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Is your child often miles away, forgetting their things, not finishing their exercises, yet not fidgeting any more than other children? ADD is sometimes mentioned: an attention disorder without hyperactivity. Discreet, it often goes unnoticed. Here is what you need to know. Understanding it well is the first step to helping the child move forward.
ADD refers to an attention deficit disorder without marked hyperactivity. In current medical classifications, we speak of ADHD with predominantly inattentive presentation: it is a form of ADHD, not a separate disorder. The term ADD is still widely used by families and in everyday language. It is therefore useful to know that it refers to a form of ADHD.
The child mainly has difficulty sustaining attention, getting organised and finishing what they start.
To go further, read our article ADD or ADHD: the difference.
Daydreaming, distraction, forgetfulness, losing belongings, difficulty following a long instruction, slowness in tasks, unfinished work: these are the most common signs. The child seems not to listen when spoken to. These signs must be lasting and present in several areas of life. A child who simply daydreams from time to time does not necessarily have ADD.
They are not necessarily restless, which makes the disorder less visible.
We detail this point in Signs of ADD in children.
Because they do not disrupt the class, inattentive children are often identified later than hyperactive children. Their difficulties are put down to laziness, shyness or lack of motivation. Many parents describe years of remarks about laziness before diagnosis. This delay can weigh heavily on the child’s confidence.
ADD is notably under-diagnosed in girls.
This topic is covered in our page ADHD in girls.
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ADD is a neurodevelopmental disorder. It affects the functioning of attention and executive functions, not intelligence or willpower. The child often makes a great deal of effort for disappointing results. They may spend much more time than others on homework for an average result. This mismatch is exhausting and discouraging.
You will find more detail in the article ADHD and executive functions.
Without support, the child may accumulate gaps in their schooling, lose confidence in themselves and become discouraged. They may also feel set apart, without understanding why. They may also develop anxiety about school. Difficulties then pile up if nothing is done.
Early identification limits these consequences.
Our article ADHD and self-esteem complements this advice.
The diagnosis is made by a doctor trained in ADHD, such as a child psychiatrist, a paediatric neurologist or a paediatrician. It is based on a clinical examination, interviews with the child and their parents, and questionnaires completed by the family and school. No blood test or imaging can make this diagnosis. It rests on a rigorous clinical assessment.
A neuropsychological assessment can complete the evaluation.
To find out more, see How to diagnose ADD.
School adjustments, help with organisation, parental guidance, therapy, and sometimes medication: support is tailored to each child. The aim is to help the child function better and regain confidence. Solutions change with age and needs.
The article Managing ADD without hyperactivity covers this question in detail.
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An attention disorder without marked hyperactivity, now called ADHD with predominantly inattentive presentation. The term ADD is still widely used.
It is a form of ADHD in which inattention predominates. It is not a separate disorder.
A doctor trained in ADHD, such as a child psychiatrist or a paediatric neurologist. The diagnosis is clinical.
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