How DSM-5 criteria are used in ADHD assessment

The manual gives clinicians a consistent diagnostic framework. It is not a stand-alone questionnaire, and recognising yourself in several descriptions does not by itself establish ADHD.

The inattentive domain covers patterns such as missing details, difficulty sustaining attention, seeming not to listen, failing to finish tasks, poor organisation, avoiding prolonged mental effort, losing necessary items, distractibility and everyday forgetfulness.

The hyperactive-impulsive domain includes fidgeting, leaving a seat when remaining seated is expected, inappropriate running or climbing, difficulty being quiet, feeling constantly driven, excessive talking, answering prematurely, difficulty waiting and intruding on others. In adults, overt activity may be experienced more as inner restlessness.

Bring examples showing what happens, where it happens and what the consequences are. School reports, old evaluations and observations from a parent, partner or other person who knows you well can help establish the developmental history and whether difficulties occur across settings.

Expect questions about sleep, mood, anxiety, learning, substance use, medicines and physical health. These factors may mimic ADHD, occur alongside it or change the most appropriate care. Online screening can organise concerns, but interpretation belongs within a full clinical assessment.

Request an evaluation when a longstanding pattern is impairing study, employment, home responsibilities, relationships, finances or safe driving. If concentration or behaviour changes suddenly, seek medical advice because an abrupt onset calls for assessment of causes beyond the usual ADHD developmental pattern.

Seek emergency support for suicidal thoughts, immediate danger to yourself or another person, severe agitation, hallucinations or confusion. Call local emergency services or attend an emergency department; do not wait for a routine diagnostic appointment.

Ask which parts of your history support or do not support ADHD, how impairment was evaluated and what other explanations were considered. You may also ask whether further information from childhood or another setting is needed and what happens after the assessment.