Attention-deficit/hyperactivity disorder (ADHD) is the existing label for one of the most prevalent and vigorously studied conditions in child psychology. It is seen as a developmental neurocognitive disorder where the core symptoms include extreme inattention and hyperactive/impulsive behavior, which cause significant impairment in functioning. It is conservatively estimated to occur in 3–6 percent of children from varied cultures and geographical regions, with an overrepresentation of boys by approximately three to one (APA, 2000). ADHD affects individuals throughout the life span, although there are age- and gender-related changes in its manifestation (Barkley, 1998; Tannock, 1998; Weiss and Hechtman, 1993).

Similarities between children with ADHD and those who are creative

Some authors have argued that there are distinct similarities between children who are diagnosed with ADHD and those who are creative (Cramond, 1994; Guenther, 1995; Leroux and Levitt-Perlman, 2000; Lovecky, 1994; Shaw and Brown, 1991). For instance, Guenther (1995) noted that many of the features of ADHD, such as inattention, hyperactivity, impulsivity, difficult temperament, deficient social skills, and academic underachievement, are also found in children who are creative. In accordance with this, Dawson (1997) found that teachers rated the following traits as typical of a creative child: “makes up the rules as he or she goes along,” “is impulsive,” “is a non-conformist,” and “is emotional.” The traits seen as least typical of the creative child were “is tolerant,” “is practical,” “is reliable,” and “is good natured”; similar ratings have been given in regard to children with ADHD. There is, however, often a distinct difference in the description of these similar behaviors across the two bodies of literature. In the ADHD literature, each characteristic is generally described with negative connotations, whereas in the creative literature the same characteristic is often described with positive connotations (Cramond, 1995). When describing inattention, children with ADHD are depicted as easily distracted, often failing to complete tasks, and frequently changing activities (Lahey et al., 1988); and creative children are depicted as having a broad range of interests, showing a tendency to play with ideas, and sometimes losing interest in one idea to take up another (Cramond, 1995).