It is important to develop an appropriate medication regimen for pharmacological interventions, and with the development of medications for ADHD, there are more approved medications available. The original medications for ADHD consisted of two main immediate-release agents and one extended-release agent, and now there is a second methylphenidate extended-release agent, Equasym, and a new non-central psychostimulant, atoxetine. The efficacy and side effects of the extended-release agent are similar to those of the immediate-release agent, but in addition it has several advantages, the most prominent of which is that it does not need to be taken at school, thus improving compliance and reducing the stigma associated with taking extended-release agents. Common adverse effects of these drugs include loss of appetite, dry mouth, abdominal pain, dizziness, headache, rapid heartbeat, and insomnia; overdose can cause tremors, drowsiness, uncoordinated movements, and delirium. The medication should be started in small doses and taken after breakfast; the medication should be stopped on holidays; the dose should be adjusted according to the efficacy and adverse reactions. Studies have found that the onset of action of drugs in different formulations is different, so we have to choose immediate release or extended release agents according to the characteristics of symptoms and the fluctuation of symptoms in 1 day. The principles of drug selection are as follows: advocate the use of long-acting agents , the initial application of long-acting agents, in the case of poor results, can be other drugs. Children who are effective with short-acting central psychostimulants are better off with long-acting preparations if there is a sense of inferiority or if multiple doses would be inconvenient. Nonpharmacologic treatment A large body of evidence suggests that psychosocial interventions, particularly family behavioral training and classroom behavioral interventions, are effective, but that behavioral treatment alone is less effective than pharmacologic treatment alone. Studies of multimodal treatment for ADHD have found that intensive behavioral treatment alone is less effective than pharmacotherapy alone in improving children’s attention. However, the former was more effective than the latter for other referrals such as defiant behavior and parent-child discord in combination with any of the single treatments. Behavioral treatment is generally implemented in the community and in schools and requires the participation of both the child and the parents and is administered by a psychiatrist. Treatment focuses on raising awareness of ADHD, teaching parents effective use of rewards and disincentives, and modifying the child’s behavior by adjusting the physical and social environment. Physicians can support parents in requesting an educational evaluation. When parents and school authorities determine that a child with ADHD has a condition or behavior that interferes with the child’s ability to participate in school, the child may receive interventions at school. Interventions are as simple as seating the child near the teacher to reduce distractions during class or assigning special staff to review daily homework with the child. Cooperation between the doctor, parents and teacher can be enhanced by few target behaviors, which are scored by the teacher. The results are brought to the doctor by the parents. This practice is useful in determining the effectiveness of treatment. Chinese medicine is unique in treating this disease and has excellent efficacy without significant side effects, which can be sought.