tion community. The confusion over the appropriate terminology has contributed to the educators' tendency to make generalizations about the condition, without recognizing the unique problems faced by children having ADD or ADHD. Therefore, in order to provide the appropriate interventions and assistance to students with ADD or ADHD, it is vital for educators to learn about their similarities and differences.
In the remainder of this paper, the following issues will be explored:
Attributes and characteristics of ADD and ADHD;
Prevalence of ADD and ADHD among school-aged children;
Reasons underlying the interchangeable use of ADD and ADHD;
Academic and behavioral strategies; and
Recommendations for teaching children with ADHD or ADD.
Attributes and Characteristics of ADD and ADHD
One of the key reasons that have contributed to the confusion over the terminology of ADD and ADHD stems from the difficulties experienced by experts in categorizing the different types of attention deficits (Wheeler, & Carlson, 2000). The historical evolution of these terms and its contribution to the interchangeable use of ADD and ADHD will be discussed in the third section of this paper. At this juncture, it suffices to note that in the latest revised edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-R), ADHD is used as an umbrella term that covers three sub-types. They are ADHD Combined Type (ADHD,C); ADHD, Predominantly Inattentive Type, (ADHD,IA); and ADHD Hyperactive-Impulsive Type (ADHD,HI) (National Institute of Mental Health [NIMH], 2003; Wood, 2001). Because all children exhibit some of the symptoms to some degree, it is important to emphasize that the symptoms of ADHD must: a) last for at least several months; b) manifest themselves in a wide variety of settings; and c) undermine one's ability to function adequately in social and academic areas (NIMH, 2003; Wood, 2001).
In order to b...