Attention-deficit hyperactivity disorder diagnostic criteria

Attention-deficit hyperactivity disorder Microchapters
Home
Patient Information
Overview
Historical Perspective
Classification
Pathophysiology
Causes
Differentiating Attention-Deficit Hyperactivity Disorder from other Diseases
Epidemiology and Demographics
Risk Factors
Natural History, Complications and Prognosis
Diagnosis
Diagnostic Criteria
History and Symptoms
Psychiatric Examination
Laboratory Findings
Imaging Findings
Treatment
Medical Therapy
Psychotherapy
Brain Stimulation Therapy
Cost-Effectiveness of Therapy
Monitoring Response to Therapy
Future or Investigational Therapies
Case Studies
Case #1
Template:Attention-deficit hyperactivity disorder On the Web
Most recent articles
Most cited articles
Review articles
CME Programs
Powerpoint slides
Images
American Roentgen Ray Society Images of Attention-deficit hyperactivity disorder diagnostic criteria All Images X-rays Echo & Ultrasound CT Images MRI
Ongoing Trials at Clinical Trials.gov
US National Guidelines Clearinghouse
NICE Guidance
FDA on Attention-deficit hyperactivity disorder diagnostic criteria
CDC on Attention-deficit hyperactivity disorder diagnostic criteria
Attention-deficit hyperactivity disorder diagnostic criteria in the news
Blogs on Attention-deficit hyperactivity disorder diagnostic criteria
Directions to Hospitals Treating Attention-deficit hyperactivity disorder
Risk calculators and risk factors for Attention-deficit hyperactivity disorder diagnostic criteria

Editor-In-Chief: C. Michael Gibson, M.S., M.D. [1]; Associate Editor(s)-in-Chief: Kiran Singh, M.D. [2], Haleigh Williams, B.S.

Diagnostic Criteria

The diagnosis of ADHD is based on the DSM-V criteria, which include:

“

A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2): 1. Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities: Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required. a. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate). b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading). c. Often does not seem to listen when spoken to directly (e.g., mind seems to be elsewhere, even in the absence of any obvious distraction). d. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked). e. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines). f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers). g. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paper work, eyeglasses, mobile telephones). h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts). i. Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments). 2. Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities: Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or a failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required. a. Often fidgets with or taps hands or feet or squirms in seat. b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office, or other workplace, or in other situations that require remaining in place). c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.) d. Often unable to play or engage in leisure activities quietly. e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with). f. Often talks excessively. g. Often blurts out an answer before a question has been completed (e.g., completes people’s sentences; cannot wait for turn in conversation). h. Often has difficulty waiting his or her turn (e.g., while waiting in line). i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people’s things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing). AND B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years. AND C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings(e.g., at home, school, or work; with friends or relatives; in other activities). AND D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning. AND E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder, substance abuse or withdrawal).

”

Other Specified Attention-Deficit/Hyperactivity Disorder

Subjects who have symptoms of ADHD that significantly impair their social and occupational lives are considered to have "other specified attention-deficit/hyperactivity disorder" when the presentation does not meet the full diagnostic criteria of ADHD or any other neurodevelopmental disorder, and the physician specifies the reason why the diagnostic criteria are not met.

Unspecified Attention-Deficit/Hyperactivity Disorder

Subjects who have symptoms of ADHD that significantly impair their social and occupational lives are considered to have "unspecified attention-deficit/hyperactivity disorder" when the presentation does not meet the full diagnostic criteria of ADHD or any other neurodevelopmental disorder, and the physician does not specify the reason why the diagnostic criteria are not met.