DSM-5 criteria The DSM-5 allows for diagnosis of the<unk><unk>  presentations of ADHD (ICD-10 code F90.0) if the individual presents six or more (five for adults) of the following symptoms of inattention for at least six months to a point that is disruptive and inappropriate for developmental level: * Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities. * Often has trouble keeping attention on tasks or play activities. * Often does not seem to listen when spoken to directly. * Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions). * Often has trouble organizing activities. * Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period (such as schoolwork or homework). * Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools). * Is often easily distracted. * Is often forgetful in daily activities. An ADHD diagnosis is contingent upon the symptoms of impairment presenting themselves in two or more settings (e.g., at school or work and at home). There must also be clear evidence of clinically significant impairment in social, academic, or occupational functioning. Lastly, the symptoms must not occur exclusively during the course of a pervasive developmental disorder, schizophrenia, or other psychotic disorder, and are not better accounted for by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder). Life Period Examples of Observed Symptoms Children Failing to pay close attention to details or making careless mistakes when doing school-work or other activities Trouble keeping attention focused during play or tasks Appearing not to listen when spoken to (often being accused of "daydreaming") Failing to follow instructions or finish tasks Avoiding tasks that require a high amount of longer-term mental effort and organization, such as school projects Frequently losing items required to facilitate tasks or activities, such as school supplies Excessive distractibility Forgetfulness Procrastination, inability to begin an activity, such as completing homework Adults Procrastination; delaying or avoiding starting projects that require vigilant mental effort Difficulty sustaining concentration on conversations or briefly losing attention on someone speaking Hesitation to sustain concentration in planning and organizing for the completion of tasks Hesitative responses, doubt, and delayed execution due to inattention remembering information Difficulty finishing projects or completing assignments because many tasks are simultaneously on the go Forgetting to complete tasks and details after temporarily switching to more stimulating tasks Difficulty finding misplaced tools after task switching due to bypassing adequate memory storage Sustained information processing is slower than others causing information gaps that inhibit execution Problems remembering appointments, obligations, or instructions Difficulty learning new projects when concentration<unk> s cause desire to multitask or daydream Distracted from persevering during work; difficulty holding onto a job for a significant amount of time Changing plans, to the inconvenience of others, due to forgetting or not fully aware of the bigger scenario Maintaining excessive personal items such as storing old items of diminished usefulness Compulsive behavior as compensation or coping mechanism for a perseverance<unk>  Difficulty transitioning to new task or activity due to compulsive behavior Higher rate of vigilant concentration fatigue after inhibiting many distractions from greater effort required
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