This monograph examines the particular problems that can beset creative children when their behaviors are mistaken for the frequently diagnosed psychoeducational condition of Attention Deficit Hyperactivity Disorder (ADHD). A brief history of ADHD is given, tracing the difficulty that researchers have experienced in defining and accurately diagnosing this condition. Of particular concern is the fact that the defining characteristics of ADHD (inattention, hyperactivity, and impulsivity) are also key descriptors in biographies of highly creative individuals. Possible common etiologies are discussed. The possibility of an overlap in the conditions of high creativity and ADHD is proposed, and some exemplary individuals with both creativity and ADHD are described. Parents and educators are advised of appropriate actions to take if a child is suspected of having ADHD, referred for psychological screening, or diagnosed with ADHD. These recommendations include: (1) observe and record conditions in which the key behaviors are intensified or reduced; (2) ask the child what s/he is thinking about immediately after a period of daydreaming; (3) choose a psychologist who is knowledgeable about giftedness/creativity as well as ADHD; (4) get a second opinion; (5) be cautious about recommendations for the use of methylphenidates or other drugs; and (6) be cautious about recommendations for an unstimulating curriculum with lessons broken into small parts. (Contains approximately 100 references.) (DB)