Attention deficit hyperactivity disorder, or ADHD for short, is one of the most common psychological behavior disorders in childhood, which has a serious impact on the lives, learning and interactions of children and adolescents and brings many problems to families, schools and society, and has drawn widespread attention from the whole society. However, there are still many misconceptions and irregularities in the treatment of ADHD, resulting in unsatisfactory treatment results. Children with ADHD are “special needs” children, families and society, parents and teachers need to know more about these children, need to know more ways to help children, to minimize the impact of hyperactivity, attention deficit to children, standardized treatment emphasizes the following principles: 1, integrated intervention: First of all, emphasize the parents The first emphasis is on the participation of parents, teachers, doctors and the whole community to coordinate with each other in order to achieve the greatest therapeutic effect. In the treatment of ADHD, the role of teachers and parents is particularly important, and their role is irreplaceable by others. Conversely, without the involvement of teachers and parents, treatment outcomes will be compromised. The main approaches to ADHD treatment recommended in the Chinese Guidelines for the Prevention and Treatment of Attention Deficit Hyperactivity Disorder in Children include behavioral therapy, medication, parent training, and social skills training. Before choosing a treatment plan, doctors should choose to use a combination of interventions according to each child’s specific situation in order to complement the strengths and weaknesses and achieve the best treatment effect. 2, pay attention to medication: Medication has positive efficacy in improving attention deficits, reducing activity levels and impulsive behavior, improving academic performance, and improving interpersonal relationships in children with ADHD, and is the main method of ADHD treatment, and is also the preferred treatment. Medication needs to be selected and adjusted rationally under the guidance and monitoring of a physician to avoid side effects. Medication creates the conditions for psychotherapy and educational training to receive significant results. The effect of medication plus behavioral therapy is significantly greater than that of behavioral therapy alone. When the effect of behavioral treatment alone is not obvious, the treatment plan should be adjusted in time. If medication is considered only after the child’s academic problems have become more severe and psychosocial functioning has been significantly impaired, it will significantly increase the difficulty of treatment and bring unnecessary effects to the child. ”The main therapeutic drugs recommended by the Guidelines include central stimulants (Ritalin and Focuser) and selective norepinephrine reuptake inhibitors (Zestar). Since each child’s response to treatment and drug tolerance varies, it is necessary to develop an “individualized” treatment plan and goals to achieve maximum efficacy and minimal adverse effects. 3.Psycho-behavioral treatment: including behavior correction of children and parental emotional management. Children’s behavior correction focuses on coaching children’s self-awareness and self-direction to gradually build up the ability of behavior self-regulation; problem-solving steps and self-management skills; empathy training includes: recognizing emotions, regulating emotions, thinking from the perspective of others, reducing tension, reducing hostility, and transforming bad emotions; communication skills training includes: learning to listen; alternative behavior training; coping with frustration and Communication skills training includes, learning to listen; alternative behavior development; coping with frustration and restoring self-confidence. Parental emotion management focuses on observing oneself, discovering when and what one tends to lose control, making a record of scolding the child, and realizing that a good parent-child relationship is the foundation of therapy. Prevent getting caught up in negative interactions with your child. Model to your child the behavior you want him to emulate. 4. Parent training: Teach parents the skills of managing children’s behavior through step-by-step procedures, how to respond to children’s problem behaviors in the family environment, learn to identify ineffective methods early, avoid staying in the methods of criticism, blame, and punishment, start a new cycle, start with relatively easy goals, help reach the goals, let children experience an increase in self-efficacy, and gradually enhance children’s ability to complete academic tasks effectively. Promote a positive and interactive parent-child relationship. 5. School support: Establish contact cards with the school to gain cooperation from the school. Children can be seated in the front row of the classroom, near the teacher, so that the teacher can frequently notice the child to reduce distractions. Teachers should understand the particularly active nature of these children and try to arrange for them to participate in more recess activities so that their excess energy can have a chance to be released. 6. Long-term continuous treatment: Standardize treatment in accordance with the Chinese Guidelines for the Prevention and Treatment of Childhood ADHD. First of all, we should clarify the appropriate treatment goals, develop a sound treatment plan and implement it, and conduct regular follow-up visits to children with ADHD during the treatment process. Previous medication treatment for ADHD has often been intermittent, i.e., no medication on weekends and holidays, which is actually unscientific. This is because hyperactivity and attention deficit affects all aspects of a child’s life, social activities, and hobbies, in addition to academic learning. The new treatment guidelines now advocate a continuous medication approach and do not advocate stopping medication on weekends or holidays to maximize the relief of various symptoms. In addition, because the symptoms of ADHD persist over time, its various negative effects also persist over time. Therefore, the treatment of ADHD is also long-term, and only in this way can we achieve more satisfactory results. 7, the whole treatment goal: What is the goal of ADHD treatment? In the past, people often evaluate the efficacy of ADHD by whether the symptoms of the child improve after treatment, and use this as the goal of treatment. However, mainstream medicine is increasingly emphasizing that the goal of ADHD treatment is not only symptom reduction, but also improvement in psychological functioning (including mood, behavior, interpersonal relationships, and social activities) to achieve a state of “remission” and maximize the child’s quality of life. We hope that more and more children will grow up happier and healthier after finding effective help!