The opposite of ADD?

Inattention
often fails to give close attention to details, or makes careless errors in schoolwork, work, or other activities
often fails to sustain attention in tasks or play activities
often appears not to listen to what is being said to him or her
often fails to follow through on instructions or to finish schoolwork, chores, or duties in the workplace (not because of oppositional behavior or failure to understand instructions)
is often impaired in organizing tasks and activities
often avoids or strongly dislikes tasks, such as housework, that require sustained mental effortoften loses things necessary for certain tasks or activities, such as school assignments, pencils, books, toys or tools
is often easily distracted by external stimuli
is often forgetful in the course of daily activities

Hyperactivity
often fidgets with hands or feet or squirms in seat leaves seat in classroom or in other situations in which remaining seated is expected
often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, only feelings of restlessness may be present)
is often unduly noisy in playing, or has difficulty in engaging quietly in leisure activities exhibits a persistent pattern of excessive motor activity that is not substantially modified by social context or demands Impulsivity
often blurts out answers before questions have been completed
often fails to wait in lines or await turns in games or group activities
often interrupts or intrudes on others (e.g., butts into others' conversations or games)
often talks excessively without appropriate response to social constraints
Inattentionoften fails to give close attention to details, or makes careless errors in schoolwork, work, or other activities
often fails to sustain attention in tasks or play activities
often appears not to listen to what is being said to him or her
often fails to follow through on instructions or to finish schoolwork, chores, or duties in the workplace (not because of oppositional behavior or failure to understand instructions)
is often impaired in organizing tasks and activities
often avoids or strongly dislikes tasks, such as housework, that require sustained mental effortoften loses things necessary for certain tasks or activities, such as school assignments, pencils, books, toys or tools
is often easily distracted by external stimuli
is often forgetful in the course of daily activities
Hyperactivityoften fidgets with hands or feet or squirms in seat
leaves seat in classroom or in other situations in which remaining seated is expected
often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, only feelings of restlessness may be present)
is often unduly noisy in playing, or has difficulty in engaging quietly in leisure activities exhibits a persistent pattern of excessive motor activity that is not substantially modified by social context or demands Impulsivity
often blurts out answers before questions have been completed
often fails to wait in lines or await turns in games or group activities
often interrupts or intrudes on others (e.g., butts into others' conversations or games)
often talks excessively without appropriate response to social constraints

Asperger syndrome (AS) is a neurobiological disorder, which most researchers feel falls at the "high end" of the autistic spectrum. Individuals with Asperger syndrome can have symptoms ranging from mild to severe. While sharing many of the same characteristics as Pervasive Developmental Disorder, Not Otherwise Specified and High-Functioning Autism, Asperger syndrome is a relatively new term in the United States, having only recently being officially recognized as a diagnosis by the medical community.Individuals with AS can exhibit a variety of characteristics and the disorder can range from mild to severe. Individuals with AS show marked deficiencies in social skills, have difficulties with transitions or changes and prefer sameness. They often have obsessive routines and may be preoccupied with a particular subject of interest. They have a great deal of difficulty reading nonverbal cues (body language) and very often the individual with AS has difficulty determining proper body space. Often overly sensitive to sounds, tastes, smells, and sights, the person with AS may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see. It's important to remember that the person with AS perceives the world very differently. Therefore, many behaviors that seem odd or unusual are due to those neurological differences and not the result of intentional rudeness or bad behavior, and most certainly not the result of "improper parenting."
By definition, those with AS have a normal IQ and many individuals (although not all) exhibit exceptional skill or talent in a specific area. Because of their high degree of functionality and their naivete, those with AS are often viewed as eccentric or odd and can easily become victims of teasing and bullying. While language development seems, on the surface, normal, individuals with, AS often have deficits in pragmatics and prosody. Vocabularies may be extraordinarily rich and some children. However, persons with AS can be extremely literal and have difficulty using language in a social context.

A. The Person Exhibits Either Obsessions or Compulsions
Obsessions are indicated by the following:
The person has recurrent and persistent thoughts, impulses, or images that are experienced, at some time during the disturbance, as intrusive and inappropriate and that cause marked anxiety or distress
The thoughts, impulses, or images are not simply excessive worries about real-life problems
The person attempts to ignore or suppress such thoughts, impulses, or images or to neutralize them with some other thought or action
The person recognizes that the obsessional thoughts, impulses, or images are a product of his or her own mind (not imposed from without as in thought insertion)
Compulsions are indicated by the following:
The person has repetitive behaviors (eg, hand washing, ordering, checking) or mental acts (eg, praying, counting, repeating words silently) that the person feels driven to perform in response to an obsession or according to rules that must be applied rigidly
The behaviors or mental acts are aimed at preventing some dreaded event or situation; however, these behaviors or mental acts either are not connected in a realistic way with what they are designed to neutralize or prevent or are clearly excessive.
B. At some point during the course of the disorder, the person has recognized that the obsessions or compulsions are excessive or unreasonable. (Note: this does not apply to children.)
C. The obsessions or compulsions cause marked distress, are time consuming (take more than 1 hour a day), or significantly interfere with the person's normal routine, occupational/academic functioning, or usual social activities or relationships.
D. If another axis I disorder is present, the content of the obsessions or compulsions is not restricted to it (e.g., preoccupation with drugs in the presence of a substance abuse disorder).
E. The disturbance is not due to the direct physiologic effects of a substance (e.g., drug abuse, a medication) or a general medical condition.