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Add and adhd same thing. ADD vs ADHD: Understanding the Key Differences and Similarities

by alexxlab

What are the main differences between ADD and ADHD. How do the symptoms of inattentive ADHD differ from hyperactive-impulsive ADHD. Can a person have both inattentive and hyperactive symptoms of ADHD. What are the diagnostic criteria for ADHD according to the DSM-5. How is ADHD diagnosed in children and adults.

The Evolution of ADD and ADHD Terminology

The terms Attention Deficit Disorder (ADD) and Attention-Deficit/Hyperactivity Disorder (ADHD) have undergone significant changes over the years, leading to some confusion about their meanings and differences. To clarify this, let’s explore the evolution of these terms and their current usage in the medical community.

In 1994, the medical community made a pivotal decision to consolidate all forms of attention-deficit disorders under the umbrella term “attention-deficit/hyperactivity disorder” or ADHD. This change was implemented even for individuals who did not exhibit hyperactive symptoms. The goal was to create a more comprehensive and accurate diagnostic framework.

Today, the condition formerly known as ADD is referred to as ADHD, inattentive type. Other presentations include ADHD, hyperactive/impulsive type, and ADHD, combined type. This updated terminology reflects a more nuanced understanding of the disorder’s various manifestations.

Understanding ADHD: A Brain-Based Disorder

ADHD is a neurodevelopmental disorder that affects both children and adults. It is characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with daily functioning and development. But what exactly causes ADHD?

  • Genetic factors: ADHD tends to run in families, suggesting a strong genetic component.
  • Brain structure and function: Differences in certain brain areas and neurotransmitter systems have been observed in individuals with ADHD.
  • Environmental factors: Exposure to toxins, premature birth, and maternal substance use during pregnancy may increase the risk of ADHD.

Understanding ADHD as a brain-based disorder is crucial for developing effective treatment strategies and reducing stigma associated with the condition.

The Three Types of ADHD: Inattentive, Hyperactive-Impulsive, and Combined

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), outlines three distinct presentations of ADHD. Each type is characterized by specific symptoms and behaviors:

1. ADHD Predominantly Inattentive Presentation (Formerly ADD)

This type is characterized by difficulties with attention, organization, and completing tasks. Children with this presentation may appear daydreamy or easily distracted. Symptoms include:

  • Trouble staying focused on tasks
  • Difficulty following instructions
  • Forgetfulness in daily activities
  • Losing important items frequently
  • Appearing not to listen when spoken to directly

2. ADHD Predominantly Hyperactive-Impulsive Presentation

This type is marked by excessive physical activity and impulsive behaviors. Children with this presentation may seem to be in constant motion and have difficulty controlling their impulses. Key symptoms include:

  • Fidgeting or squirming
  • Difficulty remaining seated
  • Excessive talking
  • Interrupting others frequently
  • Acting without thinking of consequences

3. ADHD Combined Presentation

This type includes symptoms of both inattention and hyperactivity-impulsivity. It is the most common presentation of ADHD and can significantly impact various aspects of a person’s life.

Diagnosing ADHD: A Comprehensive Approach

Diagnosing ADHD requires a comprehensive evaluation by qualified healthcare professionals. The process typically involves:

  1. Medical history review
  2. Physical examination
  3. Behavioral assessments
  4. Psychological evaluations
  5. Input from parents, teachers, and caregivers

For a diagnosis of ADHD, symptoms must be present for at least six months and occur in multiple settings (e.g., home, school, work). Additionally, the symptoms must significantly interfere with daily functioning and be inconsistent with the individual’s developmental level.

ADHD in Children vs. Adults: Recognizing the Differences

While ADHD is often associated with childhood, it can persist into adulthood or be diagnosed for the first time in adults. The manifestation of symptoms may differ between children and adults:

ADHD in Children

  • More likely to display obvious hyperactive behaviors
  • May have difficulty sitting still in class
  • Often struggle with following instructions and completing schoolwork
  • May exhibit impulsive behaviors that lead to social conflicts

ADHD in Adults

  • Hyperactivity may manifest as inner restlessness
  • Often struggle with time management and organization
  • May have difficulty maintaining relationships or job stability
  • Impulsivity may lead to risky behaviors or poor decision-making

Understanding these differences is crucial for accurate diagnosis and appropriate treatment across different age groups.

Treatment Options for ADHD: A Multimodal Approach

Effective management of ADHD typically involves a combination of treatments tailored to the individual’s needs. Common approaches include:

  1. Medication: Stimulant and non-stimulant medications can help manage ADHD symptoms
  2. Behavioral therapy: Teaches skills to manage behavior and improve daily functioning
  3. Cognitive-behavioral therapy (CBT): Helps individuals change negative thought patterns and behaviors
  4. Educational interventions: Accommodations and support in school or work settings
  5. Lifestyle changes: Regular exercise, healthy diet, and improved sleep habits

The most effective treatment plan often combines multiple approaches and may require adjustments over time as the individual’s needs change.

Living with ADHD: Strategies for Success

While ADHD can present challenges, many individuals with the condition lead successful and fulfilling lives. Here are some strategies that can help:

  • Establish routines and use organizational tools
  • Break large tasks into smaller, manageable steps
  • Use timers and alarms to stay on track
  • Create a quiet, organized workspace
  • Practice mindfulness and stress-reduction techniques
  • Seek support from family, friends, or support groups

By implementing these strategies and working closely with healthcare providers, individuals with ADHD can effectively manage their symptoms and thrive in various aspects of life.

Debunking ADHD Myths: Separating Fact from Fiction

Despite increased awareness, many misconceptions about ADHD persist. Let’s address some common myths:

Myth: ADHD is not a real medical condition

Fact: ADHD is a well-documented neurodevelopmental disorder recognized by major medical organizations worldwide.

Myth: ADHD is caused by poor parenting or too much sugar

Fact: While environmental factors can influence symptoms, ADHD has a strong genetic component and is not caused by parenting styles or diet alone.

Myth: Everyone with ADHD is hyperactive

Fact: The inattentive presentation of ADHD may not involve hyperactivity at all.

Myth: ADHD is only a childhood disorder

Fact: ADHD can persist into adulthood and may be diagnosed for the first time in adults.

Dispelling these myths is crucial for promoting understanding and ensuring that individuals with ADHD receive appropriate support and treatment.

The Impact of ADHD on Daily Life: Challenges and Opportunities

ADHD can affect various aspects of an individual’s life, including:

  • Academic performance
  • Work productivity
  • Relationships
  • Self-esteem
  • Time management
  • Emotional regulation

However, many individuals with ADHD also report positive traits associated with the condition, such as creativity, hyperfocus on topics of interest, and out-of-the-box thinking. Recognizing and harnessing these strengths can lead to unique advantages in certain fields and pursuits.

Understanding the full spectrum of ADHD’s impact is essential for developing comprehensive support systems and fostering a more inclusive society that values neurodiversity.

The Future of ADHD Research and Treatment

As our understanding of ADHD continues to evolve, researchers are exploring new avenues for diagnosis and treatment. Some promising areas of study include:

  • Neuroimaging techniques to better understand brain function in ADHD
  • Genetic studies to identify specific genes associated with ADHD risk
  • Development of more targeted medications with fewer side effects
  • Digital health technologies for symptom monitoring and management
  • Neurofeedback and other non-pharmacological interventions

These advancements hold the potential to improve diagnosis accuracy, treatment efficacy, and overall quality of life for individuals with ADHD.

In conclusion, while the terms ADD and ADHD have evolved, the importance of accurate diagnosis and effective treatment remains constant. By understanding the different presentations of ADHD, dispelling myths, and staying informed about current research, we can better support individuals with ADHD and promote a more inclusive society that recognizes and values neurodiversity.

What’s the Difference Between ADD & ADHD?

Written by Kelli Miller

  • Daydreamer or Fidgeter?
  • ADHD Inattentive 
  • ADHD Predominantly Hyperactive-Impulsive Presentation
  • ADHD Combined Type
  • ADHD Diagnosis

Your child daydreams a lot at school and is easily distracted when they are doing homework or chores. Maybe they fidget constantly. You might wonder if they have attention-deficit/hyperactivity disorder (ADHD). Or is it attention deficit disorder (ADD)?

Is there a difference?

Not anymore. In 1994, doctors decided all forms of attention-deficit disorder would be called “attention-deficit/hyperactivity disorder,” or ADHD, even if the person wasn’t hyperactive. Now it’s called ADHD, inattentive type, or ADHD, hyperactive/impulsive type, or ADHD, combined type.

Which term is right for your family to use depends on your child’s specific symptoms and diagnosis. It’s important to talk with an experienced mental health provider to make sure your child gets the right diagnosis.

ADHD is a brain-based disorder. It can interfere with your child’s everyday activities at home and at school. Kids who have it have trouble paying attention and controlling their behavior, and are sometimes hyperactive.

Before they are diagnosed, you will want to note your child’s symptoms. The CDC offers an ADHD checklist for children that may help you keep track of them.

Here are the signs to look for:

  • Inattention: Includes disorganization, problems staying on task, constant daydreaming, and not paying attention when spoken to directly.
  • Impulsivity: Includes spur-of-the-moment decisions without thinking about the chance of harm or long-term effects. They act quickly to get an immediate reward. They may regularly interrupt teachers, friends, and family.
  • Hyperactivity: Involves squirming, fidgeting, tapping, talking, and constant movement, especially in situations where it’s not appropriate.

Mental health professionals in the United States use the Diagnostic and Statistical Manual of Mental Disorders (DSM) to diagnose all psychiatric conditions, including ADHD. The latest version divides it into three types:

  • ADHD predominantly inattentive presentation (what used to be called ADD)
  • ADHD predominantly hyperactive-impulsive presentation 
  • ADHD combined presentation (both inattentive and hyperactive-impulsive symptoms)

Your child’s diagnosis will depend on their specific symptoms.

Kids with this condition aren’t hyperactive. They don’t have the high energy level seen in others with ADHD. In fact, children with this form may seem shy or “in their own world.”

ADD is diagnosed if a child under age 16 has 6 or more symptoms of inattention (5 or more for older teens) for at least 6 consecutive months but no signs of hyperactivity/impulsivity.

The symptoms include:

  • Trouble paying attention (easily sidetracked)
  • Doesn’t like or avoids long mental tasks (such as homework)
  • Trouble staying on task during school, at home, or even at play
  • Disorganized and seems forgetful
  • Doesn’t appear to listen when directly spoken to
  • Doesn’t pay close attention to details
  • Loses things often
  • Makes careless mistakes
  • Struggles to follow through with instructions

Children with this subtype of ADHD may go undiagnosed because the symptoms may be chalked up to daydreaming.

Children with this form of ADHD have tons of energy and are constantly moving in a way that causes problems. It’s diagnosed if a child under age 16 has 6 or more hyperactive/impulsive symptoms for at least 6 months (5 or more for older teens). This form is more noticeable than the inattentive type.

Symptoms include:

  • Blurting out answers before a question is finished
  • Constantly interrupting others
  • Trouble waiting for their turn
  • Talks too much

Fidgeting, tapping, and squirming

  • Gets up when it’s not appropriate (such as when the teacher is talking or in the middle of dinner)
  • Running or climbing in inappropriate situations
  • Unable to play quietly
  • Always “on the go”

A child with this type has symptoms of both inattention and hyperactivity/impulsivity.

Health care professionals such as pediatricians, psychiatrists, and child psychologists can diagnose ADHD with the help of standard guidelines from the American Academy of Pediatrics or the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM).

You can also find a professional who specializes in ADHD diagnosis through your health plan, your child’s teacher or school counselor, other parents of children with ADHD, or nonprofit organizations such as Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD).

The diagnosis involves gathering information from several sources, including schools, caregivers, and parents. The health care professional will consider how a child’s behavior compares with that of other children the same age, and they may use standardized rating scales to document these behaviors.

To diagnose ADHD, your child should have a full physical exam, including vision and hearing tests. Also, the FDA has approved the use of the Neuropsychiatric EEG-Based Assessment Aid (NEBA) System, a noninvasive scan that measures theta and beta brain waves. The theta/beta ratio has been shown to be higher in children and adolescents with ADHD than in children without it. The scan, approved for use in those ages 6 to 17 years, is meant to be part of a complete medical and psychological exam.

The evaluation may also include interviewing you, your child’s teachers, and any other adults who are a big part of your child’s life. The evaluator may ask each of you to fill out standardized forms, known as “behavior rating scales,” to rate different aspects of your child’s behavior. These scales may also be used later to track progress with treatment.

The health care professional should take a complete medical history to check for other conditions that may affect a child’s behavior. Certain conditions that could mimic ADHD or cause the ADHD-like behaviors are:

  • Recent major life changes (such as a divorce, a death in the family, or a recent move)
  • Undetected seizures
  • Thyroid problems
  • Sleep problems
  • Anxiety
  • Depression
  • Lead toxicity

Though many children show some of the behaviors of ADHD, they do not necessarily have the disorder. An ADHD diagnosis requires that these behaviors have been around for at least 6 months, that some symptoms began before age 12, that symptoms are present in two or more settings (such as school and home), and that they significantly affect the child in at least two places (social life, school, etc. ).

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What’s the Difference Between ADD & ADHD?

Written by Kelli Miller

  • Daydreamer or Fidgeter?
  • ADHD Inattentive 
  • ADHD Predominantly Hyperactive-Impulsive Presentation
  • ADHD Combined Type
  • ADHD Diagnosis

Your child daydreams a lot at school and is easily distracted when they are doing homework or chores. Maybe they fidget constantly. You might wonder if they have attention-deficit/hyperactivity disorder (ADHD). Or is it attention deficit disorder (ADD)?

Is there a difference?

Not anymore. In 1994, doctors decided all forms of attention-deficit disorder would be called “attention-deficit/hyperactivity disorder,” or ADHD, even if the person wasn’t hyperactive. Now it’s called ADHD, inattentive type, or ADHD, hyperactive/impulsive type, or ADHD, combined type.

Which term is right for your family to use depends on your child’s specific symptoms and diagnosis. It’s important to talk with an experienced mental health provider to make sure your child gets the right diagnosis.

ADHD is a brain-based disorder. It can interfere with your child’s everyday activities at home and at school. Kids who have it have trouble paying attention and controlling their behavior, and are sometimes hyperactive.

Before they are diagnosed, you will want to note your child’s symptoms. The CDC offers an ADHD checklist for children that may help you keep track of them.

Here are the signs to look for:

  • Inattention: Includes disorganization, problems staying on task, constant daydreaming, and not paying attention when spoken to directly.
  • Impulsivity: Includes spur-of-the-moment decisions without thinking about the chance of harm or long-term effects. They act quickly to get an immediate reward. They may regularly interrupt teachers, friends, and family.
  • Hyperactivity: Involves squirming, fidgeting, tapping, talking, and constant movement, especially in situations where it’s not appropriate.

Mental health professionals in the United States use the Diagnostic and Statistical Manual of Mental Disorders (DSM) to diagnose all psychiatric conditions, including ADHD. The latest version divides it into three types:

  • ADHD predominantly inattentive presentation (what used to be called ADD)
  • ADHD predominantly hyperactive-impulsive presentation 
  • ADHD combined presentation (both inattentive and hyperactive-impulsive symptoms)

Your child’s diagnosis will depend on their specific symptoms.

Kids with this condition aren’t hyperactive. They don’t have the high energy level seen in others with ADHD. In fact, children with this form may seem shy or “in their own world.”

ADD is diagnosed if a child under age 16 has 6 or more symptoms of inattention (5 or more for older teens) for at least 6 consecutive months but no signs of hyperactivity/impulsivity.

The symptoms include:

  • Trouble paying attention (easily sidetracked)
  • Doesn’t like or avoids long mental tasks (such as homework)
  • Trouble staying on task during school, at home, or even at play
  • Disorganized and seems forgetful
  • Doesn’t appear to listen when directly spoken to
  • Doesn’t pay close attention to details
  • Loses things often
  • Makes careless mistakes
  • Struggles to follow through with instructions

Children with this subtype of ADHD may go undiagnosed because the symptoms may be chalked up to daydreaming.

Children with this form of ADHD have tons of energy and are constantly moving in a way that causes problems. It’s diagnosed if a child under age 16 has 6 or more hyperactive/impulsive symptoms for at least 6 months (5 or more for older teens). This form is more noticeable than the inattentive type.

Symptoms include:

  • Blurting out answers before a question is finished
  • Constantly interrupting others
  • Trouble waiting for their turn
  • Talks too much

Fidgeting, tapping, and squirming

  • Gets up when it’s not appropriate (such as when the teacher is talking or in the middle of dinner)
  • Running or climbing in inappropriate situations
  • Unable to play quietly
  • Always “on the go”

A child with this type has symptoms of both inattention and hyperactivity/impulsivity.

Health care professionals such as pediatricians, psychiatrists, and child psychologists can diagnose ADHD with the help of standard guidelines from the American Academy of Pediatrics or the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM).

You can also find a professional who specializes in ADHD diagnosis through your health plan, your child’s teacher or school counselor, other parents of children with ADHD, or nonprofit organizations such as Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD).

The diagnosis involves gathering information from several sources, including schools, caregivers, and parents. The health care professional will consider how a child’s behavior compares with that of other children the same age, and they may use standardized rating scales to document these behaviors.

To diagnose ADHD, your child should have a full physical exam, including vision and hearing tests. Also, the FDA has approved the use of the Neuropsychiatric EEG-Based Assessment Aid (NEBA) System, a noninvasive scan that measures theta and beta brain waves. The theta/beta ratio has been shown to be higher in children and adolescents with ADHD than in children without it. The scan, approved for use in those ages 6 to 17 years, is meant to be part of a complete medical and psychological exam.

The evaluation may also include interviewing you, your child’s teachers, and any other adults who are a big part of your child’s life. The evaluator may ask each of you to fill out standardized forms, known as “behavior rating scales,” to rate different aspects of your child’s behavior. These scales may also be used later to track progress with treatment.

The health care professional should take a complete medical history to check for other conditions that may affect a child’s behavior. Certain conditions that could mimic ADHD or cause the ADHD-like behaviors are:

  • Recent major life changes (such as a divorce, a death in the family, or a recent move)
  • Undetected seizures
  • Thyroid problems
  • Sleep problems
  • Anxiety
  • Depression
  • Lead toxicity

Though many children show some of the behaviors of ADHD, they do not necessarily have the disorder. An ADHD diagnosis requires that these behaviors have been around for at least 6 months, that some symptoms began before age 12, that symptoms are present in two or more settings (such as school and home), and that they significantly affect the child in at least two places (social life, school, etc.).

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Adding controls to cells in Numbers on Mac

You can add controls to table cells, including checkboxes, ratings, sliders, jog switches, and pop-up menus, that let you dynamically update data in a table.

Adding checkboxes and ratings to cells

You can add checkboxes to cells to create lists. A cell with a checkbox can have one of two values: 1, or “true” (checked), and 0, or “false” (unchecked).

The cell rating can be between 0 and 5 (stars). Ratings are useful for rating or ranking items in a list. If you use a rating in a formula, it is interpreted as a numeric value.

  1. Select the cells you want to format.

  2. In the Format sidebar, click the Cell tab, then click the Data Format pop-up menu and choose Checkbox or Star Rating.

  3. Do one of the following:

    • Check or uncheck the box. Click an object.

    • Select or clear multiple checkboxes. Select cells, then press 1 to select all check boxes, or 0 to uncheck all boxes.

    • Toggle multiple flags. Select cells, then press the spacebar to change all checkboxes. The state of the checkboxes changes depending on the state of the upper left selected checkbox. If this checkbox is checked, all checkboxes will be unchecked and vice versa.

    • Enter rating. Select a cell, then click the dots in the cell.

    • Set the rating for multiple cells. Select cells, then press 0, 1, 2, 3, 4, or 5 to set all ratings for that value. For ratings, you can also set values ​​in increments of 0.5 (for example, the value can be equal to 1.5).

    • Upgrade or downgrade for multiple cells. Select cells, then press + to increase or – to decrease values.

Add sliders and jog switches to cells

Sliders and jog switches allow you to change values ​​in cells one by one (within a certain range) to test the effect of these changes on data or charts as a whole. You can set the range of possible change of values ​​for cells.

  1. Select the cells you want to format.

  2. In the Format sidebar, click the Cell tab, then click the Data Format pop-up menu and choose Slider or Jog Switch.

  3. Do one of the following:

    • Sets the value displayed at the beginning of the slider or stepper range. Enter a value in the “Minimum” field.

    • Sets the value displayed at the end of the slider or step switch range. Enter a value in the Maximum field.

    • Sets the number of units between each stop point on a slider or step switch. Enter a value in the Increment field.

    • Select the cell data format. Click the Format pop-up menu and choose an option, then use the advanced controls to set other formatting options (number of decimal places, etc.).

Adding pop-up menus to cells

You can add a pop-up menu to a cell and then specify the items to display in the pop-up menu.

Numbers accepts menu items that are numeric values, including dates and durations, and text. Formulas can access cells for which the pop-up menu is set to a numeric option.

  1. Select the cells you want to format.

  2. In the Format sidebar, click the Cell tab.

  3. Click the Data Format pop-up menu and choose an option.

    If at least some of the selected cells contain data, then the pop-up menu items are pre-filled with values ​​from the selected cells. The list can contain up to 250 cells (flags are interpreted as the words “true” and “false”, and ratings are perceived as numerical values ​​from 0 to 5). You can edit these items if you wish. Duplicate values ​​in selected cells are treated as one pop-up menu item. The popup menu in each cell is adjusted to the cell’s original value.

    If all selected cells are empty, the pop-up menu contains only placeholder items (for example, “Item 1”).

  4. In the list of items that appears, under Pop-up Menu, double-click the item (prefilled value or placeholder), and then type the text you want to appear in the pop-up menu.

    Repeat this procedure for each item you want to change.

  5. To add another item to the pop-up menu, click below the list of options and enter the text that you want to appear as a menu item.

    You can add up to 250 pop-up menu items.

  6. Specify how the pop-up menu is displayed.

    • Move an item to another location in the menu. Drag it up or down in the list of menu items.

    • Specifies the setting so that cells in which no selection is made are left blank. Select “Start New” from the pop-up menu below the list of items.

    • Sets the setting so that cells that do not have a selection show the first menu item by default. Select “Start from empty” from the pop-up menu.

    • Delete menu item. Click it, then click .

When navigating a table, you can select a cell with a pop-up menu, press the spacebar to open the menu, then use the arrows to select the desired option, and then press the spacebar again to select a value.

Removing or modifying a control

You can remove controls from table cells and make those cells blank, no formatting, or convert them to another format.

  1. Select a cell or range of cells.

  2. Do one of the following.

    • Remove all content from cells. Press the Delete key.

    • Change control element type. In the Format sidebar, click the Cell tab, then click the Data Format pop-up menu and choose another option.

      When you change the Data Format selection, cell values ​​are converted from one type to another. For example, if the cells originally contained pop-up menus, and you convert them to text format, then the cells will retain their assigned values, which will be recognized as text. If the cells originally had jog switches, and you convert them to a number format, the cells will retain their assigned values, which will be recognized as static numbers.

      Not all data types can be converted (for example, a list of text items from a pop-up menu cannot be converted to a number format). If you try to convert the data to an invalid format, the controls will not be removed from the cell.

See also Format dates, currencies, and more in Numbers on MacAdd stock information to Numbers on Mac

Run shortcuts with Siri, the Commands app, or S suggestions iri

Shortcuts allow you to perform everyday tasks from any application with just one tap or Siri. Find the Add for Siri button in your favorite apps, or visit the gallery in the Commands app to add new shortcuts.

Use the Commands app to create and manage shortcuts

The Commands app lets you perform everyday tasks from any app with just one tap or Siri. Learn how to create, edit, or delete a shortcut. If you’re looking for inspiration, try out some of the personalized shortcuts for beginners available in the My Commands tab, or visit the Gallery tab to discover new ways to automate apps.

For example, a shortcut on an iPhone to make it easier to get around might have three consecutive actions:

  1. Your favorite transportation app gets you directions home.
  2. The arrival time is communicated to the family member.
  3. An episode of your favorite podcast starts playing.

Once you’ve created a shortcut, you can start it by saying “Hey Siri” and then giving the name of the shortcut you created.

Search for new shortcuts

The list of shortcuts in the Gallery is formed based on your favorite applications and the most frequent actions. You can add a shortcut like this:

  1. On your iPhone, iPad, or iPod touch, open the Commands app.
  2. Click the Gallery tab.
  3. In the App Shortcuts section, click See More. all” to view activities from different apps.
  4. Click Add next to the shortcut you want to add.
  5. Click Add to Siri.

To run a command, just say “Hey Siri” and then name the command.

Adding a shortcut from a third-party app

Many apps support adding a shortcut for Siri. Look for the “Add for Siri” button in the app’s interface or settings.

  1. Tap the Add or Add to Siri button next to the shortcut you want to add.
  2. Click Add to Siri.

Third-party apps must support Siri Shortcuts to be added to Siri. If you don’t see shortcuts for a third-party app, check the App Store to see if the app supports Siri shortcuts.

Run a shortcut with Siri

You can run any of the available shortcuts by asking Siri on your iPhone, iPad, iPod touch, Apple Watch, or HomePod. Just say “Hey Siri” and then say the command.

Siri Shortcuts require iOS 12 or later on iPhone, iPod touch, HomePod, or Apple Watch Series 3 or later, and iOS 12, iPadOS or later on iPad. Shortcuts that require an app launch may not work on HomePod and Apple Watch.

Shortcuts are offered exactly when you need them

Siri learns your standard app procedures. Siri then offers an easy way to perform common tasks on the lock screen or in the search bar. For example, if you use the same route app every day, Siri might suggest you go home.

To use a Siri suggestion, simply tap it on the lock screen. Or, swipe left on the screen to display Search, then tap Siri Suggestion.

If you don’t want to see Siri suggestions, go to Settings > Siri & Search, scroll down and turn off When Searching Suggestions, On Lock Screen Suggestions, On Home Screen Suggestions, and ” In the “Share” function.

Additional information

  • Want to use shortcuts on any of your iPhone, iPad, iPod touch, Apple Watch or HomePod? Just sign in to iCloud with the same Apple ID on all devices.
  • Don’t see the shortcut you want to use? You may need to open an app and perform an action before it appears in the suggested list of shortcuts.
  • Learn more about using Siri with the Commands app.

Information about non-Apple products or independent websites not controlled or tested by Apple is not intended to be endorsement or endorsement.