Attention-Deficit/Hyperactivity Disorder
This post is a breakdown of the diagnostic criteria for attention-deficit/hyperactivity disorder (ADHD). People often think lack of focus or lack of follow through means you may have this disorder however there are specific criteria that is needed to met in order for someone to be diagnosed with ADHD. Please understand this is specific to the diagnostic criteria and nothing to do with treatment.
Text in Italics are directly from the DSM-5
Criterion A
A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2)
For this criteria to be met the individual has to have shown a pattern of inattention, hyperactivity-impulsivity or a combination of both that negatively impacts the way they function or general development. (1) – would be the criteria for inattention and (2) would be the criteria of hyperactivity and impulsivity.
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 of the symptoms are required.
For someone to meet the criteria for the inattentive type of ADHD, they would have to meet six or more of the following symptoms listed below (age 17 and older at least five needs to be met. For each symptoms they would have to have been present for at least 6 months and it would be inconsistent to the level of development an individual should have during that stage of their life and it would have to negatively impact their life socially, academically/occupationally. It is noted that the symptoms are not only due to general oppositional behavior, defiance, hostility or failure to understand tasks or instructions.
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).
The individual tends to not pay too much attention to what needs to be done for information heavy tasks within the context of school/work. May rush through to complete and completely miss information leading to wrong or inaccurate work.
b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).
The individual has general difficulty maintaining their attention for tasks or for play. The examples list some areas that this may be apparent such as during lectures, general conversations or when reading.
c. Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).
The individual doesn’t appear to listen when spoken to directly as if their mind is wandering with no external stimuli present to explain the 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).
The individual has trouble with follow-through and tends to start new tasks prior to completing previously started ones. They are also easily distracted from completing these tasks.
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).
The individual has difficulty organizing their tasks and activities. This leads to more difficulty with completion of the same tasks. This may show up as poor time management or difficulty in meeting deadlines due to the poor ability to organize their work.
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).
The individual tends to be avoidant or states disdain of things that require continuous mental focus. Good examples listed above, such as schoolwork/ homework for children and tedious reports for adults.
g. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
The individual has a tendency to “misplace” important objects that are typically needed either for specific tasks or everyday life.
h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).
The individual is easily distracted by external stimuli and for older children and adults this also includes distracting thoughts
i. Is often forgetful in daily activities (e.g., doing chores, running errands, for older adolescences and adults, returning calls, paying bills, keeping appointments).
The individual is forgetful when it comes to their daily activities such as chores, returning calls, keeping appointments. Other examples but not limited to, listed above.
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.
For this criterion to be met the individual has to have experienced at least 6 or more of the symptoms below for at least six months. The symptoms have to be experienced in a way that negatively impacts how they normally operate throughout their life. For older adolescents and adults at least five of the symptoms have to be experienced.
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).
The individual has trouble staying in the same place for an extended period of time. For children, leaving their seats often, and for adults, leaving their workstation often.
c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.)
Children will be running and climbing during inappropriate times while adolescents or adults may generally feel overly restless.
d. Often unable to play or engage in leisure activities quietly.
During play or leisure activities the individual may have difficulty regulating their volume that is appropriate to the activity
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).
The individual is often restless and it leads them to being disruptive in various ways starting with their discomfort being still for an extended period of time where that is expected.
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).
The individual has trouble with being patient with others and it may come off as rude however it is not malicious but due to their restlessness.
Criterion B
Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.
Some of the symptoms that the individual has experienced was shown in their life prior to them being 12 years old.
Criterion 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).
Criterion D
There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning.
The symptoms don’t just exist but they interfere with how the individual functions in various areas of their life that is noticeable by the individual and possibly by others
Criterion E
The symptoms do no occur exclusively during the course of schizophrenia or another psychotic disorder and are no better explained by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder, substance intoxication or withdrawal).
The symptoms don’t show during an episode of schizophrenia or better explained by other disorders or substance usage.
Pic by Freekpik