Either 1 or 2:
1. Six (or more) of the following symptoms of inattention have
persisted for at least six months to a degree that is maladaptive and
inconsistent with developmental level:
- Often fails to give close
attention to details or makes careless mistakes in schoolwork, work
or other activities.
- Often had difficulty
sustaining attention in tasks or play activities.
- Often does not seem to
listen when spoken to directly.
- Often does not follow
through on instructions and fails to finish schoolwork, chores or
duties that require sustained mental effort such as schoolwork or
home work (not due to oppositional behavior or failure to understand
- Often has difficulties
organizing tasks and activities.
- Often avoids, dislikes or
is reluctant to engage in tasks that require sustained mental effort
(such as schoolwork or homework).
- Often loses things
necessary for tasks or activities (e.g., toys, school assignments,
pencils, books or tools).
- Is often easily
distracted by extraneous stimuli.
- Is often forgetful in
2. Six (or more) of the following symptoms of
hyperactivity-impulsivity have persisted for at least six months to a
degree that is maladaptive and inconsistent with developmental level:
- Often fidgets with hands or
feet, or squirms in seat
- Often leaves seat in
classroom or in other situations in which remaining seated is
runs about or climbs excessively in situations in which it is
inappropriate (in adolescents or adults, may be limited to subjective
feelings of restlessness).
has difficulty playing or engaging in leisure activities quietly.
often “on the go” or acts as if “driven by a motor”.
blurts out answers before questions have been completed
b. Often has difficulty waiting
c. Often interrupts or intrudes
on others (e.g., butts into conversations or games).
d. Some hyperactive-impulsive or
inattention symptoms that caused impairment were present before the age of
e. Some impairment from the
symptoms is present in two or more settings (e.g., at school and at home).
must be clear evidence of clinically significant impairment in social,
academic or occupational functioning.
The symptoms do not occur exclusively during the course of a
pervasive developmental disorder, schizophrenia or other psychiatric
disorder and are not better accounted for by another mental disorder (e.g.,
mood disorder, anxiety disorder, dissociative disorder or a personality