+

ACE
Diagnostic interview for ADHD in adults

French
Professeur Susan Young

[Link]
Preface

I have been working with young people suffering from attention deficit disorder for 20 years.
hyperactivity (ADHD). Following the scientific advancements of recent years, we now have
a better understanding of the etiology, presentation, treatment, and prognosis of ADHD.
ADHD is now considered a condition that can last a lifetime. However, despite
international guidelines on the evaluation, treatment, and management of ADHD, too
young people become adults without having been diagnosed. This implies that the diagnosis does not
was not diagnosed or that another diagnosis was made in childhood. This also implies that these
young people will not receive the treatment best suited to their symptoms and problems
partners; many will therefore not reach their full potential and some will have a future
relatively dark. The good news is that ADHD treatments are highly effective and
that one can intervene at any age. However, if one wishes for a child to someday become a young
adult with self-confidence, psychologically stable and having a good quality of life, we have
need to intervene as soon as possible. That is why I developed the "ADHD Child
Evaluation (ACE)”, available for download on[Link] in
the hope that a semi-structured interview will help healthcare professionals around the world, in
the assessment and diagnosis of ADHD in children. The ACE has been adopted worldwide with
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Danish and Portuguese. Following comments from many colleagues working in services.
treating patients suffering from adult ADHD, it seemed entirely natural to me to include in the ACE the
adult functioning. It is from this perspective that ACE+ was developed to assess the
adults suffering from ADHD.

I thank all my colleagues who were kind enough to give me their feedback on the versions.
previously of the ACE and ACE+, in particular Nader Ali Perroud, Cornelius Ani, Philip Asherson,
David Coghill, Gisli Gudjonsson, Dietmar Hank, Rachel Kelly, Tami Kramer, Peter Mason, Kuben Naidoo,
Paul Ramchandani, Tony Rostain, Jade Smith, Isaac Szpindel and Eric Taylor. I thank everyone.
particularly Hannah Mullens for her help in the creation and development of this project,
design of the structured interview and for its assistance in the administrative management of translations in
so many different languages. I am also grateful to Nader Ali Perroud, an associate attending physician at
psychiatric specialties service of the University Hospitals of Geneva, to Karen Dieben,
psychologist at the psychiatric specialties service of the University Hospitals of Geneva and at
Sébastien Weibel, psychiatrist at the University Hospitals of Strasbourg for this translation of the ACE+
in French.

Professor Susan Young

London, April 1, 2016

[1]
Table

Page

Introduction to ADHD 3

ACE+ Administration 5

QUESTIONNAIRE
General Information 7

Symptom Rating 12

Presentation during the Interview 31

Problems and Co-occurring Disorders 32

Quotation according to DSM-5 39
Quotation according to ICD-10 41

[2]
Introduction to ADHD
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition
developmental characterized by inattention, impulsivity, and hyperactivity
does not correspond to the child's level of development. For a diagnosis to be made, the
behaviors and the difficulties associated with ADHD must significantly interfere with
functioning of the individual. ADHD is therefore associated with many problems such as a lower
academic performance level, difficult interpersonal relationships and, later in life,
difficulties related to employment (Shaw et al., 2012).

The prevalence of ADHD is estimated at 5% in children and 2.5% in adults (American Psychiatric
Association, 2013). In children, boys are diagnosed with ADHD four times more often.
that girls, while in adults, women are diagnosed as much as men (Ford and
It is likely that boys have a marked expression of the disorder.
no more hyperactivity than girls; they would therefore be more easily detected and addressed for a
evaluation.

The presentation of symptoms changes over time and most children will have a
improvement of some of their symptoms as they grow up. However, despite a relative remission
symptoms, patients may continue to have a disability as an adult (Young &
Gudjonsson, 2008). For example, it is common for hyperactivity to disappear in adulthood.
(due to better behavioral control), and is instead manifested by a feeling
impatience. Other people have a persistence of symptoms, most commonly in the
domain of inattention. Emotional lability can be more pronounced, and many experts in
The field considers emotional dysregulation as the fourth domain of ADHD. It is necessary
to emphasize that the symptoms do not disappear uniformly and it is impossible to predict at what age
developmental they will disappear. In this perspective, the clinical presentation of an adult with
ADHD is unique to each individual, and for many people it will be a disorder that
touch the entire life. The 'ADHD Child Evaluation' (ACE) was developed as an interview
diagnostic to assess ADHD in childhood. The ACE+ is an extension of this interview in order to
include the associated symptoms and disabilities in adults.

Diagnostic criteria
There are two systems for classifying mental disorders: the Diagnostic and Statistical Manual
mental disorders, 5emeedition (DSM-5) and the International Statistical Classification of Diseases and
related health issues, 10threvision (ICD-10). The criteria for ADHD differ according to these
two classification systems. The DSM-5 and the ICD-10 were indeed developed as guides
for healthcare professionals and not as specific algorithms.

The DSM-5, as defined by the American Psychiatric Association (2013), recognizes three presentations.
of ADHD: predominantly inattentive, predominantly hyperactive/impulsive, and combined. According to the
DSM-5, the symptoms must be present before the age of 12 (but without this being the case
necessarily due to a disability). For children, six (or more) symptoms for each of the sub-
types are required for the diagnosis. In adolescents and adults (17 years or older), at least five
current symptoms are required. The symptoms must have persisted for at least six months at a
degree of severity incompatible with the level of development of the person and being directly
responsible for a disruption in social, academic and/or occupational functioning. For the
children, academic criteria refer to performances and behaviors related to
[3]
education. For adults, the occupational criteria are broader and should include all the
occupational activities outside the home including work, volunteering, activities
sports and social.

The ICD-10, as defined by the World Health Organization (1992),

Integrate ADHD into the Hyperkinetic Disorders section. The symptoms are the same as in the
DSM-5, however, the nine symptoms of hyperactivity/impulsivity are divided into five symptoms.
of hyperactivity and four of impulsivity. The ICD-10 requires the onset of symptoms before the age of
seven years with or without a disability. For a diagnosis of Attention Deficit Hyperactivity Disorder to be made, the child
must suffer from at least six symptoms of inattention, at least three symptoms of hyperactivity and
at least one symptom of impulsivity. The number of symptoms required is not dependent on age
in the ICD-10 and is therefore the same for children and adults. Like the DSM-5, the ICD-10 requires
that the symptoms have persisted for at least 6 months, to a degree that does not correspond to the level
of child development, and are the cause of a disruption in functioning in more than one
situation. Unlike the DSM-5, the ICD-10 does not define different subtypes of Disorders
Hyperkinetic, specifying however that many experts will still recognize the disorder if
an individual is below the detection threshold in one of the dimensions of the disorder, for example in a
a person who is below the threshold for hyperactivity but suffers from significant inattention.

Concurrent problems and disorders

In order for an ADHD diagnosis to be made, the symptoms must not be better explained by a
other mental disorder (e.g. effects of a substance, anxiety or depression). This therefore implies that
take into account the differential diagnoses. It should be noted that people suffering from ADHD
often have a second psychiatric disorder. The comorbidities frequently encountered in
childhood includes oppositional defiant disorder, conduct disorder, the disorders
anxious and mood disorders, tics, and autism spectrum disorders (Biederman et al., 1991; Goldman
et al., 1998; Pliszka, 1998; Elia et al., 2008). The comorbidities frequently encountered in adults
include anxiety and mood disorders, substance abuse, and disorders of the
personality (UKAAN, 2013). Thus, the evaluator must distinguish between primary disorders
(differential diagnosis) and secondary (comorbid disorder). On this point, the two systems of
different classification. While the DSM-5 recognizes and allows comorbidities, these latter are a criterion
of exclusion for ICD-10. This point reflects practitioners' preference for more criteria
flexible from the DSM-5 that resemble more clinical practice.

References
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th edition)thed.). Arlington: American Psychiatric Association.
Biederman, J., Newcorn, J., & Sprich, S. (1991). Comorbidity of attention deficit hyperactivity disorder with conduct, depressive, anxiety, and other disorders. American Journal of Psychiatry,
148(5), 564-577.
Elia, J., Ambrosini, P., & Berrettini, W. (2008). ADHD characteristics: 1. Concurrent co-morbidity patterns in children and adolescents. Child and Adolescent Psychiatry and Mental Health, 2(15),
1-9.
Ford, T., Goodman, R., & Meltzer, H. (2003). The British child and adolescent mental health survey 1999: the prevalence of DSM-IV disorders. Journal of the American Academy of Child and Adolescent Psychiatry.
Adolescent Psychiatry, 42(10), 1203-1211.
Goldman, L. S., Genel, M., Bezman, R. J., & Slanetz, P. J. (1998). Diagnosis and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Journal of the American Medical
Association, 279(14), 1100-1107.
Kessler, R. C., Adler, L., Berkley, R., Biederman, J., Connors, C. K., Demler, O., … & Zaslavsky, A. M. (2006). The prevalence and correlates of adult ADHD in the United States: results from the
National Comorbidity Survey Replication. American Journal of Psychiatry, 163(4), 716-723.
Pliszka, S. R. (1998). Comorbidity of attention-deficit/hyperactivity disorder with psychiatric disorder: an [Link] of Clinical Psychiatry, 59(suppl.7), 50-58.
Shaw, M., Hodgkins, P., Caci, H., Young, S., Kahle, J., Woods, A., & Arnold, L.G. (2012). A systematic review and analysis of long-term outcomes in attention deficit hyperactivity disorder: Effects
of treatment and non-treatment. BMC Medicine, 10(99), 1-15.
UKAAN. (2013).Handbook for attention deficit hyperactivity disorder in adults. London: Springer Healthcare.
World Health Organization. (1992). International Statistical Classification of Diseases and Related Health Problems (10thed.). Geneva: World Health Organization.
Young, S., & Gudjonsson, G. H. (2008). Growing out of ADHD: The relationship between functioning and [Link] of Attention Disorder, 12(2), 162-169.

[4]
ACE+ Administration
The ACE+ is a semi-structured interview designed to assist healthcare professionals in assessment.
of ADHD in adults (>16 years). The ACE+ guides the evaluator through the diagnostic process in
looking for the main symptoms of ADHD and evaluating the impact they have on the
functioning of the subject. The ACE+ offers a series of questions corresponding to key symptoms
inattention, hyperactivity, and impulsivity. Typical examples of their manifestations are
data and can be used by the evaluator to guide and assist them in their clinical judgment.
In order to assess whether these symptoms significantly interfere with the person's functioning.
In at least two areas, ACE+ encourages the search for each symptom both at home.
that in occupational activities. If the ACE has previously been completed or if the person
the interviewee was previously diagnosed with ADHD during a diagnostic evaluation.
childhood, it is not necessary to repeat the sections related to childhood of the ACE+. At the beginning of the
section dealing with symptoms (see the section 'Scoring of symptoms') note then where/how
The information was obtained earlier.

The interviewed person

The ACE+ is a clinical questionnaire that must be administered by a healthcare professional.
directly from the interviewed person. It is recommended to obtain corroborating information.
about the patient as much as possible, but this information must be collected from
people familiar with the functioning of the interviewed person in different situations
(typically the partner, the parents/caregivers, and other family members). When we
evaluate adults, it can be difficult to obtain accurate information on the operation in
childhood since it involves remembering retrospectively how it functioned in
as a child. Thus, as soon as possible, the interview should rely on additional elements and
contemporaries of the subject's childhood such as school reports, social services reports
and/or the assessments of occupational performance. In the case where a clinical information
precise is not available, the clinician must assess as best as possible if the typical symptoms of the disorder
were present or not in childhood.

Introduction to the ACE+ questionnaire

Before administering the questionnaire, the evaluator should establish a rapport of trust with the
assessed person so that they feel comfortable and at ease. It is recommended that the evaluator
start the interview with an open-ended question about the person and their circumstances
personal, for example: "I would like to know as much as possible about you. What is it that you...
bring here today?" It is useful to know the daily life of the person being interviewed, including their
profession, interests, hobbies, and future plans. The evaluator must inquire about their
perspectives, its performance, its functioning and its successes throughout its life (from
childhood to adulthood); the evaluator must guide the interview by asking for example: "Tell me
How did it go growing up? Then, explain to the interviewed person that you are going to
ask him specific questions related to the symptoms of the disorder based on criteria
diagnostics, and that you invite them to consider how these symptoms have manifested during
their development, at home, at school, and in other activities. Then explain that you ...
you will be invited to consider whether these symptoms were present recently and, in particular, in the last six
last months.

[5]
Administration of the ACE+ questionnaire
Start the interview by completing the section related to general information. This section addresses
demographic data, the presence or absence of early risk factors in life
the interviewee, about their medical history, their educational background, relationships with peers and the
family context. It is important to take your time for these questions; the details obtained in
this section is necessary for understanding the context in which behaviors of the
people arise and can provide a first glimpse of the disability related to the disorder.

Next come the items related to symptoms of inattention (nine items), hyperactivity (five
items) and impulsivity (four items). First read the question aloud and ask
the interviewee to reflect on the existence of a symptom in their daily life both at home and in
outside of the house. Ask the interviewee to describe their symptoms as a child and more
recently as an adult. The written aid should not be read to the assessed person and is only useful to
the evaluator. Ask the evaluated person to describe specific situations and/or provide
specific examples of when the symptom or problem occurs, since when the symptom or the
the problem is present, in what context it appears, its frequency, its severity, and factors that may
to hasten its appearance. It is very important to ensure that the symptom has occurred more
frequently than expected compared to a child of similar age and the same level of development.
Also consider the degree of disability currently experienced and in the past by the interviewee related to this.
symptom/problem. Note the answers in the boxes corresponding to the sections related to the house
and to occupational activities; the responses must be detailed enough to guide and
help the evaluator's decision on the existence or not of the symptom in childhood and on their presence
or not currently. From this in-depth exploration of each symptom, the evaluator will have to
judge whether each symptom was or was not (1) currently present and disabling and (2) present and
handicapping in childhood. Followed by a section where the evaluator can note their impression regarding the
presentation of the person during the interview.

Concurrent problems and disorders

The evaluator is led to consider the possibility of a differential diagnosis or comorbidity.
referring to a list of the most frequent and probable concomitant difficulties. This includes
neurodevelopmental/cognitive, behavioral, emotional, physical disorders and
medical. For each one, a brief description will help the evaluator consider the symptoms of
the interviewee from another angle. Although this section lists potential disorders and issues
concomitants, it is however not advisable to disclose them as is to the subject. The evaluator should
Start with general questions related to the disorder before focusing on symptoms.
specific. A space is provided to take notes and specify if the disorder had been
previously diagnosed or if it requires additional investigations. It is important
to remind that the DSM-5 offers the opportunity to diagnose a comorbid disorder, which is not the
case for the ICD-10. However, this section does not allow for a diagnosis; it allows the
opposite of identifying behaviors that should be considered as potential
differential diagnoses or comorbid disorders that would require investigations
complementary.

Cut the questionnaire

The way to score the ACE is provided at the end of the questionnaire; one of the scores is based on the criteria of
DSM-5 and the other on the criteria of ICD-10.

[6]
QUESTIONNAIRE–Informations Générales

Name:

Date of birth: ___ /___ /___

Genre: Masculine Feminine

Date of the interview: ___ /___ /___

Evaluator's name:

If the interview took place with a relative:

Name of the relative:

Relation:

Early Risk Factors (check the corresponding box and provide a comment here)
below):

Premature birth Low birth weight*

Cranial trauma involving a loss of Early trauma (physical, sexual abuse)

knowledge emotional)*

Mental illness(es) of the parents* Use of substances (including alcohol) or

tobacco use by the mother during the
pregnancy

Specify:

Have the cognitive abilities of the person been assessed? Yes* No

Please specify:

[7]
Medical History
Does the interviewee have a medical diagnosis? Yes* No

Specify:

Is the interviewed person currently undergoing any medical treatment? Yes* No

Specify:

Level of Education
What is the highest level of education attained by the respondent?

What other qualifications does the interviewee have?

Did the person interviewed have a normal education? Yes No

Specify:

Has the interviewee received specialized education? Yes* No

Specify:

Did the interviewed person receive academic support? Yes* No

Specify:

[8]
Has the interviewed person been expelled from school? Yes* No

How many times? One Two More than

two

Specify:

Has the interviewed person failed a diploma or repeated a class? Yes* No

Specify:

Occupation
Describe the interviewee's professional background, including paid/unpaid work.
remunerated, number of jobs, duration of employment, reasons for changing jobs and periods of
unemployment

Relations
Describe the quality of the respondent's friendships during childhood (both in terms of
school environment than outside the school environment

Describe the quality of the interviewee's relationships as an adult (including friends and
work colleagues

[9]
Does the respondent currently have a partner? Yes* No

How long has she been with this partner?

Describe the number and quality of the respondent's intimate relationships (including duration and
reasons for the end of relationships

La personne interrogée a-t-elle des enfants? Yes* No

How much?

Describe the quality of the respondent's relationship with their children (if applicable)

Was the intervention of external services, such as social services, necessary?

Yes* No

Specify:

[10]
Family Context
Does any family member suffer from ADHD or is there a suspicion of its existence?
trouble in one of the family members?

Yes - diagnosed* Yes - suspected* No

Please specify:

Does any family member suffer from another neurodevelopmental disorder (e.g.
autism spectrum disorder, intellectual disability?

Yes* No

Please specify:

Does any family member have specific learning difficulties?

Yes* No

Specify:

Has any family member had or suffered from a psychiatric disorder?

Yes* No

Specify:

Educational and professional background of the mother (including the highest degree obtained):

Educational and professional background of the father (including the highest diploma obtained):

[11]
Symptom Rating
Questions 1-9 investigate the person's ability to pay attention.
Questions 10-14 investigate the feeling of restlessness and hyperactivity of the person.
Questions 15-18 investigate the person's impulsive behaviors.

You need to assess the presence of ADHD both during childhood and in adulthood. If the ACE has been
previously carried out, and/or if the respondent has been previously diagnosed with a
ADHD during childhood, it is not necessary to repeat the sections related to childhood of the ACE+,
but note:

ACE completed on (date) ________/________/________*

The person interviewed has a documented diagnosis of ADHD during childhood.

Specify:

When conducting the interview, keep in mind and note the following points:
Start: When did this symptom first appear? (The symptoms
must be present before the age of seven according to ICD-10 and before the age of twelve according to DSM-5

Duration: Has this symptom been present for 6 months or more?

Intrusive character: Does this symptom appear in more than one context (by
example at school, at work, and/or other activities)? Note: For children, the criteria
Academics relate to performance and behavior at school. For adults, the
professional criteria are broader and should encompass all professional activities
outside the home, including a job and/or volunteer work, sports activities and
social.
Persistence: Was the symptom present "often," meaning corresponding to the
usual functioning of the interviewee and occurring a lot or most of the
time? (It will depend on the situation and is not invariant). During the evaluation of persistence
during childhood, examine if the symptom occurred more frequently than expected for a
child of the same age and the same level of development.
Handicap: To what extent does this symptom impair functioning and development?
from the interviewed person 1) during childhood, and 2) currently as an adult?

ACE + is conducted directly with the person being interviewed; however, when possible, it is
advised to obtain information corroborating appropriate informants. This is particularly
important when assessing symptoms during childhood and their associated disabilities. It can
It may also be helpful to obtain contemporary documents of difficulties, such as school reports.
or from social services.

[12]
 Criterion Met:
Do you often have trouble paying attention?
1. to details or make careless mistakes?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person may struggle to complete their tasks effectively. They may not pay attention
pay attention to instructions and missing steps in routine tasks, causing, for example
the kitchen utensils are not assembled correctly and/or do not work
correctly. She makes careless mistakes and becomes very worried about making them. As a child, she
had difficulty doing her homework or made many careless mistakes in her homework. She pays attention
too little attention to traffic signs or danger indications.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The work is poorly presented, seems rushed, and contains numerous mistakes. The person can
compensate by using a particularly rigid routine, thus appearing perfectionist and having
needs too much time to finish tasks. She finds that tasks requiring a lot of details
are particularly stressful and time-consuming. She avoids administrative tasks.
that she finds tedious. As a child, she had a tendency, during exams or tests, to skip
questions and/or not reviewing her work, leading to lower grades. She had a tendency to
work more slowly to avoid making mistakes.
Provide examples and explore how it impacts the functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[13]
 Criterion Met:
Do you often have trouble maintaining your attention?
2. on a task or an activity?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person may have a lot of difficulty completing activities and tasks because they forget the objective and
start something else. She can avoid reading books or sitting down all the time.
film. She has difficulty keeping her accounts, paying her bills, and writing letters. However,
Attention can often be sustained for new tasks or particularly demanding tasks.
interesting, such as using the internet and/or playing video games. As a child, she often changed
of ongoing activity, and only stayed on a task for a few minutes.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The person may find repetitive tasks and/or those requiring sustained mental effort.
particularly difficult. The person may perceive tasks as particularly boring,
and may seem to lack the motivation to achieve their goal, possibly becoming irritable and/or frustrated.
On the contrary, she may have less (or even no) difficulty with a task that she enjoys.
As a child, she complained and/or had difficulty with writing exercises. The teachers graded.
that she needed frequent reminders and prompting to return to her work.
Provide examples and explore how it impacts operations in activities
occupational
Is this symptom present in adulthood? Was this symptom present during...
childhood?

[14]
 Criterion Met:
Do you often feel like you don't o er
3. what are we telling you?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person seems not to pay attention, or is preoccupied/dreamy. Or, the person may look...
to listen, but forgets the conversation afterwards or is unable to repeat the instructions. The
someone says they have difficulty following a conversation, which causes them to change the subject. The partner
can complain that the person is absolutely "not there". As a child, the person was described as
dreamer. Or else, she seemed to listen to the teacher or the sports coach but failed to follow the
instructions.

Give examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
Childhood?

Occupational activities (work, studies, or other activities)

Colleagues, supervisors, and/or teachers can make comments.
on the fact that the person does not listen. They may notice that the person is easily overwhelmed.
The person needs the instructions to be repeated several times and/or broken down into small parts.
steps to properly complete a task. As a child, questions needed to be repeated. The
teachers could have moved the child to the front row of the class. The teachers had
no need to raise your voice or make eye contact to capture their attention.
Give examples and explore how it impacts functioning in activities
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[15]
 Criterion Met:
Do you often have trouble conforming to the
4. instructions and to complete the tasks?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person may struggle to complete tasks. They may successfully finish a new task.
satisfactorily, but struggling to do it once the novelty has faded.
She may not finish everything they planned and/or complete the tasks incorrectly because
that she missed a step in the process. Even when following written instructions, the person
a step may be missing in a manual. As a child, she needed a lot of reminders to
carry out routine and practical tasks, including homework.

Give examples and explore how the symptom affects functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, study or other activities)

The person may not follow and have difficulty remembering the instructions, resulting in
incompletely done tasks and unachieved goals. The person may seem to have
difficulties in following supervision and/or their hierarchical superior, leading to problems
interpersonal at work or studies. As a child, she needed structure and supervision.
to carry out the tasks. She received warnings or deductions because of the work
school or unfinished homework. She could be perceived by teachers as oppositional.
Give examples and explore how it impacts the functioning of activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[16]
 Criterion Met:
Do you often have difficulties organizing the
5. tasks or activities?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person may seem to always be in a hurry, or late. They may undertake tasks.
in an order that seems illogical to others due to poor planning abilities and
of organization. She may find it difficult to strike a balance between work and leisure activities.
She presents herself as chaotic and disorganized. She may have relational difficulties in
reason for missed appointments or having let friends down. As a child, she was never ready to
She was messy and had trouble finding her toys and her clothes.

Give examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies, or other activities)

The person may miss important deadlines because they have not organized or planned their work.
correctly. She produces notes that lack structure. She is frequently late to appointments.
appointments or meetings. She may forget important things, like documents for
a meeting, his transport subscription, keys or his phone. The difficulties with management
the time when organizations can be less marked when they are delegated to others,
like a personal assistant. As a child, she had difficulty planning tasks. Schoolwork was
often returned late or not at all.
Provide examples and explore how it impacts the functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[17]
 Criterion Met:
i e you often a e - o s en a version them
6. it is i n essi in n e or men so in ?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person can avoid or delay tasks requiring sustained mental effort. They can
postpone administrative chores and/or difficult tasks, such as filling out declarations of
revenue or pay the bills. She prioritizes easy tasks over important tasks. As a child,
the person could sign up for a club, but disengaged from activities where there were few
stimulation or physical activity. The child could avoid games that he perceived as long,
repetitive and/or educational, becoming an opponent when he found the task aversive.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The person may try to avoid certain tasks perceived as monotonous and requiring effort.
mental. She spends a lot of time procrastinating instead of pursuing the task and may miss
deadlines. The person may have lower performance at work and become frustrated and irritable.
because she has trouble meeting critical deadlines. As a child, she avoided reading. She could
looking for excuses to leave class, including feigning illness. In cases
extremes, the child could pretend to be sick to stay at home, and/or practice school
bushy.
Give examples and explore how it impacts functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[18]
 Criterion Met:
Do you often lose the objects necessary for your
7. work or to certain activities?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person can often lose or misplace things like their handbag, their wallet,
the transportation card, its keys, its phone, some clothes. She might forget the place where her car is.
parked. She often leaves things behind which means she can end up doing her
activities in an unprepared manner and/or without the necessary equipment or materials. She loses the lists
who were supposed to remind her to do things. As a child, she would misplace her toys and her clothes and spent
a lot of time looking for them. She became upset if someone moved or organized her
business.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The person may lose or misplace the items they need for their work, such as a USB drive,
documents, keys, articles, or tools. Her colleagues complain that she organizes them
documents and files in the wrong place. She is criticized by others for not having
prepared for meetings. As a child, she often had to inquire at the lost and found at school for
recover lost clothes, a pencil case or books. Teachers reported that the child
often attended classes without the required equipment or materials.
Provide examples and explore how it impacts operations in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[19]
 Criterion Met:
Do you often let yourself be distracted by stimuli?
8. externals?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person may seem to daydream frequently and/or be observed quickly shifting to another topic.
task (more challenging). She can easily be distracted by her environment, including the
activities and/or background noise (like the television) that others seem to be able to inhibit
or ignore. She may have many (unfinished) projects conducted simultaneously. As a child, she
was leaving a task to chat with others or was distracted by the television and found it difficult to
re-focus to return to the task.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies, or other activities)

The person can be distracted by the noise and activity in an open work environment and/or
through the passage in the hallways or outside. She may have developed methods of
compensation such as listening to white noise, multitasking, a need for absolute calm and/or
waiting for an emergency situation to increase tension and motivation (for example, to do something about the
last minute). As a child, she suffered the remarks of teachers about her chatter or her
tendency to look out the window. She had to be encouraged to return to her work and worked better.
in face-to-face or in small groups.
Give examples and explore how it impacts the functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

20
 Criterion Met:
Do you often have forgetfulness in your life?
9. daily?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person can often forget where they left something, and spend a lot of time on
looking for affairs. She forgets to come to meetings and/or to communicate.
important information. She is going grocery shopping with a list, but she can still
return with the bad purchases. As a child, visiting friends or family, she could forget to
retrieve all her belongings, even toys or other things important to her. She had
even needing reminders to perform routine tasks such as brushing teeth.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The person may complain about memory problems due to the impression that they have too much to do.
She may feel overwhelmed and overworked. She frequently forgets her planner and/or leaves
Behind her are papers, tools, and documents necessary for her work. She makes lists but forgets to them.
consult. She forgets to attend meetings and appointments. As a child, she could forget that a
schoolwork had to be done or submitted on time, even if it had been finished.
Give examples and explore how it impacts the functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[21]
 Criterion Met:
Do you often wave your hands or your feet?
10. or are you squirming in your chair?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person may feel agitated especially when watching television, when sitting at the table during
meal and/or in the car. She can move her hands, legs, or feet, even when she is engaged in
a task or activity that she finds interesting, or when she is tired. She taps with her pen
or other objects, fiddles with her hair and/or bites her nails. She can control her restlessness, with
as a consequence a feeling of distress and discomfort. As a child, he was asked to stop
to balance on his chair, to stop moving his legs and/or fiddling with objects.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies, or other activities)

Colleagues may complain that the person never settles down and distracts them from their work.
their own work through their agitation. The person is impatient and restless during meetings and distracted
the others fiddling with objects and moving. The person seems more busy doodling or to
playing with gadgets than following the conversation. As a child, teachers noted that she was more
more agitated and turbulent than the other children, regardless of the theme or activity, and that her
agitation disturbed the other students.
Give examples and explore how it impacts operations in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[22]
 Criterion Met:
Do you often find yourself in situations
11. where you should sit?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person experiences an internal feeling of restlessness that they struggle to control. They prefer to be active,
she is pacing back and forth and has difficulty sitting still for long periods, like at
cinema or at the church. She takes frequent breaks during long journeys. She is in distress if she
cannot move. During his childhood, the person had to struggle to stay seated, even if that was
mandatory. She constantly needed help and reminders to stay seated while traveling.
publics and had to struggle to endure long journeys.

Give examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The person struggles to stay seated during conversations or meetings. This intensifies.
when you have to wait for someone or something. The person avoids long meetings,
symposiums or conferences and feels tense if she feels "trapped" in a
environment that she cannot leave. As a child, she found excuses to get up and move.
class, like going to the bathroom, having to leave, and talking to someone, or needing to find a
any object. The child was unable to change his behavior, even if he was punished or placed.
elsewhere.
Provide examples and explore how it impacts functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[23]
 Criteria Met:
Do you often run or climb?
12. excessive, in situations where it is inappropriate?
Childhood
House
Age
House
Adult

12.
School Occupations

At home
Adults are more likely to feel nervous and unable to relax than to show a
manifestly hyperactive behavior. They may describe an internal feeling of impatience and
of agitation. The person struggles to relax due to the constant need to do something.
As a child, she could run in all directions and climb objects despite her parents' attempts.
to control this behavior. She could engage in risky and dangerous activities,
like climbing on rooftops, cars, trees or running across the street.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The person is looking for stimulating and active professions. They avoid sedentary jobs. They have
tendency to walk back and forth. She persists in having multiple projects and completing various tasks.
at the same time, while being ineffective in their implementation. As a child, she could be reprimanded
because she was running in the hallways. During school trips, the child might need a
additional surveillance so that he stays well in the group or walks safely.
Provide examples and explore how it impacts functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[24]
 Are you often excessively noisy? Criterion Met:

13. in the games where you find it hard to participate in

Childhood
House
Age
House
Adult

silence on leisure activities? School Occupations

13.
At home
The person can avoid staying at home and/or avoid sitting down to complete tasks alone.
She disrupts others by talking when it is not appropriate, such as during broadcasts.
on television or in the cinema. She attracts the attention of others by speaking in too loud a voice. As a child, she
rarely engaged in calm activities, but was described as noisy and overly active.
When asked to play quietly, she was unable to calm down, asked a lot of
questions and made a lot of noise.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies, or other activities)

The person struggles to motivate themselves to complete tasks on their own and may seem irresponsible.
in the eyes of others. As a child, she spoke or shouted during quiet moments and/or during activities.
requiring concentration. The reminders for silence and/or the reprimands did not seem
effective. If the child had the choice, he would opt for physical and noisy activities, to the detriment of the
calmer activities.
Provide examples and explore how it impacts operations in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[25]
 Criterion Met:
Do you often do? and of ne a i i
14. excessive driving, not influenced by the context?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person is always busy and/or ready to leave. They are perceived by others as excessive.
and always driven to action. Friends and family describe the holidays as exhausting, with little
of rest opportunities. As a child, she never stopped from morning till evening and showed a lot of
difficulties accepting going to bed. She was described as a tornado moving from one task to
another, aimlessly wandering and not fully engaging in activities. In transportation
the child required special attention and the parents or other people caring for him
were described as exhausted.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies, or other activities)

The person describes themselves as 'workaholic'. They impose a frantic pace on themselves and struggle to let go.
price. Partners complain that the person cannot disconnect, working late.
soir et/ou les week-ends. Enfant, elle préférait les pauses et les activités physiques plutôt que le travail
in class. When given the choice, extracurricular activities involving physical activities were preferred over
quieter activities. At the end of the day, the child did not seem tired but rather irritable or
overwhelmed.
Give examples and explore how it impacts functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[26]
 Do you often rush to Criterion Met :

15. answer the questions without waiting We are ermin

Childhood
House
Age
House
Adult

to ask them? School Occupations

At home
The person has difficulty waiting their turn to speak and respecting the rules of conversation.
She tends to interrupt and finish other people's sentences. The person seems to lack tact and has
need to immediately say what is on her mind (even if it is far from the subject of the
She complains that others speak too slowly and struggles to wait for others.
He has finished speaking. These behaviors have a negative impact on his family and friendships.
schoolmates and with their peers, both in childhood and in adulthood.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies, or other activities)

The person speaks at the same time as others during meetings and/or seems little interested in the
others' point of view. She irritates her colleagues by expressing what crosses her mind, without asking herself if
it is appropriate or should be confidential. As a child, she did not allow others the chance to
answer the questions but hurried to give the answer (even if it was wrong). As much
during childhood as well as in adulthood, these behaviors irritate others and contribute to making the
unpopular person.
Provide examples and explore how it affects the functioning in activities
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[27]
 Do you often find it difficult to stay? Criterion Met:

16. in line or waiting for your turn in games

Childhood
House
Age
House
Adult

or other group situations? School Occupations

At home
The person finds it difficult to wait and quickly becomes impatient and irritable. They may avoid queues.
waiting, for example in front of vending machines or at the checkout in stores. If it does not
can avoid waiting, such as during traffic jams, it will require intense effort from the
person. As a child, she became uncontrollable in waiting situations (even for something
pleasant, such as a trip to an amusement park), bringing the parents/people
in charge of leaving certain situations.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies, or other activities)

The person may be perceived by others as unreliable and/or lacking social skills.
given her impatience and intolerance. She finds excuses to surpass others in a
queueing and imposing deadlines (for herself as well as for others) that are impossible to meet.
The person leaves meetings or resigns because of these feelings of frustration and
impatience. As a child, she did not respect the turns in class or during games, which
contributed to his unpopularity.
Give examples and explore how it impacts operations in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[28]
 Criteria Met:
Do you often interrupt others, or
17. Do you impose your presence?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person disrupts conversations, personal space, or the activities of others. They do not seem to
respect the privacy of others, using their affairs without asking for permission. She acts
without thinking about the consequences of their behavior on others. The person knows the social codes
but lack the patience to respect them. Both in childhood and in adulthood, these behaviors
are perceived as inappropriate, lacking respect and empathy. The reprimands have an impact
limited.

Give examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The person does not respect boundaries. They may interrupt personal conversations, use
of affairs that do not belong to him and/or to seize the personal space and time of others. The
few people are aware of how others perceive their behavior and this can
lead to interpersonal conflicts at work, both with colleagues and with superiors. During
In childhood, the teachers complained that the person was a disruptive student prone to
disrupt the activities of their peers, both in class and in the playground.
Provide examples and explore how it impacts the functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[29]
 Criterion Met:
Do you often talk too much without considering?
18. social conventions?
Childhood
House
School
Age
House
Adult

Occupations

At home
The person talks excessively. She takes over in conversations and shifts from one topic to another.
another, with a tendency to speak continuously. She can be a clown and dominates interactions
Social. Partners complain about not having deep and meaningful conversations.
As a child, she was scolded for her incessant chattiness by her parents/guardians.
They had to regularly tell the child to be quiet, to settle down, and to let others speak.

Provide examples and explore how the symptom impacts functioning at home.
Is this symptom present in adulthood? Was this symptom present during
childhood?

Occupational activities (work, studies or other activities)

The person may seem dogmatic, reluctant to listen and consider the point of view.
the view of others during meetings. As the person keeps talking, their colleagues tend to
to avoid it. His superiors complain about his lack of receptiveness to feedback or advice.
As a child, she chatted with her peers, even when she was asked to work in silence or to take a break.
exam. The child was gaining the upper hand in social situations, giving the impression of being in search
attention.
Provide examples and explore how it impacts the functioning in activities.
occupational
Is this symptom present in adulthood? Was this symptom present during
childhood?

[30]
Presentation during the En re I

Use this space to note your observations regarding behavior and interactions of the
interviewed person. Be sure to note the levels of attention, hyperactivity, and impulsivity.
observed during this period. Typical behaviors may manifest such as: to
behave in a chaotic and disorganized manner, agitation, leg movements, manipulate
papers or other objects, interrupt the conversation, be difficult to interrupt, lose track of one's
thoughts, forget the question, give answers that are little or not related to the question, respond to
questions before they have been fully asked.

[31]
Problems and Concurrent Disorders
The differential diagnoses and the most common comorbidities are described below.
The evaluator should consider them one by one and decide whether it is a primary disorder.
(differential diagnosis) or secondary (coexisting disorder). It is important to establish whether the disorder is
chronicle or of recent appearance. If you are using the ICD-10, remember that this classification
does not recognize comorbid disorders. It is recommended that the evaluator NOT DISCLOSE (or does not
do not name) the disorder in question. It is preferable to start with general questions related to
with the disorder before focusing on the specific symptoms.

Autism spectrum disorder

Has a language development delay been highlighted, are there problems with engaging or
to maintain social relationships, problems in communication with others, is the child
Rigid, does he display repetitive behaviors and sensory hypersensitivity?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

Cognitive troubles
Global or specific difficulties in reading, spelling or arithmetic have-
They have been highlighted?
Notes:

Previously Investigations
Yes No Yes No
diagnosed complementary
required:

[32]
Difficulties of speech and language
Has a specific language acquisition disorder of the expressive and/or receptive type been identified?
evidence?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

Tics (Including Tourette syndrome)

Are there motor and/or vocal tics?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
required:

Other developmental disorders

Are there any difficulties with motor development (fine or gross)?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

[33]
Traumatic brain injury
Has there been, in the past, a traumatic brain injury or repeated blows to the head (falls,
sports accidents, injuries following a traffic accident)? Specify if there was any loss of
knowledge.
Notes:

Previously Investigations
Yes No Yes No
diagnosed complementary
requirements:

Personality disorders
Have there been social or relational problems that could indicate a personality disorder?
(like an antisocial personality or a borderline personality)?
Notes:

Previously Investigations
Yes No Yes No
diagnosed complementary
requirements:

Conduct disorder or oppositional defiant disorder

Are there oppositional behaviors and refusals to comply with authority, or more seriously
antisocial behaviors?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
required:

[34]
Interpersonal problems
Are there relational difficulties (for example: history of social rejection, social isolation,
relational difficulties with family, absence of close friends, considering acquaintances as
of 'friends', domestic violence)?
Notes:

Previously Investigations
Yes No Yes No
diagnosed complementary
requirements:

Post-traumatic stress syndrome

Has the person experienced physical, sexual, or emotional trauma?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: supplementary
requirements:

Anxious troubles
Is there a phobia, panic attacks, separation anxiety, and/or generalized anxiety?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

[35]
Obsessive-compulsive disorder
Are there obsessions, compulsions, or other ritualized or stereotyped behaviors?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

Depression
Can we highlight a low mood, negative thoughts, low self-esteem, a
emotional lability and irritability? Please specify whether there were or were not any ideas or behaviors.
suicidal.
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

Emotional dysregulation
Is there a changing and labile mood, including anger, frustration, and irritability?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

[36]
Disruptive behavior disorder with emotional dysregulation
During childhood, was there irritability and/or excessive anger, in intensity or frequency,
and/or is there a tendency towards provocation?

Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
required:

Substance abuse
Does the person use or abuse substances such as alcohol, cigarettes, medications?
prescription drugs and/or illicit drugs? (Also note the severity and reasons for using these drugs)
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

Psychosis
Are there any thought disturbances, delusional ideas, or hallucinations?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

[37]
Bipolar disorder
Is there an episodic mood disorder, including episodes of mania or hypomania?

Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
required:

Other medical conditions

Does the person have other diagnoses or are other inherited or acquired conditions suspected?
hearing disorders, sleep apnea, nutritional deficiency, obesity, fetal alcohol syndrome
genetic, metabolic, or endocrine disorders?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: supplementary
requirements:

Other mental disorders

Does the person have other mental health issues (eating disorders, mental disorders)?
sleep and awakening)?
Notes:

Previously Investigations
Yes No Yes No
diagnosed: complementary
requirements:

[38]
Quotations according to DSM-5 - Childhood

According to the DSM-5, the person must have at least six symptoms of inattention and/or
of hyperactivity/impulsivity for a diagnosis of ADHD in childhood to be made. Some of these
symptoms must have been present in different situations (home and school), have persisted and
negatively and significantly impacted the child's social and school functioning. The
ADHD must be considered the primary diagnosis and its onset must occur before the age of 12.
Place a ' in the box corresponding to the symptom considered as present at home and/or
the school. The criteria for the child C1-C3 must all be checked 'yes' and criterion C4 must be checked 'no'
for a diagnosis in childhood.

Inattention Hyperactivity/Impulsivity
Symptom present at Symptom present at
Question the house and/or at Question the house and/or at
the school the school
1 10
2 11
3 12
4 13
5 14
6 15
7 16
8 17
9 18

Total number of Total number of

present symptoms: present symptoms:

Inattention
Hyperactivity/Impulsivity
6 symptoms or more
Yes / No 6 or more symptoms present Yes / No
present at home
at home and/or at school
and/or the school

C1 - Are these symptoms sure? in s dans pl of' what are you a ion? Yes No
C2 - Were these symptoms present? you s a an the Are you 12 years old? Yes No
C3 - Have these symptoms hindered functioning? the d eloppemen of the child Yes No
C4 - Is- e ’ in a re ro ble po rrai me x exli what symptoms? Yes No

DSM-5 Diagnosis in Children e

Predominantly inattentive (314.00)
The criteria for inattention are met but those for hyperactivity/impulsivity are not.
(Yes for the inattention only)
Predominantly Hyperactive/Impulsive (314.01)
The criteria for hyperactivity/impulsivity are met, but those for inattention are not.
Yes for hyperactivity/impulsivity only
Combined (314.01)
The criteria for inattention and those for hyperactivity/impulsivity are met
(Yes for inattention and hyperactivity/impulsivity)

[39]
Quotation according to DSM-5 - Adult Age

According to the DSM-5, the person must have at least five symptoms of inattention and/or
of hyperactivity/impulsivity for an ADHD diagnosis to be made in adulthood. Some of these
symptoms must be present in different situations (home and various activities), have
persisted and negatively and significantly impacted social and professional functioning
of the person during the last six months at least. ADHD must be considered as the diagnosis
primary and its onset must have occurred before the age of 12. Place a ' in the corresponding box
the symptom considered present in adulthood at home and/or during various activities. The
criteria adults A1-A4 must all be checked 'yes' and the criterion A5 must be checked 'no' for a
diagnosis in adulthood.
Inattention Hyperactivity/Impulsivity
Symptom present at the Symptom present at the
Question house and/or in Question house and/or in
various activities various activities
1 10
2 11
3 12
4 13
5 14
6 15
7 16
8 17
9 18

Total number of Total number of

present symptoms: present symptoms:

Inattention Hyperactivity/Impulsivity
5 or more symptoms 5 symptoms or more
Yes / No Oui / Non
present at home and/or present at home and/or
in various activities in various activities

A1 - The criteria for ADHD in children e on Have they been retained? Yes No
A2 - Do the symptoms occur in more than ne si a ion? Yes No
A3 - Have the symptoms been present for at least six months? Yes No
A4 - Ces symptômes handicapent-ils le fonctionnement et le développement de la personne? Oui No
A5 - Is- e ’ in a re ro ble po Could you explain these symptoms better? Yes No
Diagnostic DSM-5 at the the ad l e
Predominantly Inattentive (314.00)
The criteria for inattention are met but those for hyperactivity/impulsivity are not.
(Yes for the inattention only)
Predominantly Hyperactive/Impulsive (314.01)
The criteria for hyperactivity/impulsivity are met, but those for inattention are not.
(Yes for hyperactivity/impulsivity only)
Combined (314.01)
The criteria for inattention and those for hyperactivity/impulsivity are met.
Yes for inattention and hyperactivity/impulsivity

[40]
Quotation according to ICD-10 - Childhood

According to the ICD-10, the person must have at least six symptoms of inattention, at least three...
symptoms of hyperactivity and at least one symptom of impulsivity for a diagnosis of disorders
hyperkinetics in childhood should be noted. Some of these symptoms must be present in
different situations (home and school) and having persisted for at least six months having
negatively and significantly impacted the social and academic functioning of the child. The
ADHD must be considered as the primary diagnosis and its onset must occur before the age of 7.
Place a ' in the box corresponding to the symptom that has been identified as present at home
and/or at school. The criteria for the child C1-C3 must all be checked 'yes' and the criterion C4 must be
check 'no' for a diagnosis in childhood. Hyperactivity
Present symptom
Question at home and/or at
the school
Inattention 10
Present symptom 11
Question at home and/or at 12
the school
13
1
14
2
3 Total number of
present symptoms:
4
Hyperactivity
5
3 symptoms or more
6 Yes / No
present at home
7 and/or the school

8 Impulsivity
9 Present symptom
Question at home and/or at
Total number of
the school
present symptoms:
15
Inattention
16
6 or more symptoms
Oui / Non 17
present at home
and/or the school 18
Total number of
present symptoms:
Impulsivity
1 symptom or more
Yes / No
present at home
and/or the school

C1 - Is it e and it's symp homes sound s r in in the of you are not a ion d ran the child e? Yes No
C2 - Were these symptoms pr you s a a the What about the 7 years? Yes No
C3 - Have these symptoms hindered functioning? the d evolution of the child Yes No
C4 - Is e ’ n a re ro ble po rrai mie x expli he is nice homes in the child e? Yes No

ICD-10 diagnosis in children e

Hyperkinetic disorders (F90.0)
The criteria for inattention, hyperactivity, and impulsivity are all met.
(Yes in the three areas)

[41]
Quotation according to ICD-10 - Adult Age

According to the ICD-10, the person must have at least six symptoms of inattention, at least three
symptoms of hyperactivity and at least one symptom of impulsivity for a diagnosis of disorders
hyperkinetic in adulthood should be retained. Some of these symptoms must be present in
different situations (home and work), having persisted and having negatively impacted and
significantly the social and professional functioning of the person over the last six months
at least. ADHD must be considered the primary diagnosis and its onset must occur before
at the age of 7. Place a ' in the box corresponding to the symptom considered present at age
adult at home and/or during various activities. The adult criteria A1-A4 must all be checked
'yes' and criterion A5 must be checked 'no' for a diagnosis in adulthood.
Hyperactivity
Symptom present at home
Question
Inattention and/or in various activities
Symptom present at the 10
Question house and/or in activities 11
various 12
1 13
2 14
3
Total number of symptoms
4 presents:
5 Hyperactivity
6 3 or more symptoms present at the Oui / Non
house and/or in various activities
7
8 Impulsivity
9 Symptom present at home
Question
Total number of and/or in various activities
present symptoms: 15
Inattention 16
6 or more symptoms present 17
Yes / No
at home and/or in
18
various activities
Nombre total de symptômes
presents:
Impulsivity
1 symptom or more present at the Yes / No
house and/or in various activities

A1 -The ri you are po r n ro ble yperkin i and in the child on Have they been retained? Yes No
A2 - Do the symptoms occur in pl of ' no you a ion? Yes No
A3 - Have the symptoms been present for at least six months? Yes No
A4 - Do these symptoms hinder the functioning and development of the person? Yes No
A5 - Is- e ’ n a re ro ble po Would it be better to explain these symptoms? Yes No

CIM-10 diagnostic at the ge ad l e

Hyperkinetic disorders (F90.0)
The criteria for inattention, hyperactivity, and impulsivity are all met.
(Yes in the three areas)

[42]
[Link]