Attention deficit hyperactivity disorder (ADHD) has a genetic predisposition. Once parents understand the genetic characteristics of ADHD, the question arises, “So, what is wrong with my child that makes them just different from other normal kids? What is it about their behavior that makes them behave in such a headacheful way?” Although the exact cause of ADHD is not known, what is certain is that the range of symptoms of ADHD all stem from some kind of abnormality in the brain – in other words, researchers have identified certain chemicals in the brains of children with ADHD – substances that influence attention, control impulsive behavior and manage cognitive abilities, collectively known as “There is an imbalance in the “neurotransmitters. Such key neurotransmitters include dopamine, norepinephrine, 5hydroxytryptamine, and other chemicals. When there are abnormalities in the concentration or action of specific neurotransmitters, they can lead to a range of behavioral symptoms, such as difficulty concentrating, unconsidered behavioral impulses, and underdeveloped cognitive functions, which are the symptoms we see in children with ADHD. So, what we are eager to know is what changes exist in the brains of children with ADHD that make their brains different from those of normal children, resulting in very different behaviors? Of course, we are also very interested in how medication affects children with ADHD. Can it improve the workings of their brains? To answer these difficult questions, one must find ways to examine as much of the brain’s work as possible and explore the mysteries of the brain directly. Fortunately, the rapid development of functional magnetic resonance (fMRI) technology in the last decade has provided a rare opportunity to explore brain function. Functional MRI is used to observe the state of brain activity in children as they complete specific cognitive tasks. As different areas of the brain perform work, the corresponding parts become activated; and the corresponding changes in blood flow in the cortex vary with the level of work engagement. In this way, we can finally explore the mysteries of the ADHD brain. The more hyperactive and impulsive the child is, the less perfusion there is in the frontal and parietal cortices, and there is a general decrease in perfusion in the striatal regions. Similarly, children with ADHD show differences in how their brains work when performing the same cognitive tasks as normal children. To put it more simply, when the same task is requested of them, (for example, the child is asked to perform a certain operation, but when they receive a certain signal, they have to stop the operation in progress as soon as possible.) In normal children, part A of the brain is primarily responsible for this task, whereas in ADHD children, part A of the brain is significantly under-activated, indicating that the part of the brain they are supposed to be responsible for is not competent enough to do the task, so part B of the brain of the ADHD child has to step up and perform the work to compensate for the lack of part A. The use of medication can improve this situation just enough to make the brain area that should be working work as it should and be competent for the task. It can be seen that medication is used to adjust the concentration and distribution of the relevant neurotransmitters in the brain, thus promoting the return of the brain to its normal working state and thus improving behavioral performance, which is what we see when children are able to concentrate and reduce hyperactive and impulsive behavior after taking medication. Therefore, parents do not have to worry that drugs will make their children dull and stupid. Of course, there are many misconceptions about medications, and this is inevitable.