Symptoms:
Either (1) or (2):
1. Inattention: six (or more) of the following symptoms of
inattention have persisted for at least 6 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 has 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 in the workplace (not due
to oppositional behavior or failure to understand instructions)
- often has difficulty 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 daily activities
2. Hyperactivity-impulsivity: six (or more) of the following
symptoms of hyperactivity-impulsivity have persisted for at least 6
months to a degree that is maladaptive and inconsistent with
developmental level:
Hyperactivity:
- often fidgets with hands or feet or squirms in seat
- often 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, may be limited to
subjective feelings of restlessness)
- often has difficulty playing or engaging in leisure activities
quietly
- is often "on the go" or often acts as if
"driven by a motor"
- often talks excessively
Impulsivity
- often blurts out answers before questions have been completed
- often has difficulty awaiting turn
- often interrupts or intrudes on others (e.g., butts into
conversations or games)
Some hyperactive-impulsive or inattentive symptoms that caused
impairment were present before age 7 years.
Some impairment from the symptoms is present in two or more
settings (e.g., at school [or work] and at home).
There must be clear evidence of clinically significant impairment
in social, academic, or occupational functioning.
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