Cecil R. Reynolds, PhD
Randy W. Kamphaus, PhD
Attention-Deficit/Hyperactivity Disorder (ADHD)
314.0X (F90.X)
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Reprinted with permission from the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition
(Copyright © 2013). American Psychiatric Association. All Rights Reserved.
DSM-5™ Diagnostic Criteria
Attention-Deficit/Hyperactivity Disorder (ADHD) 314.0X (F90.X)
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, paperwork, 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).
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Reprinted with permission from the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition
(Copyright © 2013). American Psychiatric Association. All Rights Reserved.
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).
B.	 Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.
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).
D.	There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or
occupational functioning.
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).
Specify whether:
314.01 (F90.2) Combined presentation: If both Criterion A1 (inattention) and Criterion A2
(hyperactivity-impulsivity) are met for the past 6 months.
314.00 (F90.0) Predominantly inattentive presentation: If Criterion A1 (inattention) is met but
Criterion A2 (hyperactivity-impulsivity) is not met for the past 6 months.
314.01 (F90.1) Predominantly hyperactive/impulsive presentation: If Criterion A2 (hyperactivityimpulsivity)
is met but Criterion A1 (inattention) is not met over the past 6 months.
Specify if:
In partial remission: When full criteria were previously met, fewer than the full criteria have been met
for the past 6 months, and the symptoms still result in impairment in social, academic, or occupational
functioning.
Specify current severity:
Mild: Few, if any, symptoms in excess of those required to make the diagnosis are present, and
symptoms result in only minor functional impairments.
Moderate: Symptoms or functional impairment between“mild”and“severe”are present.
Severe: Many symptoms in excess of those required to make the diagnosis, or several symptoms
that are particularly severe, are present, or the symptoms result in marked impairment in social or
occupational functioning.