There are two types of Attention Disorders. The first type of disorder is Attention Deficit Disorder and the second type is Attention Deficit Hyperactivity Disorder. ADD is a neurobiological disorder. Researchers believed that chemicals in the brain that may be not working properly cause the symptoms of ADD. The two most common characteristics in teenagers with ADD are inattentive and implusive at times. Although all children may be inattentive or implusive at times, those with add have them more frequently. In addition, to there impulsivity and inattention are more likely to have problems at home and school. Another characterics with this disorder is that the children will become underachievers in school. (Quinn, P. 1997)

The second type of ADHD is also a Nero chemical disorder that is genetically transmitted. Poor parenting, lack of motivation, character weakness, stupidity, or even psychological problem, does not cause this disorder. This disorder generally affects three areas of people behaviors. Those

Research studies using radioactive tagged materials examined blood flow to areas just beneath the thinking part of the brain. Children with ADHD have decreased blood flow in the areas that control motion, and an increase in flow in sensory motor areas. Symptoms related to heightened motor activity (hyperactivity) may be part due to differences in the blood flow that exists in children with ADHD. The medications frequently used in treating ADHD reverse these blood flow patterns. Treatment often includes an individual educational plan (IEP), behavioral management techniques, pharmacological therapies, self-skills training, parent training classes mainly for raising children with ADHD, counseling and support for the parents and the adolescent, and parent-adolescent problem-solving and communication training.

The presence of these behaviors may be identified and confirmed based upon information from: DSM IV diagnostic criteria, the childhood history from the parents, Description of school performance, Official school records, standardized academic achievement tests such as the IWOA Test of Basic Skills; Individualized Education Plans (IEP); school of psychological evaluations. Helpful indicators include formal tests, such as: Behavior rating scales, Academic and intellectual testing to help identify academics strengths and learning problems. A thorough physical examination should be conducted to rule out other disorders. Coexisting problems such as learning problems sleep disturbances, anxiety, depression, defiance, and aggression are common and must be identified and treated. (McEwan E. 1997)

Cylert (pemoline), another stimulant medication that has the same basic effect as Ritalin and Dexedrine, requires three to four weeks before effectiveness can be determined. Unlike Ritalin and Dexedrine, which needs a special, regulated prescription pad in many states and must be filled within a specified period of time, Cylert may be prescribed on a regular prescription pad. This absence of special regulation, however, does not mean that negative effects are impossible.

Stimulants such as Ritalin, Dexedrine, and Cylert allow ADD-ers inhibit their behaviors, allow them to put on the brakes, to slow down, to pay attention, and to increase focus. The stimulants accomplish this by “waking up” the frontal lobes of the brain.

Ritalin and Dexedrine come in short-and long-acting forms. The long-acting forms are Ritalin-SR and Dexedrine spansules (spansules are sustained-release capsules). Studies have shown that Ritalin-SR takes longer to have an effect and puts half as much medicine into the system as regular Ritalin. (Pelham, W. 1987)

Adolescents with mood d

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