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ADHD can make it challenging to complete tasks, follow through on responsibilities, and interact with others. It is important to seek diagnosis and treatment from a healthcare professional if you or a loved one is experiencing symptoms of ADHD.
The Centers for Disease Control and Prevention (CDC) suggest that about 9.4% of children and adolescents in the U.S have ADHD.
Is ADHD and ADD The Same?
The term attention deficit disorder (ADD) is now an outdated term. It is no longer a diagnostic term in the Diagnostic and Statistical Manual of Mental Disorders (DSM). However, it is often still used to refer to a subset of symptoms that fall under the umbrella ofADHD.The term ADD first appeared in the third edition of the DSM, with experts separating the condition into two subtypes:ADD with hyperactivityADD without hyperactivityWhen the American Psychological Association (APA) released a revised edition of the DSM in 1987, they combined these two subtypes into one condition: ADHD. The latest version of the DSM (5th edition) divides ADHD into three types:ADHD Predominantly Inattentive Presentation(what was previously known as ADD).ADHD Predominantly Hyperactive-Impulsive PresentationADHD Combined Presentation (both Inattentive and Hyperactive-Impulsive symptoms).ADHD has had several name changes in the last few decades. This is because as more research is carried out, understanding grows, so the name has been changed to reflect that knowledge.Some people may be frustrated that ADD is now known as ADHD. They can feel that the ‘H,’ which stands for hyperactivity, does not accurately describe them or their child.Often, when people hear the term ‘ADHD,’ they may think of hyperactivity as being the main symptom, when a lot of the time, people with ADHD may not have this symptom.It may be helpful for some people with ADHD to specify to others that they haveinattentive ADHDto clarify that inattention is their main symptom.Key Differences In SignsMany may have used the terms ADD and ADHD interchangeably, but they are different. ADD refers to one particular type of ADHD – Predominantly Inattentive Type, whereas ADHD is the neurological disorder under which the Inattentive Type falls.Since 1994, professionals have been using the term ADHD to describe both the Hyperactive-Impulsive and Inattentive subtypes of ADHD.
The term attention deficit disorder (ADD) is now an outdated term. It is no longer a diagnostic term in the Diagnostic and Statistical Manual of Mental Disorders (DSM). However, it is often still used to refer to a subset of symptoms that fall under the umbrella ofADHD.
The term ADD first appeared in the third edition of the DSM, with experts separating the condition into two subtypes:
ADD with hyperactivity
ADD without hyperactivity
When the American Psychological Association (APA) released a revised edition of the DSM in 1987, they combined these two subtypes into one condition: ADHD. The latest version of the DSM (5th edition) divides ADHD into three types:
ADHD Predominantly Inattentive Presentation(what was previously known as ADD).
ADHD Predominantly Hyperactive-Impulsive Presentation
ADHD Combined Presentation (both Inattentive and Hyperactive-Impulsive symptoms).
ADHD has had several name changes in the last few decades. This is because as more research is carried out, understanding grows, so the name has been changed to reflect that knowledge.
Some people may be frustrated that ADD is now known as ADHD. They can feel that the ‘H,’ which stands for hyperactivity, does not accurately describe them or their child.
Often, when people hear the term ‘ADHD,’ they may think of hyperactivity as being the main symptom, when a lot of the time, people with ADHD may not have this symptom.
It may be helpful for some people with ADHD to specify to others that they haveinattentive ADHDto clarify that inattention is their main symptom.
Key Differences In Signs
Many may have used the terms ADD and ADHD interchangeably, but they are different. ADD refers to one particular type of ADHD – Predominantly Inattentive Type, whereas ADHD is the neurological disorder under which the Inattentive Type falls.
Since 1994, professionals have been using the term ADHD to describe both the Hyperactive-Impulsive and Inattentive subtypes of ADHD.
ADD vs ADHD
A key difference between ADD and ADHD is the element of hyperactivity. Those with ADHD are typically very energetic and may resemble more stereotypical behaviors when considering ADHD, such as a child who cannot keep still and excessively climbs about.
They may be very impulsive and demonstrate behavior problems. People with ADD, however, often lack the hyperactivity component, which is a prominent symptom of ADHD.
ADD means that a person shows enough symptoms of inattention but is not thought to be hyperactive or impulsive. Those with ADD are considered to be daydreamers or appear disinterested and disorganized in the classroom or workplace.
They can be prone to forgetfulness, often losing items, and may struggle to follow instructions. Likewise, someone with ADD may be easily distracted, have problems sustaining attention on tasks, and may procrastinate on starting tasks that require considerable mental effort.
ADD has been thought of as the ‘less severe’ form of ADHD.
In reality, none of the types of ADHD are any more or less severe than the others. The so-called ‘milder’ symptoms of ADD can still have a big impact on individuals.
The symptoms may not affect conduct or behavior at school or work in obvious ways. However, those with ADD may still face difficulties focusing, staying organized, and completing tasks correctly or on time. Someone with ADD may also be more likely to suffer from internalizing issues such as anxiety or depression.
Below are some of the common traits of those who have the Inattentive Type of ADHD:Issues with paying attention on tasks that are difficult or boringPoor working memoryDistractibilityPoor executive functioningPoor focusLow organizational skillsPoor listening skillsDislikes or avoids long mental tasksTrouble staying on taskMay miss important detailsLoses things oftenIn children, the Inattentive Type of ADHD can be seen as the child being spacey and coming across as having apathetic behavior, particularly in girls. In adults, Inattentive ADHD may resemble a mood disorder such as depression.Those with this type may not focus on things that are not intrinsically interesting to them, especially for long periods.Diagnostic criteria for Predominantly Inattentive ADHD (Formerly ADD)According to the DSM-5 criteria, at least six of the following symptoms must be present to warrant a diagnosis of ADHD, Predominantly Inattentive Type:Often fails to give close attention to details or makes careless mistakesOften have difficulty sustaining attentionOften does not seem to listen when spoken toOften does not follow through on instructions and fails to finish projectsOften has difficulty organizing tasks and activitiesOften avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effortOften loses things necessary for tasks/activitiesIs often easily distractedIs often forgetful in daily activities
Below are some of the common traits of those who have the Inattentive Type of ADHD:
Issues with paying attention on tasks that are difficult or boring
Poor working memory
Distractibility
Poor executive functioning
Poor focus
Low organizational skills
Poor listening skills
Dislikes or avoids long mental tasks
Trouble staying on task
May miss important details
Loses things often
In children, the Inattentive Type of ADHD can be seen as the child being spacey and coming across as having apathetic behavior, particularly in girls. In adults, Inattentive ADHD may resemble a mood disorder such as depression.
Those with this type may not focus on things that are not intrinsically interesting to them, especially for long periods.
According to the DSM-5 criteria, at least six of the following symptoms must be present to warrant a diagnosis of ADHD, Predominantly Inattentive Type:
Often fails to give close attention to details or makes careless mistakes
Often have difficulty sustaining attention
Often does not seem to listen when spoken to
Often does not follow through on instructions and fails to finish projects
Often has difficulty organizing tasks and activities
Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
Often loses things necessary for tasks/activities
Is often easily distracted
Is often forgetful in daily activities
The traits associated with the Hyperactive-Impulsive type align more closely with the stereotypical understanding ofADHD:
A squirmy individual (usually in children)
Bursting with energy
Struggles to wait their turn
Talks excessively
Has nervous energy
Taps and fidgets
Unable to engage in an activity quietly
A habit of finishing others’ sentences and interrupting others
Impulsive
This subtype encompasses many of ADHD’s stereotypical traits and can be easier to spot in children as teachers and parents may have difficulty managing their behavior.
In reality, a small portion of children and adults meet the symptom criteria for this type.
When considering hyperactivity, people may often think of a child who cannot sit still and is physically active.
As an adolescent or adult, hyperactivity may present in less obvious ways, such as being talkative, overworking, or having many thoughts which jump from one topic to another.
lmpulsivityin ADHD is seen as spur-of-the-moment decisions without thinking about the consequences or long-term effects. Someone impulsive may:
Act quickly to get an immediate reward
Regularly interrupt others
Gamble or spend recklessly
Have emotional outbursts or find it hard to manage extreme or intense emotions
According to the DSM-5 criteria, at least six of the following symptoms must be present to warrant a diagnosis of ADHD, Predominantly Hyperactive-Impulsive Type:
Fidgets with hands or feet or squirms in seat
Leaves seat in classroom or in other situations in which remaining seated is expected
Runs about or climbs excessively in situations in which it is inappropriate. Feelings of restlessness in teens and adults
Has difficulty playing or engaging in leisure activities quietly
Blurts out answers
Has difficulty waiting for their turn
Interrupts or intrudes on others
Differences in Everyday Life
Below are how the hyperactive-impulsive ADHD presentation may look different from the inattentive (formerly ADD) presentation in everyday life.
Trouble sustaining attention
A child with Inattentive ADHD may find it difficult to pay attention at school, or they may have trouble focusing on activities or hobbies such as sports and games. An adult may struggle to maintain attention at work, in meetings, or during lengthy conversations.
They may even have trouble paying attention when doing things that interest them, such as reading books.
Problems with following instructions
Many children, adolescents, and adults with Inattentive ADHD may struggle to follow instructions and finish schoolwork, chores, or other work duties.
Failing to listen
When spoken to directly, those with Inattentive ADHD may seem to be absent-minded even without any distraction.
Adults may not listen when their partner or boss speaks to them, which can cause many issues. They may need others to repeat themselves multiple times before comprehending what is being said to them.
Making careless mistakes
A child with Inattentive ADHD may rush through their homework or schoolwork, skipping over sections or giving incorrect answers due to not reading the questions properly.
As an adult, they may fail to carefully proofread a document or email at work, which can lead to problems. Those with Inattentive ADHD may also make ‘social mistakes’ such as misinterpreting social cues, which could lead to relationship issues.
Being unorganized
Poor organization skills can often go together with unfinished work, poor time management, and a failure to stick to deadlines.
Losing items
A child with Inattentive ADHD may always find that they lose their homework or school supplies, whereas an adult may often misplace their phone or keys.
They may forget where they have placed items in a room, causing them to be late for school, work, or other events if they spend extra time finding what they have lost.
Procrastinating
Since difficult tasks require a lot of attention and concentration, those with Inattentive ADHD may avoid these tasks as long as possible, often until the deadline is imminent.
They may often have difficulty completing projects, schoolwork, workplace tasks, essay assignments, and filling out forms.
Easily distracted
Adults may drift off into their thoughts, switch rapidly from one topic to another, and lose focus on the task at hand.
Forgetfulness
Those with Inattentive ADHD may forget to do their homework, forget appointments, and important tasks, pay bills, return emails, and keep track of special dates such as birthdays and anniversaries.
They may even forget to perform tasks to take care of themselves, such as eating and showering.
Further Reading
Bauermeister, J. J., Shrout, P. E., Chávez, L., Rubio‐Stipec, M., Ramírez, R., Padilla, L., … & Canino, G. (2007). ADHD and gender: are risks and sequela of ADHD the same for boys and girls?. Journal of Child Psychology and Psychiatry, 48(8), 831-839.
Skogli, E. W., Teicher, M. H., Andersen, P. N., Hovik, K. T., & Øie, M. (2013). ADHD in girls and boys–gender differences in co-existing symptoms and executive function measures. BMC psychiatry, 13(1), 1-12.
Ghanizadeh, A. (2012). Psychometric analysis of the new ADHD DSM-V derived symptoms. BMC psychiatry, 12(1), 1-6.
Gershon, J., & Gershon, J. (2002). A meta-analytic review of gender differences in ADHD. Journal of attention disorders, 5(3), 143-154.
Advokat, C. D., & Scheithauer, M. (2013). Attention-deficit hyperactivity disorder (ADHD) stimulant medications as cognitive enhancers.Frontiers in neuroscience, 7, 82.Children and Adults with Attention-Deficit/Hyperactivity Disorder. (n.d.). Women and Girls. Retrieved 2022, January 25, from:https://chadd.org/for-adults/women-and-girls/Chronis‐Tuscano, A. (2022). ADHD in girls and women: a call to action–reflections on Hinshaw et al.(2021).Journal of Child Psychology and Psychiatry.Gershon, J., & Gershon, J. (2002). A meta-analytic review of gender differences in ADHD.Journal of attention disorders,5(3), 143-154.Gurian, A. (2014). Girls with ADHD: overlooked, underdiagnosed, and underserved.NYU Child Study Center About Our Kids.Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices.Journal of consulting and clinical psychology, 70(5), 1086.Hinshaw, S. P., Nguyen, P. T., O’Grady, S. M., & Rosenthal, E. A. (2021). Annual Research Review: Attention‐deficit/hyperactivity disorder in girls and women: underrepresentation, longitudinal processes, and key directions.Journal of Child Psychology and Psychiatry.Hinshaw, S. P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: continuing impairment includes elevated risk for suicide attempts and self-injury.Journal of consulting and clinical psychology, 80(6), 1041.Katzman, M. A., Bilkey, T. S., Chokka, P. R., Fallu, A., & Klassen, L. J. (2017). Adult ADHD and comorbid disorders: clinical implications of a dimensional approach.BMC psychiatry, 17(1), 1-15.Meza, J. I., Owens, E. B., & Hinshaw, S. P. (2021). Childhood predictors and moderators of lifetime risk of self-harm in girls with and without attention-deficit/hyperactivity disorder.Development and psychopathology, 33(4), 1351-1367.Quinn, P. O., & Madhoo, M. (2014). A review of attention-deficit/hyperactivity disorder in women and girls: uncovering this hidden diagnosis.The primary care companion for CNS disorders, 16(3).Song, P., Zha, M., Yang, Q., Zhang, Y., Li, X., & Rudan, I. (2021). The prevalence of adult attention-deficit hyperactivity disorder: A global systematic review and meta-analysis.Journal of global health,11.
Advokat, C. D., & Scheithauer, M. (2013). Attention-deficit hyperactivity disorder (ADHD) stimulant medications as cognitive enhancers.Frontiers in neuroscience, 7, 82.
Children and Adults with Attention-Deficit/Hyperactivity Disorder. (n.d.). Women and Girls. Retrieved 2022, January 25, from:https://chadd.org/for-adults/women-and-girls/
Chronis‐Tuscano, A. (2022). ADHD in girls and women: a call to action–reflections on Hinshaw et al.(2021).Journal of Child Psychology and Psychiatry.
Gershon, J., & Gershon, J. (2002). A meta-analytic review of gender differences in ADHD.Journal of attention disorders,5(3), 143-154.
Gurian, A. (2014). Girls with ADHD: overlooked, underdiagnosed, and underserved.NYU Child Study Center About Our Kids.
Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices.Journal of consulting and clinical psychology, 70(5), 1086.
Hinshaw, S. P., Nguyen, P. T., O’Grady, S. M., & Rosenthal, E. A. (2021). Annual Research Review: Attention‐deficit/hyperactivity disorder in girls and women: underrepresentation, longitudinal processes, and key directions.Journal of Child Psychology and Psychiatry.
Hinshaw, S. P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: continuing impairment includes elevated risk for suicide attempts and self-injury.Journal of consulting and clinical psychology, 80(6), 1041.
Katzman, M. A., Bilkey, T. S., Chokka, P. R., Fallu, A., & Klassen, L. J. (2017). Adult ADHD and comorbid disorders: clinical implications of a dimensional approach.BMC psychiatry, 17(1), 1-15.
Meza, J. I., Owens, E. B., & Hinshaw, S. P. (2021). Childhood predictors and moderators of lifetime risk of self-harm in girls with and without attention-deficit/hyperactivity disorder.Development and psychopathology, 33(4), 1351-1367.
Quinn, P. O., & Madhoo, M. (2014). A review of attention-deficit/hyperactivity disorder in women and girls: uncovering this hidden diagnosis.The primary care companion for CNS disorders, 16(3).
Song, P., Zha, M., Yang, Q., Zhang, Y., Li, X., & Rudan, I. (2021). The prevalence of adult attention-deficit hyperactivity disorder: A global systematic review and meta-analysis.Journal of global health,11.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
