Attention-deficit hyperactivity disorder diagnostic criteria: Difference between revisions

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===DSM-V Diagnostic Criteria for Intellectual Disability<ref>{{cite book | title = Diagnostic and statistical manual of mental disorders : DSM-5 | publisher = American Psychiatric Association | location = Washington, D.C | year = 2013 | isbn = 0890425558 }}</ref>===
===DSM-V Diagnostic Criteria for Intellectual Disability<ref>{{cite book | title = Diagnostic and statistical manual of mental disorders : DSM-5 | publisher = American Psychiatric Association | location = Washington, D.C | year = 2013 | isbn = 0890425558 }}</ref>===
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{{cquote|
*A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes withfunctioning or development, as characterized by (1) and/or (2):
*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 least6 months to a degree that is inconsistent with developmental level and that negativelyimpacts directly on social and academic/occupational activities:
:*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 adolescentsand adults (age 17 and older), at least five symptoms are required.
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 inschoolwork, at work, or during other activities (e.g., overlooks or misses details,work is inaccurate).
::*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).
::*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 elsewhere,even in the absence of any obvious distraction).
::*c. Often does not seem to listen when spoken to directly (e.g., mind seems 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 andis easily sidetracked).
::*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, disorganizedwork; has poor time management; fails to meet deadlines).
::*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 sustainedmental effort (e.g., schoolwork or homework; for older adolescents and adults,preparing reports, completing forms, reviewing lengthy papers).
::*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, papenwork, eyeglasses, mobile telephones).
::*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 andadults, may include unrelated thoughts).
::*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 olderadolescents and adults, returning calls, paying bills, keeping appointments).
::*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 impuisivity: Six (or more) of the following symptoms have persistedfor at least 6 months to a degree that is inconsistent with developmental leveland thatnegativelyimpactsdirectly on social and academic/occupational activities:
:*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 adolescentsand adults (age 17 and older), at least five symptoms are required.
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.
::*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., leaveshis or her place in the classroom, in the office or other workplace, or in othersituations that require remaining in place).
::*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 adolescentsor adults, may be limited to feeling restless.)
::*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.
::*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 uncomfortablebeing still for extended time, as in restaurants, meetings; may beexperienced by others as being restless or difficult to keep up with).
::*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.
::*f. Often talks excessively.
::*g. Often blurts out an answer before a question has been completed (e.g., completes
::*g. Often blurts out an answer before a question has been completed (e.g., completes
people’s sentences; cannot wait for turn in conversation).
people’s sentences; cannot wait for turn in conversation).
::*h. Often has difficulty waiting his or her turn (e.g., while waiting in line).
::*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, oractivities; may start using other people’s things without asking or receiving permission;for adolescentsand adults, may intrude into or take over what othersare doing).
::*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'''''
'''''AND'''''
*B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.
*B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.
Line 38: Line 38:
*D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social,academic, or occupational functioning.
*D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social,academic, or occupational functioning.
'''''AND'''''
'''''AND'''''
*E. The symptoms do not occur exclusively during the course of schizophrenia or anotherpsychotic disorder and are not better explained by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder, substance intoxicationor withdrawal).
*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 intoxication or withdrawal).
}}
}}


Revision as of 00:24, 13 October 2014

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

Diagnostic Criteria

DSM-V Diagnostic Criteria for Intellectual Disability[1]

“
  • 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 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 intoxication or withdrawal).
 ”

References

  1. ↑ Diagnostic and statistical manual of mental disorders : DSM-5. Washington, D.C: American Psychiatric Association. 2013. ISBN 0890425558.
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