Wojciech Kreft
February 27, 2026
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ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental condition that can present differently from one individual to another. There are three recognized types of ADHD: inattentive, hyperactive-impulsive, and combined.
This article is intended for parents, teachers, school counselors, and psychologists who want to better understand how different types of ADHD may manifest at home and in the classroom. It is not a diagnostic resource — ADHD can only be diagnosed by a qualified specialist based on established diagnostic criteria and an assessment of the child’s functioning in at least two settings (e.g., home and school).
What Are the Types of ADHD?
According to current diagnostic classifications (DSM-5 and ICD-11), three types of ADHD are recognized:
- Predominantly inattentive
- Predominantly hyperactive-impulsive
- Combined
In each of these types, the general diagnostic criteria for Attention-Deficit/Hyperactivity Disorder are met. The difference lies in which symptom profile is most prominent — whether difficulties with attention and concentration dominate, whether hyperactivity and impulsivity are more pronounced, or whether both groups of symptoms are present at a similar level of intensity.
It is important to emphasize that the type of ADHD may change over time as a child develops. In many children, pronounced motor hyperactivity decreases with age, while challenges related to organization, planning, sustained attention, and other executive functions are more likely to persist. This means that the identified type of ADHD reflects the individual’s current pattern of functioning rather than a fixed or unchangeable trait.
Inattentive ADHD – What Does It Look Like in Children?
In innattentive type of ADHD, difficulties with concentration, organization, and sustaining mental effort are most prominent. The symptoms must be persistent, inconsistent with the child’s developmental level, and cause significant impairment in daily functioning. This is not about occasional “daydreaming,” but rather a consistent pattern of behavior that genuinely affects academic performance and everyday responsibilities.
Common signs of inattentive ADHD in children:
- Frequently loses school supplies, books, or clothing
- Has difficulty maintaining attention to the teacher’s instructions
- Starts tasks but does not complete them
- Is easily distracted by sounds and environmental stimuli
- Forgets homework or daily responsibilities
- Avoids or postpones tasks that require sustained mental effort
- Makes careless mistakes despite understanding the material
- Appears to be “lost in thought” or mentally drifting away
Hyperactive-Impulsive ADHD – How Can It Be Recognized?
In this subtype, excessive motor activity and difficulties with impulse control are the dominant features. As with the predominantly inattentive presentation, the symptoms must be persistent, developmentally inappropriate, and cause significant impairment in daily functioning.
Common signs of hyperactive-impulsive ADHD in children:
- Gets up at inappropriate times (e.g., during class)
- Frequently fidgets, squirms in their seat, or manipulates objects
- Has difficulty remaining quiet during independent work
- Talks excessively and makes spontaneous comments
- Interrupts others during conversations
- Answers before a question has been fully asked
- Acts before considering the consequences
- Has marked difficulty waiting their turn
ADHD – Combined Type
The combined presentation is diagnosed when both inattentive symptoms and hyperactive-impulsive symptoms are clinically significant, and neither group clearly predominates. This means that the diagnostic criteria for both symptom domains are met, the symptoms have persisted for at least six months, and they cause meaningful difficulties in everyday functioning.
Among school-aged children, this is often the most noticeable type of ADHD. Difficulties typically affect both concentration and task organization, as well as behavioral control and impulse regulation.
How to Make an Initial Assessment of the Most Likely ADHD Type?
An initial assessment does not replace a clinical diagnosis, but it can help organize your observations. It is useful to consider four key areas:
Persistence and impact on functioning.
Have the difficulties been present for at least six months? Are they inconsistent with the child’s developmental level? Do they meaningfully affect academic performance, relationships, or daily responsibilities?
Symptoms present across multiple settings.
Do the symptoms occur in at least two environments (e.g., home and school)?
Dominant symptom profile.
Does inattention predominate? Are hyperactivity and impulsivity more pronounced? Or are both groups of symptoms present at a similar level of intensity? This element helps determine the most likely ADHD presentation.
Exclusion of other causes.
Can the observed difficulties be better explained by other factors, such as sleep deprivation, anxiety disorders, specific learning difficulties, or family-related stressors?
This framework serves as a starting point for a conversation with a specialist — not as a diagnosis.
When Should You Consult a Specialist?
A consultation with a specialist (such as a child psychiatrist or clinical psychologist) is recommended if you observe:
- A persistent decline in academic performance
- Increasing peer conflicts
- Severe impulsivity that poses safety risks
- Clear and long-term organizational difficulties despite provided support
- Frequent behavioral concerns reported by the school
- Growing frustration and lowered self-esteem in the child
An ADHD diagnosis is based on meeting specific diagnostic criteria and evaluating the impact of symptoms on functioning in more than one setting. It is not made on the basis of a single test or questionnaire, but through a comprehensive clinical assessment.
Can VR Support ADHD Therapy?
Virtual reality (VR) is increasingly being explored as a tool to support therapy for children with ADHD — particularly in the areas of attention training and self-regulation. VR environments can enhance a child’s engagement and provide opportunities to practice specific skills in controlled, repeatable conditions. However, it is important to emphasize that VR in ADHD therapy is intended to complement standard interventions, not replace them.
How Can VR Support ADHD Therapy?
Virtual reality can be used, among other applications, for:
- Training attention and executive functions in realistic yet controlled environments (e.g., a virtual classroom)
- Practicing self-regulation and calming strategies (e.g., breathing exercises or biofeedback elements) in a safe setting
- Increasing motivation for repetitive exercises through immersion, immediate feedback, and gamification elements
👉 Would you like to see how VR can be implemented to support students with ADHD in your educational setting?
Contact us via the Unicorn VR World form and discover how technology can enhance everyday educational and therapeutic practice.
Summary
ADHD presents in three types: predominantly inattentive, predominantly hyperactive-impulsive, and combined presentation. While they differ in their dominant symptom profile, they belong to the same diagnostic category. Diagnosis is based on the persistence of symptoms, their impact on daily functioning, and their presence in more than one setting.
The type of ADHD may change with age, which is why early recognition of difficulties and consultation with a specialist are essential. Modern tools such as virtual reality (VR) can serve as a valuable complement to standard support methods.
FAQ – Common Questions About ADHD Types
How many types of ADHD are there?
There are three recognized types of ADHD: inattentive, hyperactive-impulsive, and combined. They differ in their dominant symptom profile but belong to the same diagnostic category.
Is ADD a different type of ADHD?
The term “ADD” was used in older diagnostic classifications. Today, it corresponds to predominantly inattentive ADHD. It is not a separate disorder.
Can the type of ADHD change with age?
Yes. In some children, pronounced hyperactivity decreases over time, while difficulties related to organization, planning, and concentration may persist. The type of ADHD reflects the current symptom profile rather than a fixed characteristic of the child.
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