t parents and teachers learn more about this disorder and what can !
             be done to help children lead a normal, happy life.
             The history of ADD is a mysterious one. Even at this time, experts are in search of a more accurate and proper name for this disorder. The correlation between learning and attentional problems has been recognized since early in this century. The first description of the "attention deficit disorder" syndrome is credited to George Fredrick Still who, in 1902, described a group of 20 children in his clinical practice "who were often aggressive, defiant, resistant to discipline, excessively emotional or passionate, showed little inhibitory volition, and displayed lawlessness, spitefulness, cruelty, and dishonesty" (Armstrong, 1995, p.6). Still believed that these children shared a basic effect in moral control, which was probably hereditary or due to pre or post-birth injury (Armstrong, 1995). This defect in moral control was considered to be a chronic condition. Many researchers in the 1920s and 1930s began investigation the relationship between behavioral problems and bir!
             th trauma or post-birth injuries in children.
             In the 1940s several researchers at the Wayne County Training School in Northville, Michigan, studied the psychological effects of brain injury in a group of mentally retarded children. Their collected works were published and led the way in the 1950s and 1960s to the use of such terms as minimal brain dysfunction and minimal brain damage to describe children who displayed symptoms of distractibility and hyperactivity. The term "minimal brain damage" or MBD lost popularity and was dropped by the 1960s because of the lack of evidence produced to show that brain damage actually existed in these children. In 1968, the American Psychiatric Association (APA) labeled the disorder "hyperkinetic reaction of childhood" (Cherkes-Julkowski, Sharp, & Stolzenberg, 1997).
             In the 1970s, researchers...