User:It's gonna be awesome/ADHD management

维基百科中的醫學内容仅供参考，並不能視作專業意見。如需獲取醫療幫助或意見，请咨询专业人士。詳見醫學聲明。

参见：注意力不足過動症

注意力不足過動症（ADHD） Attention Deficit Hyperactivity Disorder
又称	注意力缺失症（Attention deficit disorder）、過度活躍症=Hyperkinetic disorder (ICD-10)
待在圖書館、餐館、上課、聽演講、開會等需要長時間保持靜態的場合，對患者來說可能不太容易。 圖片為冰島教室內的學生Stofa i hradbraut
症状	容易分心（難以把專注力放對地方）、過度的活動、 難以控制行為和衝動
起病年龄	6 - 12 歲 左右
病程	多於6個月
病因	尚不明確
診斷方法	根據症狀並排除其他可能的致病原因。
鑑別診斷	品行障碍、對立反抗症、學習障礙、躁鬱症
治療	心理治療（Counseling）、改變生活方式（lifestyle changes）、藥物
患病率	5,110萬（2015年）
分类和外部资源
醫學專科	精神病学

「ADHD」的各地常用譯名
中国大陸	注意力缺陷多动障碍
臺灣	注意力不足過動症
香港	專注力失調/過度活躍症
澳門	專注力失調/過度活躍症
日本	注意欠陥・多動性障害
大韓民國	注意力缺乏過多行動障礙
越南	𦇒亂增動減注意

注意力不足過動症（ADHD）是一個經過適度治療可有效管理的慢性疾病。由於注意力不足過動症（ADHD）的症狀表現十分多元，容易讓人誤以為是其他疾病引起的，因此本條目旨在詳列ADHD的症狀表現形式，協助讀者釐清。

ADHD典型症狀包括忘東忘西、粗心大意、寫作業很久、吃飯很久、常恍神、家長交代的事一下就忘、東西不會收、今天念的書明天就忘掉大半、怎麼教都沒用。且/或有明顯的焦慮症狀。

ADHD在腦部發育尚平均比同一年紀的人慢了三年，因此有較慢發展的認知功能（包括注意，記憶，結構，組織，學習，反應及解決事情能力），及自我動作及情緒控制能力表現，表現出來被簡要描述的症狀就是注意力不足，衝動及過動表現。

2014年時，基思·康納斯醫師（是早期推動美國大眾認知注意力不足過動症的人士之一），在《纽约时报》提出他認為注意力不足過動症在美國有過度診斷的情形，不過同年有一篇經過同儕審查（peer-reviewed）的醫學回顧性文獻表明ADHD在美國成人族群中的診斷率低於實際的盛行率。

台大醫院精神部教授高淑芬指出，國際的ADHD盛行率約7％，但根據台灣的健保資料庫統計，無論兒少或成人在台的就醫率均不到2％。治療的目的是為了與「注意力不足過動症」做朋友以發揚優點，避免缺點；而不是為了抹掉這一切，父母的觀念應該與時俱進。

figures

症狀表現

ADHD symptoms by age.

兒童（6-12歲）Children (6-12 Years)	青年（13-17歲）Teenagers (13-17 Years)	成人（18歲以上）Adult
容易分心 （Easily distracted）	內在的不安寧 （Displays inner restlessness）	專注力上的問題 （Inattention/concentration problems）
難以井然有序地完成家庭作業，常導致遲交，且作業內夾雜粗心的錯誤 （Homework poorly organized, contains careless errors, often not completed）	難以在各項學校/學習事務中保持有計畫性、秩序性的。常常有始無終。 （Schoolwork disorganized, shows poor follow-through）	生活缺乏秩序與組織且難以在行動前事先做計劃 （Disorganized and fails to plan ahead）
在問題尚未結束時搶答 （Blurts out answers in class before the question is completed）	肢體上的過動可能轉變為內心的不安寧 （Hyperactivity may become less visible）	錯誤判斷剩餘時間以及完成一件事所需的時間 （Misjudges available time）
難以完成家務事 （Fails to complete chores at home）	健忘（容易忘記目標、動機、……） Forgetful; easily forget the goal, motivation, reason, etc.	難以開始即完成一個計畫 （Difficulty initiating and completing projects）
難以在遊戲中輪流 （Has difficulty awaiting turn in games）	-	一件事情還沒做到一個階段就轉移注意力到另一件事情 （Shifts activities prematurely）
常常離開座位 （Often out of seat）	-	健忘，常常遺失東西 （Forgetful; often loses things）
常在不適當的時機點找人說話、常不自覺闖入他人的空間 （Often interrupts or intrudes on others）	-	做出衝動的決定 （Makes impulsive decisions）

ADHD患者往往缺乏自我管理能力（Self-control/self-regulation）、自我動機（/自我激勵/self-motivation），進而形成以下的特質，例如：分心、拖延、和缺乏規劃。ADHD患者常被其他人認為嘈雜且偏好追求高度刺激好讓自己比較不會分心且變得比較有效率。 其實ADHD患者的學習潛力及整體資質與常人無異。

Sluggish cognitive tempo (SCT) is a cluster of symptoms that potentially comprises another attention disorder. It may occur in 30–50% of ADHD cases, regardless of the subtype.

SCT symptoms (Summary)

Daydreaming excessively Easily confused Spacey or 'in a fog' Mind seems to be elsewhere Stares blankly into space Slow moving or sluggish Lethargic or more tired than others Trouble staying awake or alert in boring situations Underactive or less energetic than others Sleepy or drowsy during the day Gets lost in own thoughts Apathetic or withdrawn, less engaged in activities Loses train of thoughts Forgets what he/she was going to say Hard time putting thoughts into words Processes information not as quickly/accurately

兒童時期

Life Period	Examples of Observed Symptoms
Children	Failing to pay close attention to details or making careless mistakes when doing school-work or other activities
	Trouble keeping attention focused during play or tasks
	Appearing not to listen when spoken to (often being accused of "daydreaming")
	Failing to follow instructions or finish tasks
	Avoiding tasks that require a high amount of longer-term mental effort and organization, such as school projects
	Frequently losing items required to facilitate tasks or activities, such as school supplies
	Excessive distractibility
	Forgetfulness
	Procrastination, inability to begin an activity, such as completing homework

青年、青壯年時期

Life Period	Examples of Observed Symptoms
Teens/Adults	Procrastination; delaying or avoiding starting projects that require vigilant mental effort
	Difficulty sustaining concentration on conversations or briefly losing attention on someone speaking
	Hesitation to sustain concentration in planning and organizing for the completion of tasks
	Hesitative responses, doubt, and delayed execution due to inattention remembering information
	Difficulty finishing projects or completing assignments because many tasks simultaneously on the go
	Forgetting to complete tasks and details after temporarily switching to more stimulating tasks
	Difficulty finding misplaced tools after task switching due to bypassing adequate memory storage
	Sustained information processing is slower than others causing information gaps that inhibit execution
	Problems remembering appointments, obligations, or instructions
	Difficulty learning new projects when concentration deficits cause desire to multitask or daydream
	Distracted from persevering during work; difficulty holding onto a job for a significant amount of time
	Change plans to the inconvenience of others due to forgetting or not fully aware of the bigger scenario
	Maintaining excessive personal items such as storing old items of diminished usefulness
	Obsessive behavior as compensation or coping mechanism for a perseverance deficit
	Difficulty transitioning to new task or activity due to obsessive behavior
	Higher rate of vigilant concentration fatigue after inhibiting many distractions from greater effort required

情境

「一名媽媽因洗碗時想著擦地，跑去擦地時又想到家裡沒有衛生紙，想到什麼做什麼，結果每件事都只做一半、沒完成。」

成人時期

成人注意力不足過動症（Adult ADHD, Adult with ADHD, ADHD in Adult）\其實是注意力不足過動症的症狀從幼年延續到成年期，並不是成年後才出現的疾病。其症狀基本上仍未脫離分心、過動-衝動的核心概念，只是表現方式有很多（比起幼年期更為多樣），一般大眾不一定能將這些多樣的表現型式與ADHD的核心症狀相連結。

研究發現，兒童青少年時期的ADHD症狀若未經治療，約有六成進入成年期後仍有明顯症狀。

有鑑於目前臺灣社會對於成人ADHD的認識有限，不少成人ADHD患者在生活中經歷了可能比別人更多的困難和挫折且在迷糊和混亂中度過了不少歲月，卻不知其問題的根源，於是只能不斷的自我批判欲藉此改善現況，然而卻反而使自己變得更負面以及精神狀況每況愈下。因此下表主要乃根據國立臺灣大學醫學院附設醫院精神醫學部、基因醫學部主任高淑芬醫師之著作摘要整理出成人ADHD的特徵，幫助疑似患者自我察覺。

• 經常天馬行空地想東想西，腦海中不斷迸發出新的點子，興致勃勃地告訴別人後卻鮮少具體實踐，讓美麗的夢想成真。即便興沖沖開始執行，通常也只是三分鐘熱度。
• 喜歡熱心主動的幫助別人或提供別人各式各樣的建議，不過與此同時，對自己的事卻顯得吊兒啷噹，拖拖拉拉，好像沒有作完的一天。
• 喜歡說話，無論是在會議中或是上課的場合中，仍會忍不住一直跟旁邊的人聊天。經常吵到人而不自知。
• 對注意力不足過動症患者來說，跟別人好好聊天可能不是一件容易的事，因為不耐於傾聽，經常插嘴或岔（離）題。
• 對於時間這個東西沒什麼概念，常常無法準時赴約，不是遲到，就是根本把這件事拋到九雲通宵外，把這件事情給忘了。（缺乏時間觀念）
• 粗心、忽略細節、因為不耐煩而便宜行事。只想求快的結果就是做事的品質令人不敢恭維。
• 因為注意力不足過動症的緣故，患者顯得容易衝動又沒耐心，例如：開快車，搶黃燈或闖紅燈、插嘴、插隊、搶話、發生交通事故、收到罰單或與人起衝突。
• 注意力不足過動症患者常挨批評像長不大的人、迷迷糊糊、懶懶散散、不用心、說說哥、說說姊、不負責任、白目、生活習慣不好、以自己為中心等。
• 患者每當遭受到類似的批判，往往覺得無奈又委屈並為此而焦慮。因為患者本身也不想這樣，但就是心有餘而力不足，無法自我控制。
• ADHD患者的言行舉止往往令周遭的親友感到納悶，一來是他們的表現有時候很不錯、學習力也不差，但為何就是需要旁人再三提醒專心把事情做好，還需周遭親友們不時替患者操心。
• 一心只講求快速、效率，卻未顧及到做事的品質，以至於語焉不詳、字跡潦草、漏洞百出。像是剛拿到一樣新東西，連看說明書都不耐煩，便直接動手安裝或使用，導致事倍功半，或是不小心就把東西給弄壞了。
• 對於金錢和財務不太有概念、粗心大意，因此在收支上維持平衡對於成人ADHD患者來說，可能不是一件輕鬆的事情。
• 對於ADHD-患者來說，時間通常只有『現在』沒有『未來』，所以常會把很多事情都擠在同一個時間。ADHD患者的空間能力也不太好，家中的桌子、地上、床鋪、和櫃子經常堆滿東西。書桌上的東西堆積成了一座小山坡，沒有歸類，然而其抽屜可能空空的，只裝了點小紙屑。
• 當ADHD患者想要或需要某些人、事、物時，他們可能會立馬插嘴或打斷別人，無論別人是不是正在忙、談話中。ADHD可能就會要對方放下正在做的事，立即回應他們。ADHD患者之所以會急性子，除了是肇因於衝動的核心症狀外，他們也擔心如果不現在說出來，未來可能就會忘記啦。
• 為了找東西而浪費很多寶貴的時間，甚至為此進出家門多次而遲到。
• 分辨事情緩急輕重的能力不好。例如：明明人家急著要一份資料，ADHD患者卻因為別人的一句話或一個動作而分心，轉而關注其他的人事時地物，於是原本正在進行的事情全拋諸腦後。對於ADHD來說，一旦應該做的事被打斷，就很難再回來持續做完。
• 常常會從ADHD患者身上觀察到一些好似不安、不安穩的小動作，例如：摸東摸西、拉扯衣服、碰碰文具、在椅子上旋轉、剝指甲、在紙上塗鴉等。
• 常覺得靜不下來。
• 丟三落四的，不是找不到手機、錢包、鑰匙、帳單就是忘了帶應該記得帶的重要東西。
• 說話的時候常常更換主題，使得別人不易釐清重點。
• 因為衝動的特質，ADHD患者經常不假思索就脫口而出不得體的話。（常講錯話）
• 不耐於傾聽他人，往往對方的話還沒講完，他們就插嘴或急著接話：「我知道，我知道，我告訴你⋯⋯」。但別人要說的並不一定與ADHD患者預測的相同。
• 可能會藉由超車、闖紅燈來擺脫等待停等紅燈、堵車時的不耐煩。因此容易出車禍和吃罰單。
• 排隊、等待火車對於ADHD來說可能是件非常煩人的事情。
• 可能因為肢體容易碰撞到別人而引起人際衝突。（肢體協調性可能不足）
• 遇到稍微比較複雜的指令，就容易亂掉。即便是每天的例行公事，也需要不斷地叮嚀。
• 倘若沒有明確嚴格的時間限制，ADHD可能會把他應該做的事、應該繳交的作業、......，無限期的延後，沒有完成的一天。
• 經常從一件事情切換至另一件事情的結果可能是每一件事情都沒做完或花很長的時間才能做完。
• 做事欠缺規劃、分辨事情緩急輕重的能力有待加強、缺乏時間觀念可能帶給人不可靠、不守信的感覺。
• ADHD患者們也不太容易與別人維持長時間的對話和互動、或者看電視（鎖定同一個節目）。總之就是很難持續，還沒有到一個段落，就中斷離開了。
• 是一個熱心的人，點子很多也很好動，但就是常常恍神、糊裡糊塗、少根筋似的。
• 做事情容易拖拖拉拉，拖延到最後一刻。
• 思考或者做事情上常看起來心不在焉、虎頭蛇尾，講不聽。
• 不耐久坐、才剛坐下看東西、看資料，不到幾分鐘就想站起來找人聊天。
• 各種坐姿，有時候會把腳擱在桌上，或者一直扭動，旁若無人似的。
• 手上的書已經翻開超過半小時，卻因為一直無法專心閱讀，所以書還停留在剛翻開時的那一頁。
• 不擅於整理東西、打理生活，不論是隨身攜帶的包包裡、家裡的房間、抑或是桌子上，基本上都塞著或堆著各種東西。隨著時間的流轉，這些小平原、小丘陵會變成亂亂的大台地和大山坡。
• 忘東忘西的，經常忘記答應別人的事情、東西放在哪裡、安排好的行程規劃、證件、約會的時間地點、資料、應該做到的事、......。注意力不足過動症患者腦部的記憶功能並無缺損，但就是太健忘了，讓自己和周邊的人都感到十分的無奈。
• 易粗心犯錯、工作效率不足、不易與人建立並維持良好的溝通、常常換工作、換老闆、虎頭蛇尾、有始無終、恍神、處事亂無章法、坦率直接、沒有心機、天真、興趣廣泛、少根筋的樂天派、活潑好動、熱心助人、講義氣、喜歡打抱不平、愛講話所以很容易交朋友、創意十足、熱情洋溢、活力充沛、開朗活潑、單純、時間管理能力有待加強、三思而後行的能力不足。

同為注意力不足過動症患者之哈洛威爾醫師對於成人注意力不足過動症的觀察：

“ 雖然『注意力不足過動症』常認為是好發於兒童青少年時期，然而到目前為止，我們已經知道，成人『注意力不足過動症』的數量遠多於我們原本的預測。即便有些幼年『注意力不足過動症』患者會在其成年時期擺脫『注意力不足過動症』，但我們已經了解到，其實絕大多數的幼年『注意力不足過動症』患者之症狀會持續至成年時期。 ” ——哈洛威爾

“ 以下表列之特徵為我們歷經數年臨床經驗所得之成人注意力不足過動症患者的特徵：

• 不耐煩。
• 搖擺不定的心情。
• 忽略真實的危機。
• 易怒、容易被激怒。
• 低挫折容忍度。
• 不安全感常縈繞在心頭。
• 心理上或身（肢）體上的不安寧。
• 常常追求高度的刺激感。
• 容易不耐煩或感到無聊、難忍無聊的感覺。
• 難以讓自己的人生有組織。
• 長期的（慢性的）低自尊、低自信。
• 衝動。（言語上或是行動上）
• 常有花錢的衝動。（此乃屬行動上的衝動）
• 常帶有高度創意、精確的直覺。十分聰穎。
• 常常杞人憂天，無止盡的、不必要的擔憂。
• 不一定按照既有的管道、尋常的程序行事。
• 慢（慣）性拖延、逃避，不然就是難以開始行動。

” ——哈洛威爾

“

• 想到什麼就立刻說出來，沒有考慮到時機與場合是否合適。（此乃屬言語上的衝動）
• 成癮高危險群。（較負面的解讀。以負面角度觀之。）
• 過度投入有興趣的事物。（較正面的解讀。以正面角度觀之。）
• 不一定正確的自我觀察。（特別是在盲目的樂觀或悲觀的心境下。）
• ADHD或任何情感性疾患、衝動控制問題、物質濫用的家庭病史。
• 無論已達成過何種目標/成就，心中一直有種覺得自己沒有發揮應有能力/潛力/實力的感覺。
• 容易分心，難以維持注意力。看似對於一篇文章或是一段對話（交談）不理不睬（或注意力/專注力/心思不知不覺地就飄離了已讀到一半的文章或進行到一半的交談、......）並長期伴隨著難以維持專注力的障礙。
• 計畫常常變來變去，無論在計畫或生涯規劃上都顯得三分鐘熱度。
• 常常用眼睛掃描地平線、水平線等視野範圍去尋找事情來擔心、檢查所擔心的東西（頻繁地反覆檢查）。
• 當（或被迫）離開某人或某事的時候，心情上會有過於重大的負面衝擊及剝奪感。
• 因為難以隨著時間演進有效訂定和掌握各計劃的進度與期程，遂乾脆讓好幾個計畫同時進行。

” ——哈洛威爾

哈洛威爾：「治療成人ADHD患者與治療兒童青少年ADHD患者，兩者是同等重要的。因為ADHD對於一位成人的衝擊相當廣泛，例如：生涯、婚姻與家庭、......等。」

---

_{注：為使疑似患者早日察覺症狀，因此條列了許多對於ADHD偏負面的描述。事實上，ADHD的核心症狀不多，條列的內容大多為核心症狀的表現型。ADHD患者litterally（其實）也有很多優點（可參看相關書籍）。}

治療

“        「行為治療」簡單來說，就是利用「刺激—反應」的原理，以外在的具體增強物，如酬賞、獎品的給予；或內在的情感增強物，如讚美、榮譽感等，雙管齊下，增強孩子的合宜行為，修正不恰當的行為反應。

　　另外，還有「認知行為治療」，是以改變認知的方式，讓孩子們學會以不同的、新的正向想法，來取代原先錯誤的、舊有的負面想法。當孩子的觀念和態度重新建立之後，就比較願意以正確態度去克服困難、面對挑戰。認知行為治療可以幫助孩子學會自我調整、增強解決問題的能力、能彈性去處理憤怒與挫折感。

       研究發現，行為治療搭配藥物治療的效果最好。藥物從生理上提升孩子的穩定性、專注力、自我控制、認知思考能力、減少衝動，讓父母和師長可以更順利展開行為治療的訓練。

” ——高淑芬 Susan Shur-Feng Gau，《家有過動兒：幫助ADHD孩子快樂成長》

家中的行為治療

参见：父母教育訓練

父母教育訓練 （Parent Management Training）

参见：父母教育訓練

已隱藏部分未翻譯内容，歡迎參與翻譯。

Raising a child with ADHD is not easy. Family life is often dominated by conflicts and sometimes there is additional pressure from other people too. Teachers, friends, family members or other parents often assume that the child’s behavior is a result of the wrong kind of parenting. But many parents of children with ADHD gradually develop strategies to help them cope better in everyday life.

Raising a child with ADHD can be very challenging. It demands a lot of attention from parents. The child’s behavior often leads to tension within the family or trouble at school. Children with ADHD are abnormally impulsive and restless. They don’t follow rules or instructions and are sometimes aggressive. So it is perfectly normal for parents to sometimes feel helpless, annoyed or even furious, as well as worrying about their child. But it is important to remember that the child is not behaving that way on purpose and that their behavior has nothing to do with their character.

Over time, many families come up with strategies to help them cope with everyday situations. There are various strategies to help plan the day and avoid surprises, or to at least be ready for them. Some parents are reluctant to lay down clear rules because they don’t want to be too authoritarian or strict. But the aim of these strategies is to help create an environment in which the child can cope better.

Routines, clear instructions and rules

Many parents say it is helpful to plan and structure the day carefully. Clear routines can help children to know what to expect and be better prepared for things. A lot of parents say that telling their child about any changes to the routine as soon as possible helps too.

It is also a good idea to give your child very specific instructions. Then they will know what exactly needs to be done and you will also have the opportunity to offer praise or a reward when the task has been completed. For instance, instead of saying “Please clean up your room,” it would be better to say something like “Please put your toys in the box and make your bed.” Whenever your child does what you ask them to do, it is important to praise them for that specific task. For example: “Thank you for washing the dishes so nicely.”

Parents often say that it helps to establish clear rules for behavior and to reward their child when those rules are followed. One example of a reward is a certain amount of TV time. If the child breaks the rule, this privilege is taken away again. For this system to work, everyone needs to be aware of what kind of behavior is expected from the child and what the reward will be. It is also important to follow through on these agreements as much as possible.

Setting realistic goals

Children and teenagers with ADHD may have problems that touch many different areas of their lives. As a result, some parents might want to try to change everything all at once – for instance, improve their child’s relationships with siblings, classmates and teachers and also improve their performance at school.

It is very important to make realistic goals so the child doesn’t feel overwhelmed or frustrated. Goals should be approached in small steps that the child is capable of completing. An example of a specific goal might be playing with other children at recess without getting into a fight. The goals and achievements can be noted on a list or somewhere else, and then checked later on.

Watching for signs of overstimulation

If you notice early on that a given situation is too much for your child to handle, and that they are overstimulated or agitated and about to lose control, you can respond right away and, for instance, have them take a time-out in another room.

Watching for these signs in everyday life can also help you recognize what kinds of situations or other things may trigger the problematic behavior. It is important to talk with your child. For instance, you could wait for a quiet moment and then ask how they are feeling and why they think they “exploded.”

Children may find it easier to focus on a task or fall asleep if they are in a room that is calm and free of distractions. So it might help to keep things like televisions or computers out of the room where your child does their homework or sleeps. It might also be a good idea for their desk to face the wall instead of a window, so that they have fewer distractions.

Sports and hobbies

Many parents and children find that sports and exercise help to blow off some steam and get rid of excess energy. But it is also important to make sure that physical activities are guided by an adult because some children tend to become overexcited when they get too much exercise. Injuries resulting from inattentiveness are more common amongst children and teenagers with ADHD, so not all types of sports are equally suitable.

Sports and exercise are best scheduled for the afternoon: Things need to quiet down towards the evening to avoid problems falling asleep.

Having other hobbies can also make things a little easier. It is important for a child to find an activity that is captivating and enjoyable, and which offers opportunities to experience success. Feeling appreciated and knowing that they have done something well often helps children to focus better when doing other activities they are less enthusiastic about.

Praise is key

It is important to give children honest praise when they have succeeded at something and to encourage a healthy self-esteem despite all of the problems. Children who have ADHD often don’t get enough positive feedback because they cause trouble at home and in school, and have difficulties finding friends.

It’s not always easy to show affection and understanding when your daily life together is often so difficult. But taking some time to give your child caring attention, do things together, have fun and enjoy shared experiences can make it easier to take the stressful moments more in your stride.

Pay attention to your own needs and accept help

It is important for parents to pay attention to their own needs in order to balance out the stresses of daily life and help them stay calm when dealing with their child. This means getting help – for instance from friends or family who can give them a break, or in the form of professional support to assist them in parenting.

It is worth involving close friends or relatives who get along well with the child and can occasionally spend an afternoon or evening with them – without being caught up in the everyday problems. That way both parents could have regular breaks to recharge their batteries.

Participating in education programs for parents, seeking advice and establishing good relationships with specialists who treat ADHD in children is a great help for many parents. It can help you be more patient, calm and tolerant when dealing with the problems in everyday life. But it also helps not to ask too much of yourself.

Sharing experiences in a self-help group with other parents who have children with ADHD is sometimes helpful. Regardless of the kind of support you choose, letting others help you out and actively addressing problems can make everyday family life much easier. It allows you to take a step back and clear your head so you can support your child as best you can.

Psychological treatments

已隱藏部分未翻譯内容，歡迎參與翻譯。

Children with ADHD who have psychological treatment will usually have a type of therapy known as cognitive behavioral therapy. “Cognitive” approaches focus on things related to your memory, thoughts and mental abilities. Parents can learn behavioral therapy techniques in parent education programs. They will first use them under the supervision of their child’s therapist. Behavioral therapy typically combines several interventions that focus on changing different aspects of the child’s behavior.

One approach aims to encourage good behavior in children using reward systems or negative consequences. Here it is important to clearly describe the desired behavior, and it should also be possible to check whether the child behaves in the desired way. In order to give the “behavior plan” a chance to work, you have to stick to it consistently for several weeks. You should therefore make sure it isn’t too much for your child to handle, and avoid trying to change too many types of behavior at the same time.

Another approach involves the use of “time-outs” when children misbehave. In time-outs, children spend a short amount of time in a different room.
Cognitive approaches help children and teenagers to plan and complete tasks more effectively. One example is the use of “When-then sentences.” These are instructions that children come up with themselves in order to practice completing certain tasks. For instance, “When I finish my homework I will look at my timetable and pack my backpack for the next day.” This is an example of a kind of technique known as self-instructional training.

A different technique is known as self-management training. Here children learn how to be better organized. For instance, they may learn to break tasks down into smaller steps, and check how successful they have been by asking themselves questions such as:

What do I have to do?
What do I need in order to do it?
How can I do it?
Did I succeed?

Research on the effectiveness of cognitive and behavioral therapy approaches in children and teenagers with ADHD has produced conflicting results. This does not mean that these approaches do not help. But more research is necessary.

Psychological treatments have long been tested and proven to be effective in the treatment of many other kinds of mental disorders. Children and teenagers with ADHD who also have other mental health problems, such as anxiety disorders and depression, may benefit from other psychological treatments too.

Families who would like to have psychological treatment often have to be patient. It can take several weeks or months to get an appointment in a psychotherapy practice.

Neurofeedback

已隱藏部分未翻譯内容，歡迎參與翻譯。

Another treatment option for ADHD is known as neurofeedback. This is a special kind of biofeedback. It involves measuring electrical activity in the brain (brain waves) using electrodes placed on your scalp, and then displaying the readings on a screen. By observing their own brain waves, children can learn to consciously control their thoughts and concentrate better as a result. Nowadays there are also devices with which you can learn to complete certain tasks, such as moving an object on the screen, using your brain waves.

Whereas some studies have suggested that neurofeedback could be helpful, others have not found any effect. So more research is needed in this area too.

Support at school

已隱藏部分未翻譯内容，歡迎參與翻譯。

ADHD affects many areas of life, usually at school too. For treatment to be successful, parents and therapists should therefore also involve the child’s school or kindergarten. If a child has learned self-management skills, for instance, it would be helpful if their teachers were aware of this.

It is also possible for teachers to adjust the learning environment so that it is easier for children with ADHD to follow in class. This could include rearranging the classroom. For example, the child could sit at a desk that allows the teacher to keep an eye on them and react if they stop paying attention. They should also sit somewhere where they are exposed to as few distractions as possible. It can therefore be better to put desks in rows rather than group them. Objects that are not needed can be hidden from view in cupboards. When the class writes a test, the child with ADHD could take their test in a separate room, away from distractions.

There are various other things that teachers can do at school, such as

introduce short “physical exercise breaks” during lessons, or attend a training course to find out more about ADHD and how to better deal with children who have ADHD, as well as learn education techniques that aim to encourage children to behave well.

There is very little research on interventions at school, so it is not possible to say much about how effective they may be. They are often only carried out as part of small projects, or by individual teachers who are interested in helping children with ADHD.

對於治療方式的不同論點（灰框內容無醫學實證支持）

参见：注意力不足過動症 § 治療方式的爭議

請注意：以下有部份內容（灰色框線內）並非出自Wikipedia:可靠來源 (醫學)

中華民國（台灣）有社會學學者從新聞媒體資料庫－聯合知識庫蒐集2001年起有關注意力不足過動症的新聞報導，並從記者的報導中，利用內容分析方法分析出「兒童的過動問題一開始就以生物醫學模式來解釋，在處遇建議上則呈現從行為治療轉向藥物治療的明確趨勢」的結論。

然而透過歸納單一新聞資料庫所記載的新聞報導所得出的醫學結論，其信度與效度是非常具有爭議的。（參見：注意力不足過動症 § 治療）

美國有社會學家認為注意力不足過動症（ADHD）的治療是一個把「不常見且不被廣泛接受的行為」（deviant behavior）醫療化的例子。抱持這種想法的社會學家認為ADHD的治療是把早期不屬於醫療範疇的學生在學表現的問題給醫療化（另有一說是指這是「特教醫療化」）。在中華民國，也有兩位學者附和這樣的論點。

在美國，絕大多數的醫療人員（healthcare providers）相信ADHD是一個真實存在的「症」（genuine disorder），至少在症狀較明顯的人身上是這樣沒錯。 美國醫療人員之間的爭議主要是圍繞在那些症狀輕微的病患的診斷及治療方式。（美國的ADHD流行率高於世界平均，詳見：注意力不足過動症 § 流行病學）

英國官方機構－英國傑出國家健康照護機構（National Institute for Health and Care Excellence）在2009年發表聲明，聲明中有提及目前存在的爭議，但表示：當前的治療策略與診斷方法都是基於大量學術文獻所形成的學術界共識而得。

中華民國一位中央研究院歷史語言研究所的學者分析指出，台灣關於「西藥」的文化信念或成見在注意力不足過動症的治療方式的爭議之中，扮演著一個催化劑的角色。 關於藥物的社會文化，也在此爭議中起到一定作用。反對者對於過動症藥物的質疑，其實反映了台灣關於「西藥」的文化信念或成見。這些仍廣泛存在的信念，認為西藥不同於取材自天然物質的中草藥，而是人工化學製劑，而且西藥乃藉「以毒攻毒」來達到療效，因此具有較強毒性，且西藥多有依賴性或成癮性，一旦開始使用藥物，就無法停藥而必須長期服用。此外，西藥是治標不治本，它只針對特定症狀或疾病誘因治療，無法根除病因，也無助於調理強化甚至可能弱化體質。長期以來，台灣醫師經常哀嘆這些成見使不少病患，特別是慢性病患者拒絕或中斷必要治療，轉而尋求療效未經證實、副作用不明且無品質管制的中草藥，以致損害健康。 — 巫毓荃（中央研究院歷史語言研究所助研究員） 該學者建議精神醫學界「必須更認真思考大眾科學與衛教等議題」、全面向的介紹一個疾病以避免見樹不見林，從而化解相關爭議。 除此之外，他也呼籲：強調精神疾病是生物性疾病的精神醫學與關注心理病理與心理發展的心理學、關注家庭社會病理與社會支持的社會工作專業、以及以教育矯正為職能及宗旨的教育與特教專業，彼此之間應有更緊密的合作。 他還指出「即使相信過動症的生物性本質，在目前的臨床實作上，從其症狀表現、發現認定、診斷到評估治療成效的指標，都還是以實際情境中的行為為基礎；而各種非藥物治療模式的施行，也需要多方面配合及參與。因此，在評估過動症的各種流行病學數據與藥物療效，以及要引入某種治療模式時，必然需要考慮在地的家庭、教育、社會環境與文化。」 這位學者的結論是注意力在當代社會扮演的腳色日益重要並預期精神科在未來的人類社會中，將有更為多元的職能。 這位學者在提出個人觀點後列出幾個提醒事項： “ ♦ 提醒事項： 以個人經驗，許多患者的過動症確實可以被視為一種疾病，也需要被視為一種疾病來謀求對策。 以個人經驗，藥物治療對於某些患者確實有具體療效，而且若依醫囑服用，應無長期嚴重身體副作用或身體成癮問題，有需要使用的患者或家長不用過度擔心。 以個人經驗，不同精神科醫師常有不同見解，也不乏精神科醫師不具應備的專業素養與倫理，建議有疑慮的家長，可以多諮詢一或兩位兒童精神科醫師的意見。 雖然很多治療方式可能有效，不建議耗費大量時間金錢於昂貴的假面物質或物理性療法。 ” ——巫毓荃（中央研究院歷史語言研究所助研究員）

參考文獻

書目

• Edward M. Hallowell; Peter S. Jensen. 分心就該這樣教 從優勢能力出發，找出學習新方向. 遠流出版. 1 November 2009: 24–. ISBN 978-957-32-6544-3. 

參見

• Wikipedia:神經科學專題
• 維基百科主題：思考 Thinking （英文）
• 持續到成人時期之注意力不足過動症（英文）
• 體能鍛鍊
• Rehabilitation_(neuropsychology)#ADHD
• 發展遲緩常見共病列表
• Developmental_disorder#Attention_deficit_hyperactivity_disorder (ADHD)
• Coaching#ADHD
• Homework_coach
• Executive dysfunction
• Disinhibition
• Inhibitory control
• Mood_swing#List_of_conditions_known_to_cause_mood_swings
• Center_for_Research,_Evaluation_and_Awareness_of_Dyslexia
• Treatment_of_Tourette_syndrome
• 大雄·胖虎症候群（無醫學證據證實）
• 哆啦A夢#大雄·胖虎症候群（無醫學證據證實）
• 還珠格格 小燕子 （無醫學證據證實）

Sub-types

• Attention_deficit_hyperactivity_disorder_predominantly_inattentive

Major characteristics

• Attention
  • Distraction
• Hyperactivity
• Impulsivity

Notable Publications

• Driven to Distraction (1994)
• Delivered from Distraction (2005)

Medications

Stimulants

• Methylphenidate （哌甲酯） (Ritalin, Concerta, and others)

• Dexmethylphenidate (Focalin, Focalin XR)

• Amphetamine (Evekeo, Adderall, Adzenys XR, Dyanavel XR)
• Dextroamphetamine (Dexedrine, Zenzedi, ProCentra, and others)
• Lisdexamfetamine (Vyvanse)

Non-Stimulant

• Atomoxetine (Strattera)
• Guanfacine (Tenex (off-label), Intuniv)
• Clonidine (Catapres (off-label), Kapvay)

Related or Outdated Topics

• Auditory processing disorder
• Deficits in attention, motor control and perception
• Developmental coordination disorder
• Low arousal theory
• Sluggish cognitive tempo
• Sensory processing disorder
• 廣泛性發展障礙 Pervasive Developmental Disorder

外部連結

• 家長如何與老師良好溝通？--台灣兒童及青少年精神醫學會 （繁體中文）
• 台灣兒童青少年精神醫學會-相關網站 Link （繁體中文）
• 中華民國衛生福利部
• 中華民國衛生福利部-衛生與口腔心理司

支持團體 （support group）

• 赤子心過動症協會總會的Facebook專頁
• 社團法人台灣心動家族兒童青少年關懷協會的Facebook專頁

衛生教育資源（症狀）

• 台灣兒童青少年精神醫學會-精神醫學通訊季刊
• ADHD現代知識專頁
• YouTube上的ADHD: Signs, Symptoms, Research（英文）
• 美國心理衛生中心：ADHD主題（英文）
• 美國心理衛生中心-多媒體 （英文）
• ADHD Child Evaluation ACE半結構式診斷會談工具繁體中文版

工具（症狀管理）

• YouTube上的Outlook行事曆（Training: Outlook 2013 Calendar basics: Create an appointment - Video 1 of 5）
• YouTube上的Google行事曆
• 【ADHD教養原則TIPS】

媒體報導

• YouTube上的台大調查 近3成兒童有精神疾患需協助

相關戲劇（無醫學實證支持）

• 衝動的他遇上失魂的她-本港首套有關成人專注力失調及過度活躍症(ADHD)微電影。 （繁體中文）（香港）