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Attention Deficit Disorder (ADD/ADHD)

Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD)


Born To Explore
Attention Deficit Disorder is ultimately a descriptive label that focuses on a narrow set of negative traits. Over the last few years, a growing number of experts,as well as parents who discover they would have been labeled ADD if they were a child in the 1990’s, have identified a string of positive qualities associated with the label. When the positive traits are focused on, an image of an alternative of type of learner, thinker and doer emerges.

Thom Hartmann’s Complete Guide to ADD

Site about Thom’s work with ADD/ADHD, publications and other resources.

The National Attention Deficit Disorder Information and Support Service
Site with resources with the central ethic, “ADD is Real.”

Attention Deficit Disorder Association
Large collection of online resources.

Peter Breggin’s Extensive Collection of Articles
Large collection of writings from an “anti-psychiatry”

Some Notes on ADHD and
Peter R. Breggin’s Unfair Attack on Ritalin

Dr. Stephen Barrett’s response to Peter Breggin’s anti-psychiatry viewpoint.

DSM4 Diagnostic Criteria for ADD/ADHD

  1. Either (1) or (2):
    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:
      1. often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities
      2. often has difficulty sustaining attention in tasks or play activities
      3. often does not seem to listen when spoken to directly
      4. often 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)
      5. often has difficulty organizing tasks and activities
      6. often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)
      7. often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)
      8. is often easily distracted by extraneous stimuli
      9. is often forgetful in daily activities
    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:
  1. Hyperactivity
    1. often fidgets with hands or feet or squirms in seat
    2. often leaves seat in classroom or in other situations in which remaining seated is expected
    3. often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)
    4. often has difficulty playing or engaging in leisure activities quietly
    5. is often “on the go” or often acts as if “driven by a motor”
    6. often talks excessively


    1. often blurts out answers before questions have been completed
    2. often has difficulty awaiting turn
    3. often interrupts or intrudes on others (e.g., butts into conversations or games)
  1. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years.
  2. Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] and at home).
  3. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.
  4. 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).

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