| Attention Deficit Disorder wears many faces among | | | | thoughts. |
| children. While the hyperactive, rebellious boys are | | | | "Daydreamers" are another category often |
| easy to spot, there are also several other types of | | | | overlooked as having ADD. These girls are usually |
| children that suffer from ADD that go undiagnosed | | | | very quiet and do not draw attention to themselves. |
| because of their less conspicuous behavior. Girls often | | | | However, their extreme inattentiveness is a standard |
| fall into this category. | | | | ADD trait. They may exhibit depression and anxiety |
| Some girls are referred to as the "tomboy" type. | | | | about school projects, but are not able to stay on task |
| Preferring more physical activities, they often exhibit | | | | to complete assignments. These are probably one of |
| some of the key characteristics of ADD, without the | | | | the most difficult children to diagnose, as teachers and |
| defiant behavior of their male counterparts. For this | | | | parents do not usually notice the behavior as being a |
| reason, parents and teachers will usually assume the | | | | problem and assume the child is simply lazy. |
| child is not academically inclined and unorganized, but | | | | Interestingly enough, there are also a lot of "gifted" girls |
| never consider ADD to be a possibility. | | | | with ADD. High IQ levels may make it easier to cope |
| Another often undiagnosed group of ADD children are | | | | with inattention and impulsiveness, but as a child ages, |
| the "chatty" girls. This type is a combination of | | | | their shortcomings often emerge. It must be |
| inattentiveness and hyperactivity and is typically | | | | remembered that ADD is not a learning disability, and |
| exhibited as being extremely social. More | | | | sufferers do not inherently perform poorly in school. |
| hyper-talkative than hyperactive, these girls have a | | | | They may be able to mask their disorder well into |
| very difficult time keeping quiet even after being | | | | middle or high school, where it them makes itself |
| disciplined for talking. They will also tend to jump | | | | apparent as work becomes more difficult and |
| around a lot when telling stories and organizing their | | | | assignments become more pressing. |