<unk>  is a chronic condition, beginning in early childhood that can persist throughout a person's lifetime. It is estimated that 33–66% of children with<unk>  will continue to have significant<unk> -related symptoms persisting into<unk> hood, resulting in a significant impact on education, employment, and interpersonal relationships. Individuals with<unk>  exhibit deficiencies in self-regulation and self-motivation which in turn foster problematic characteristics such as distractibility, procrastination, and disorganization. They are often perceived by others as chaotic, with a tendency to need high stimulation to be less distracted and function effectively. The learning potential and overall intelligence of an<unk>  with<unk> , however, is no different from the potential and intelligence of<unk> s who do not have the disorder. Whereas teachers and caregivers responsible for children are often attuned to the symptoms of<unk> , employers and others who interact with<unk> s are less likely to regard such behaviors as a symptom. In part, this is because symptoms do change with maturity;<unk> s who have<unk>  are less likely to exhibit obvious hyperactive behaviors. Instead, they may report constant mental activity and inner restlessness as their hyperactivity internalizes. Symptoms of<unk>  (see table below) can vary widely between individuals and throughout the lifetime of an individual. As the neurobiology of<unk>  is becoming increasingly understood, it is becoming evident that difficulties exhibited by individuals with<unk>  are due to problems with the parts of the brain responsible for executive functions (see below: Pathophysiology). These result in problems with sustaining attention, planning, organization, prioritization, time management, impulse control, and decision making. The difficulties generated by these deficiencies can range from moderate to extreme, resulting in the inability to effectively structure their lives, plan daily tasks, or think of and act accordingly even when aware of potential consequences. These can lead to poor performance in school and work and can be followed by underachievement in these areas. In young<unk> s, poor driving records with traffic violations may surface. As problems accumulate, a negativistic self-view becomes established and a vicious circle of failure is set up. Up to 80% of<unk> s may have some form of psychiatric comorbidity, such as depression or anxiety. Many with<unk>  also have associated learning disabilities, such as dyslexia, which contributes to their difficulties. Studies on<unk> s with<unk>  have shown that, more often than not, they experience self-stigma and depression in childhood, commonly resulting from feeling neglected and different from their peers. These problems may play a role in the high levels of depression, substance abuse, and relationship problems that affect<unk> s with<unk>  later in life. Inattentive-type<unk> -PI) Hyperactive/impulsive-type<unk> -PH) In children: * Forgetful during daily activities * Easily distracted by extraneous stimuli * Losing important items (e.g. pencils, homework, toys, etc.) * Always asking for attention, but * Not listening and not responding to name being called out * Unable to focus on tasks at hand, cannot sustain attention in activities * Avoids or dislikes tasks requiring sustained mental effort * Makes careless mistakes by failing to pay attention to details * Difficulty organizing tasks and activities * Fails to follow-through on complex instructions and tasks (e.g. homework, chores, etc.) In children: * Squirms and fidgets (with hands and/or feet) * Cannot sit still * Cannot play quietly or engage in leisurely activities * Talks excessively * Runs and climbs excessively * Always on the go, as if "driven by a motor" * Cannot wait for their turn * Blurts out answers * Intrudes on others and interrupts conversations In<unk> s: * Avoiding tasks or jobs that require concentration * Procrastination * Difficulty initiating tasks * Difficulty organizing details required for a task * Difficulty recalling details required for a task * Difficulty multitasking * Poor time management, losing track of time * Indecision and doubt * Hesitation of execution * Difficulty persevering or completing and following through on tasks * Delayed stop and transition of concentration from one task to another In<unk> s: * Fidgets with or taps hands or squirms in chair * Has difficulty remaining seated * Extreme restlessness * Talks excessively * Interrupts or intrudes on others * Has difficulty waiting his or her turn * Difficulty engaging in activities quietly * Blurts out answers before questions have been completed
Adult attention deficit hyperactivity disorder
Attention deficit hyperactivity disorder
Tourette syndrome
Motivational deficiency disorder
Obsessive–compulsive disorder
Conduct disorder
Oppositional defiant disorder
Frontal lobe disorder