With the continuous development of medicine and the emphasis on children’s education and healthy physical and mental development, ADHD in children is attracting more and more attention. Childhood ADHD is also known as “attention deficit disorder” or “mild brain dysfunction”. Most of the cases start before the age of seven, with hyperactivity as the outward manifestation, centered on inattention and difficulty in maintaining attention, accompanied by emotional changes and learning disabilities. The Chinese Classification and Diagnostic Criteria of Mental Disorders stipulates the following criteria for ADHD: (1) Attention disorder with at least four of the following: (1) Easily distracted when studying, and have to go to visit when they hear any external sound; (2) Very inattentive in class, and often look around or daze; (3) Procrastination in doing homework, playing while doing it, and doing it in a dirty and messy manner, and often under-doing it or doing it incorrectly; (4) Paying no attention to details, and often appearing careless and negligent in homework or other activities; and (5) Being careless and inattentive in the course of doing homework or other activities. (5) Losing or especially not caring for things (e.g., often making clothes, books, etc. dirty and messy); (6) Difficulty in always following instructions and completing homework or chores; (7) Difficulty in doing things for long periods of time, often going to do something else when one thing isn’t done; (8) Often distracted when talking to him, seemingly not listening; (9) Losing things in daily activities; (10) Losing things in daily activities; (11) Losing things in daily activities; (12) Losing things in daily activities; (13) Losing things in daily activities; (14) Losing things in daily activities; (15) Losing things in daily activities. Hyperactivity disorder at least the following four: (1) need to sit quietly on the occasion of the difficulty of sitting still or twisting around in their seats; (2) often small movements in class, or play with things, or whisper with classmates; (3) talk a lot, good at interrupting, other people ask questions before the end of the rush to answer; (4) very noisy, can not play quietly; (5) difficult to comply with the order of the collective activities and discipline, such as the game, rush to the field, can not wait; (5) difficult to comply with the order and discipline, such as the game, can not wait for the game, can not wait for the game, can not wait for the game, can not wait for the game, can not wait for the game, and can not wait for the game. (6) Interfering with other people’s activities; (7) Teasing with children, easily getting into disputes with classmates, and not being welcomed by peers; (8) Easily excited and impulsive, with some excessive behaviors; (9) Running on inappropriate occasions or climbing up ladders, risk-taking, and prone to accidents; (10) Having four or more of the above mentioned items at the same time and having been ill for more than six months, in order to have ADHD. The only way to get a child with ADHD is to have all four or more of the above and to have had the disease for more than six months. Because even if the symptomatic criteria are met, it is not ADHD. The following disorders should be excluded: (1) mental retardation in children: those with mental retardation have poor comprehension of things and are unable to understand what they have learned, and are also prone to hyperactivity, inattention, and emotional reactions, and their poor academic performance is very prominent. (2) Childhood autism: in addition to hyperactivity, there are severe social and interpersonal interactions with intellectual disabilities and language disorders. (3) Emotional disorders in children: such children can also have excitement and hyperactivity and attention deficits, and their emotional reactions are stronger and fluctuating, often unpleasant, frustrated and so on, and easy to be nervous or agitated. Often episodic non-persistent. (4) Character disorders: in addition to hyperactivity and attention deficit, there may be more predominantly repeated and persistent antisocial, aggressive or oppositional character behaviors, characterized by vandalism, lying, truancy, and so on. (5) Children’s antagonistic behavior: often antagonistic to parents, antagonistic to school, violating school rules and so on. Mostly due to educational or methodological problems. ADHD children usually do not have serious confrontational and anti-social behaviors, and subjectively do not want to have destructive behaviors and mannerisms, but only due to poor self-control. (6) Prolonged family breakdown: Children living in such a broken family environment for a long period of time may have problems with their behavior, personality development and education, and may also show signs of hyperactivity. If this is secondary to the bad habits of adults, it is not appropriate to diagnose ADHD in children with this family background. From this, we can see that the correct understanding and diagnosis of ADHD in children is not a simple matter, and requires comprehensive consideration and analysis before a correct conclusion can be reached. Fourth, at present, the diagnosis and treatment of children’s ADHD there are many misunderstandings, should be paid attention to: (1) hyperactivity, impulsivity, capriciousness is hyperactivity; (2) can not complete the homework well, is also ADHD; (3) do not listen in class, many times by the school, the teacher to find the parents, for fear of ADHD; (4) by the irregular advertisement and propaganda misguided, to the right place. Some advertisements are not standardized, such as; “Introduction of 2-3 symptoms, so that parents have a misunderstanding; (5) one-sided emphasis on drug treatment, especially the therapeutic role of Chinese medicine, that as long as the drug can be cured, ignoring the important role of its education, psychological guidance. In fact, mild ADHD can be controlled by appropriate training and a good educational environment; (6) Avoiding responsibility and reducing pressure; some parents always suspect that their children are ADHD, or even hope that they are ADHD, so that they can reduce the pressure and responsibility in education, training and correction. Because my son (or daughter) has a disease, poor academic performance, some other problems, are affected by ADHD; (7) bias in advertising, unwilling to go to a formal specialized hospitals for clear diagnosis and treatment, or worry about “Western drug addiction, brain damage”, so that the diagnosis of ADHD expansion, a waste of a lot of money and energy of parents, but also to the child The diagnosis of ADHD is expanded, wasting a lot of money and energy of parents, and also increasing the psychological burden on children. In fact, many children with the so-called ADHD tendency in the appropriate education, training, training, can be significantly improved.