This chapter asks how one can recognize those children, adolescents, and adults whose problems with executive functions warrant diagnosis and treatment for ADHD. My answer is that a comprehensive clinical evaluation is the most adequate way to differentiate those individuals who meet diagnostic criteria for ADHD from those who do not. As described earlier, this evaluation should include a careful clinical interview that focuses on the patient's past and present functioning and, if possible, includes information from others who know the patient well. The evaluation should also include use of a standardized, age-appropriate ADD rating scale such as the Conners or Brown scales and some standardized measures like the verbal memory test described earlier. For students of any age, a comparison of IQ index scores from the WISC or WAIS IQ tests may also be helpful. Yet when all of these data are gathered, a question remains: How severe does impairment from ADD symptoms have to be in order to be recognized as ADHD?
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Attention Deficit Disorder or ADD is a very complicated, and time and again misinterpreted, disorder. Its beginning is physiological, but it can have a multitude of consequences that come alongside with it. That apart, what is the differentiation between ADHD and ADD ADHD is the abbreviated form of Attention Deficit Hyperactive Disorder, its major indications being noticeable hyperactivity and impulsivity.