problem with organizing tasks and activities
* Gets distracted easily
* Does not follow through on instructions and fails to finish
* schoolwork, chores, or duties in the workplace
* Loses things and is forgetful in daily activities
* Does not follow instructions and fails to finish tasks
* Has short attention span and avoids tasks that require sustained mental effort

Before concluding that your child might have ADHD and needs expert help, it is important to assess the behavior of your child over a period of time. Your child should exhibit these symptoms over a period of time, which should be at least six months and under different situations. And if your child is actually diagnosed with ADHD, you need not lose heart. There are many scientifically proven methodologies to help your child overcome this condition. These range from pharmaceutical drugs, natural medicines for ADHD, counseling and even natural remedies for ADHD treatment.




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ADHD is a common disorder to children, there are many schools for them which can help reduce the symptoms.

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Attention Deficit Hyperactivity Disorder in the Classroom

ADHD in the Classroom

Often the ADHD child has special educational needs, though not always. Most Attention Deficit Hyperactivity Disorder kids can be successful in the regular classroom with some help.
Identifying Attention Deficit Hyperactivity Disorder – ADHD – in the Classroom

Attention Deficit Hyperactivity Disorder (ADHD) is the phrase that is used to describe children who have significant problems with high levels of distractibility or inattention, impulsiveness, and often with excessive motor activity levels.

There may be deficits in attention and impulse control without hyperactivity being present. In fact, recent studies indicate that as many as 40% of the ADHD kids may not be hyperactive.

Research shows that there are several things happening in the brain of the ADHD child which causes the disorder. The main problem is that certain parts of the Central Nervous System are under-stimulated, while others may be over-stimulated. In some hyperactive kids there is also an uneven flow of blood in the brain, with some parts of the brain getting too much blood flow, and other centers not getting as much.

Certain medications, or other forms of treatment can be used to address these problems.

Classroom Teachers

As a teacher, ask yourself these questions:

1. Can the child pay attention in class?

Some ADHD kids can pay attention for a while, but typically can't sustain it, unless they are really interested in the topic.

Other ADHD kids cannot pay attention to just one thing at a time, such as not being able to pay attention to just you when you are trying to teach them something.

There are many different aspects to "attention," and the ADHD child would have a deficit in at least one aspect of it.

2. Is the child impulsive? Does he call out in class? Does he bother other kids with his impulsivity?

These kids often cannot stop and think before they act, and they rarely think of the consequences of their actions first.

Impulsivity tends to hurt peer relationships, especially in junior high school years.

3. Does he have trouble staying in his seat when he's supposed to?

How is he on the playground? Can he wait in line, or does he run ahead of the rest of the class? Does he get in fights often?

4. Can he wait?

Emotionally, these children often cannot delay gratification, and they typically cannot wait their turns.
5. Is he calm?

ADHD kids are constantly looking for clues as to how they are doing. They may display a wide range of moods, which are often on the extremes: they act too sad, too angry, too excited, too whatever.
6. Is the child working at grade level? Is he working at his potential? Does he/she stay on task well? Does he fidget a lot? Does he have poor handwriting?

Most ADHD kids have trouble staying on task, staying seated, and many have terrible handwriting.

7. Does he have difficulty with rhythm? Or the use of his time?

Both awareness of time and the rhythm of music often escape ADHD children.

8. Does he lack awareness about “personal space” and what is appropriate regarding touching others?
ADHD children are often overly touchy with others, and are often prompted to keep
their hands to themselves.

9. Does he seem unable to read facial expressions and know their meanings?

ADHD children have often missed the subtle social cues that they need to be successful in social relationships.
10. Does the child seem to be immature developmentally, educationally, or socially?

It has been suggested by research that children and teens with Attention Deficit Hyperactivity Disorder may developmentally lag 20% to 40% behind children without ADHD.

In other words, a ten year old with ADHD may behave, or learn, as you would expect a seven year old to behave or learn. A fifteen year old with ADHD may behave, or learn, as you would expect a ten year old to behave, or learn.

Sensory Integration Dysfunction

Many children with ADHD also have Sensory Integration Dysfunctions (as many as 10% to 20% of all children might have some degree of Sensory Integration Dysfunction).

SID is simply the ineffective processing of information received through the senses. As a result these children have problems with learning, development, and behavior.




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Patience should be given to ADHD children because they have difficulty to stay in one place, they are more active, have difficulty to focus their attention etc.

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Depression: Dangerous and Overlooked

Depression is dangerous. It distorts normal perceptions, causes behavior changes and can result in self-mutilation or suicide. It is not uncommon in children, but, for many reasons, it often escapes diagnosis. Depression was not even recognized as a childhood disease by the psychiatric profession until 1980. Before that time, it was commonly believed that children could not suffer Girl hugged by motherfrom depression. What, after all, could a child in a healthy family and community environment be depressed about?

DSM-IV, the “Bible” of the psychiatric profession, which identifies symptoms of mental illnesses, recognizes that children can be depressed. Nevertheless, depression is frequently overlooked as a diagnosis by the health care profession. Among possible reasons are these:

-- The historic denial that depression exists in children. Twenty years is not a long time. Many medical practitioners, especially those who do not specialize in mental health treatment, may not have been trained to recognize depression in children, or are prone to recognize other possibilities first when presented with a depressed child.

-- A reluctance to diagnose mental illness in children because mental illness still is a badge of shame in many areas of the country. Parents may exert subtle and not-so-subtle pressures on a physician to find another cause of a child’s behavior, or the physician may simply be reluctant to “badge” the child.

-- Depression’s symptoms share some of the symptoms of attention deficit disorder. ADD and ADHD might mask the more dangerous illness.

-- Depressed behavior may be mistaken for normal developmental problems. Childhood development is complex. Children develop and change their personalities. The beginning of adolescence causes changes that may be normal, but difficult for parents to cope with. It may be difficult even for professionals to identify when the line is crossed from normal development, or problems arising from growth, and depression.

-- Health care economics cuts against a diagnosis of chronic depression because treatment can be expensive (drugs and counseling) and long-term. Lack of health insurance or very limited mental health coverage (often covering only acute episodes requiring hospitalization) are practical (if dangerous) reasons for diagnosing more treatable illnesses, such as ADHD, before seriously assessing the possibility of chronic depression. Insurance limits on fees also encourage mental health care professionals to increase their patient loads, thus diminishing the time and attention provided any one patient. This is especially troublesome in the case of children, who often are unable or unwilling to give voice to their own mental problems and, therefore, require even more extensive observation and counsel than adults.

-- Competition between psychologists and psychiatrists may sometimes influence prescribed treatment, which usually should include both medication and counseling. Some psychologists are reluctant to refer a patient to a psychiatrist for antidepressants either because of a misplaced trust in their own field of counseling or -- presumably rarely -- because if the medication is effective, a patient may decide he or she no longer needs counseling.

-- Confusion over the safety of drug therapy may be a new disincentive to seek treatment. The FDA warns that antidepressants may pose risks that are not worth the benefits when prescribed for children. The drug companies keep some of their testing data a secret and spend little on testing on children. But suicide rates among adolescents have dropped since the advent of the current generation of drugs, leading many physicians to argue the FDA (and its British counterpart) have overreacted. Add to the confusion that it is very difficult to know if "talk therapy" is effective with children, and there are few ways to gauge the talent or record of many child psychologists.

While recognition of childhood depression is growing, much of the attention and focus is on teenagers 15 years and above. This is fair because the risk of suicide is high in this age group. Far less attention is paid to the plight of children and early adolescents, although all the symptoms, including suicide, do occur in this age group, too. Further, it is fair to assume that in many cases the depressed 18-year-old suffered undiagnosed episodes of depression at an earlier age, when treatment might have been more effective and more timely.

Publicity to sensitize the population about the symptoms of depression at any age barely exists, and there seems to be nearly no information about depression available at elementary and middle schools, where depressed children spend their days. (A program announced by the Surgeon General in May 2001 is intended to raise public awareness of suicide and depression and to encourage teaching about suicide and depression in schools). Parents may not even think of depression as a possible cause of their child’s sudden trouble in school or with friends, or as a reason why their child is so confrontational. If it does occur to them, parents may be reluctant to voice their fears and may find little practical information about depression in young children.

Depressed Child.Org is intended to be a forum in which anyone concerned about childhood depression may participate. We invite you to submit advice and counsel based on your own experiences, identify information sources which you found helpful, and to visit the pages of this site to find out information which might help a depressed child you know.



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Parents should always be aware of how their child feels. You have to talk to them if you notice that their sad and depressed. It may be a symptom of ADHD so never set aside if your children undergo depression.

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ADHD Symptom Checklist for Children

Attention Deficit Hyperactivity Disorder (ADHD) has gained a lot of prominence in the recent years. Though a lot of research has been conducted in the recent past, helping the medical practitioners to gain a better understanding on ADHD including ADHD treatment, an easy and accurate identification of this condition is still not possible. ADHD is commonly found in children and is characterized by hyperactivity, short attention span and impulsivity. This makes the diagnosis even more difficult since children have high energy levels and hence are extra active by nature and are known to have a short attention span. So how does one distinguish between a ‘child-like’ behavior and ADHD?

Over time, the experts have laid out a few guidelines which can help in eliminating other possible reasons and hence diagnose ADHD. For children, there is a checklist available that a parent can use to assess if the child needs the help of an expert. This checklist contains some symptoms that need to be monitored. However, it is important to note that this checklist is applicable to children who are above six years of age. It is difficult to diagnose ADHD in children who are of age five years and below. You may use this checklist though it may not be complete in itself:

Symptoms for Hyperactive Type ADHD

* Talking excessively
* Difficulty in playing quietly
* Fidgets and squirms in the seat
* Runs about or climbs a lot a inappropriate times
* Leaves the classroom when expected to be seated

Symptoms for Impulsive Type ADHD

* Has a problem when waiting for the turn
* Often interrupts or intrudes on others
* Blurts out the answer even before the question has been completed
Symptoms for Short Attention Span Type ADHD

* Makes careless mistakes and does not pay attention to details
* Does not listen when spoken to directly
* Has a problem with organizing tasks and activities
* Gets distracted easily
* Does not follow through on instructions and fails to finish
* schoolwork, chores, or duties in the workplace
* Loses things and is forgetful in daily activities
* Does not follow instructions and fails to finish tasks
* Has short attention span and avoids tasks that require sustained mental effort

Before concluding that your child might have ADHD and needs expert help, it is important to assess the behavior of your child over a period of time. Your child should exhibit these symptoms over a period of time, which should be at least six months and under different situations. And if your child is actually diagnosed with ADHD, you need not lose heart. There are many scientifically proven methodologies to help your child overcome this condition. These range from pharmaceutical drugs, natural medicines for ADHD, counseling and even natural remedies for ADHD treatment.





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Parents should observe their children first and if you saw some symptoms of ADHD in your children, you should seek the help of your doctor to have your children check.

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ADHD: A Preschool Problem?

It's a fact: preschoolers squirm, talk out of turn, and sometimes drive their parents crazy with their inexhaustible energy. All of these are typical behaviors of a preschool child, but did you know they could also be symptoms of ADHD?

Impulsivity and hyperactivity may be nothing more than kids being kids. But they are sometimes symptoms of something more.  Attention-deficit hyperactivity disorder (ADHD) is increasingly diagnosed in preschool-age kids. But the process of diagnosing a three- or four-year-old is complex. “You need to go with someone with real expertise in the field,” says Dr. Glen Elliot, Chief of Child Psychiatry at the Children's Health Council. Although ADHD is typically not diagnosed until later in elementary school, “It's likely that the symptoms develop earlier rather than later,” Dr. Elliot says. Look for a clinician who can see beyond the typical high energy of all preschoolers, “who will really look at the context of what's going on," he says.

So, how do doctors make the call? “The problem has to be causing impairment” says Dr. Elliott, meaning that somewhere, somehow, a child is having problems far beyond typical preschool issues. Persistent patterns of aggression, out of control impulses, and risky behavior are the most typical signs of trouble, and these tend to emerge dramatically in a preschool setting, where children can be overstimulated by sights, sounds, and the presence of others.

If a young child is diagnosed with ADHD, what's a parent to do? Although the use of stimulant drugs, such as the oft-prescribed Ritalin, is on the rise among preschool kids, many parents are uncomfortable with, if not downright appalled by, the idea of medicating a three-year-old. These fears are not unfounded, according to Dr. Elliott. “There's almost nothing known about medications for this age,” he says, “there's simply not a lot of research.”

However, studies have shown that parent training can have a significant effect on the ADHD symptoms of preschool children. Since these kids are easily distracted, overloaded, and incapable of controlling their urges, Dr. Elliott recommends streamlining their environment to minimize these tendencies. “Think about what are the challenges for your child, and create a household to support him,” he says.

Structure, order and routine can help your child to focus and relax. “Don't leave your child in a room with twelve toys,” suggests Dr. Elliott, “instead, choose one to play with for a specified amount of time.” Likewise, he suggests arranging one-on-one playdates for your child, and avoiding large groupings such as birthday parties. Although parents may worry that they are depriving their kid of fun and social interaction, they may actually be providing relief for their child, as well as themselves. “You need to create rules that you and your child can live with,” says Dr. Elliott.

Parenting a preschooler is seldom easy, especially if your child shows signs of ADHD. But with a positive and structured environment at home, and an organized and supportive routine at school, your child should be able to get back to what he does best: being a kid.




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If your preschool child has ADHD, parents will have the most contribution to their child. Give them your support and patience. Accept it. Help them to improve the abilities they have, give them the love they deserve and always think positive.

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Managing ADHD In Preschool

Strategies for Dealing with ADHD Behaviors in Daycare

Attention Deficit and Hyperactivity Disorder is characterized by the presence of clinically significant levels of hyperactivity, impulsivity, disorganization, difficulty staying on task, short attention span, difficulty waiting in line, interrupting, and low frustration tolerance.

Many preschool aged children may exhibit ADHD behaviors and it often difficult for a preschool teacher to know how to manage them. There are several strategies that daycare providers and preschool teachers can use to manage ADHD children and ADHD behaviors.

Set Realistic Expectations

Adults who work with children must set reasonable expectations of their students, especially if they exhibit ADHD behaviors. Child neurologist Dr. Sara J. Dorison explains that insisting that a child sit for extended periods of time is likely to be unattainable.

Therefore, a teacher would be wise to allow ADHD children a bit more leeway in terms of physical activity. “If the child is not able to meet expectations, then the expectations need to be changed or accommodations can be made such as allowing a child to run class errands or hand out snacks instead of trying to wait quietly,” says Dr. Dorison.

Encourage the Child

It is vital that adults working with children with ADHD be very positive and encouraging. A child with ADHD may not feel good about him or herself and the fact that he is struggling. It is important to keep ADHD children motivated to succeed.


According to Dr. Dorison, it is essential that the teacher comment positively at unexpected times regarding good behavior. If you find an ADHD child behaving, complementing him or her increases the positive behavior and the child’s interest in complying.

Dr. Keith Kanner, child and adolescent clinical psychoanalyst and host of Fox TV's “Your Family Matters”, discourages disciplining or shaming the child in front of the class. Instead, use private talk times to get your point across.

Also, when a child is missing information or not able to control impulses, Laurie LeComer, author of A Parent’s Guide to Developmental Delay [Perigee Trade,2006], recommends taking a “Partner in Success” or “Guide” approach.

Preschool teachers should keep the class feeling positively towards an ADHD child. “Often the other children in the class feel negatively towards a child that hits and gets reprimanded by the teacher. When an ADHD child has a good day, the teacher can say to the class, ‘Let’s all cheer for Jane since she had a great day with no angry hands touching!’” says Dr. Dorison.

Help Children Express Their Feelings

Children who are impulsive are not good communicators and often are afraid of their feelings. For this reason, preschool teachers and daycare providers must help preschoolers use their words to express their feelings. “When a loving teacher tells them that it is okay to feel something and guides them into appropriate expression, they feel less anxious and often times reduce acting out, ” says Dr. Kanner.

Dr. Kanner also stresses the importance of helping preschool aged children with conflict resolution. When early childhood educators facilitate this process, it helps children understand each other and the practice of solving conflicts with other students. The children will then internalize the process and it will be generalized for future situations.

Positive Reward System

Set up a reward system where the child or the entire class will earn preferred objects or activities for good behavior. “Choose the expected behaviors carefully. You want to place positive focus on something the child does well,” advises LeComer.

Dr. Dorison recommends a reward system that could be implemented every hour, depending on how severe the issue is. For example, a child might receive a sticker every hour if she did not push or hit another child. Later, the system could then be changed to a sticker for before lunch behavior and after lunch behavior.

Education for Preschool Teachers

Some teachers study the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) and make their own diagnoses but this is a bad idea. Preschool teachers must educate themselves about the differences in normal and abnormal development. Dr. Kanner suggests that early childhood educators get the child assessed by a "developmentally oriented professional" who can compare normal development to non-normal and can think beyond a descriptive diagnosis.




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When you notice that your preschool child is acting differently from the children of his same age immediately consult your doctor.

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Behavioral Treatment for Attention-Deficit/Hyperactivity Disorder (ADHD)

Behavioral treatment for ADHD involves adjusting the environment to promote more successful social interactions. Such adjustments include creating more structure and encouraging routines.

Behavior Treatment for Childhood ADHD

Children with ADHD may need help in organizing their lives. Therefore, some simple interventions to try for childhood ADHD include:

* Create a schedule. Make sure your child has the same routine every day. The schedule should include homework time and playtime. Post this schedule in a prominent place in the home.
* Help your child organize everyday items. Work with your child to have a place for everything. This includes clothing, backpacks, and school supplies.

Note that children with ADHD need consistent rules that they can easily follow. When your child follows rules, they should be rewarded.

Behavior Treatment for Adult ADHD

Adult ADHD may be treated with one or more of the following:

* Individual cognitive and behavioral therapy to enhance self-esteem
* Relaxation training and stress management to reduce anxiety and stress
* Behavioral coaching to teach strategies for organizing home and work activities
* Job coaching or mentoring to support better working relationships and improve on-the-job performance
* Family education and therapy



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Children with ADHD often have difficulty social interactions. Reward system is effective whenever your child did something right for others.

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