Deciding if a child has ADHD is a several step process. There is no single test to diagnose ADHD, and many other problems, like anxiety, depression, and certain types of learning difficulties.<\/p>\n
The American Psychiatric Association\u2019s Diagnostic and Statistical Manual, Fifth edition (DSM-5) is used by mental health professionals to help diagnose ADHD. It was released in May 2013 and replaces the previous version, the text revision of the fourth edition (DSM-IV-TR). This diagnostic standard helps ensure that people are appropriately diagnosed and treated for ADHD. Using the same standard across communities will help determine how many children have ADHD, and how public health is impacted by this condition.<\/p>\n
There were some changes in the DSM-5 for the diagnosis of ADHD: symptoms can now occur by age 12 rather than by age 6; several symptoms now need to be present in more than one setting rather than just some impairment in more than one setting; new descriptions were added to show what symptoms might look like at older ages; and for adults and adolescents age 17 or older, only 5 symptoms are needed instead of the 6 needed for younger children.<\/p>\n
The criteria are presented in shortened form. Please note that they are provided just for your information. Only trained health care providers can diagnose or treat ADHD.<\/p>\n
If you are concerned about your child\u2019s behavior, it is important to discuss these concerns with the child\u2019s health care provider.<\/p>\n
Simply check off the signs or symptoms the child has shown and take the completed checklist to your child\u2019s health care provider.<\/p>\n
Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is inappropriate for developmental level:<\/p>\n
\u2013 Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.<\/p>\n
\u2013 Often has trouble keeping attention on tasks or play activities.<\/p>\n
\u2013 Often does not seem to listen when spoken to directly.<\/p>\n
\u2013 Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (loses focus, gets sidetracked).<\/p>\n
\u2013 Often has trouble organizing activities. o Often avoids, dislikes, or doesn\u2019t want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).<\/p>\n
\u2013 Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).<\/p>\n
\u2013 Is often easily distracted. o Is often forgetful in daily activities.<\/p>\n
Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:<\/p>\n
\u2013 Often fidgets with hands or feet or squirms in seat when sitting still is expected. o Often gets up from seat when remaining in seat is expected.<\/p>\n
\u2013 Often excessively runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).<\/p>\n
\u2013 Often has trouble playing or doing leisure activities quietly. o Is often \u201con the go\u201d or often acts as if \u201cdriven by a motor\u201d.<\/p>\n
\u2013 Often talks excessively. o Often blurts out answers before questions have been finished. o Often has trouble waiting one\u2019s turn.<\/p>\n
\u2013 Often interrupts or intrudes on others (e.g., butts into conversations or games).<\/p>\n
Ask a relative, friend, coach, teacher, or child care provider to tell you what your child does. Print a blank checklist and forward them.<\/p>\n