412 DSM criteria Flashcards
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).
ADHD inattention
Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).
ADHD inattention
Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).
ADHD inattention
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).
ADHD inattention
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).
ADHD inattention
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).
ADHD inattention
Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
ADHD inattention
Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).
ADHD inattention
Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments).
ADHD inattention
Often fidgets with or taps hands or feet or squirms in seat.
ADHD HI
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).
ADHD HI
Often runs about or climbs in situations where it is inappropriate (in adolescents or adults, may be limited to feeling restless)
ADHD HI
Often unable to play or engage in leisure activities quietly.
ADHD HI
Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or is uncomfortable being still for extended time, as in restaurants, meetings; may be seen by others as being restless or difficult to keep up with).
ADHD HI
Often talks excessively.
ADHD HI
Often blurts out answers before a question has been completed (e.g., completes people’s sentences; cannot wait for a turn in conversation).
ADHD HI
Often has difficulty waiting his or her turn (e.g., while waiting in line).
ADHD HI
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).
ADHD HI
Often loses temper.
ODD angry/irritable mood
Is often touchy or easily annoyed.
ODD angry/irritable mood
Is often angry or resentful.
ODD angry/irritable mood
Often argues with authority figures or, for children and adolescents, with adults.
ODD argumentative/defiant Bx
Often actively defies or refuses to comply with requests from authority figures or with rules.
ODD argumentative/defiant Bx
Often deliberately annoys others.
ODD argumentative/defiant Bx
Often blames others for his or her mistakes or misbehavior.
ODD argumentative/defiant Bx
Has been spiteful or vindictive at least twice within the past 6 months.
ODD vindictiveness
Often bullies, threatens, or intimidates others.
CD aggression to people or animals
Often initiates physical fights.
CD aggression to people or animals
Has used a weapon that can cause serious physical harm to others (e.g., a bat, brick, broken bottle, knife, gun).
CD aggression to people or animals
Has been physically cruel to people.
CD aggression to people or animals
Has been physically cruel to animals.
CD aggression to people or animals
Has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery).
CD aggression to people or animals
Has forced someone into sexual activity.
CD aggression to people or animals
Has deliberately engaged in fire setting, with the intention of causing serious damage.
CD destruction of property
Has deliberately destroyed others’ property (other than by fire setting).
CD destruction of property
Has broken into someone else’s house, building, or car.
CD deceitfulness or theft
Often lies to obtain goods or favors or to avoid obligations (i.e., “cons” others).
CD deceitfulness or theft
Has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but without breaking and entering; forgery).
CD deceitfulness or theft
Often stays out at night despite parental prohibitions, beginning before age 13 years.
CD serious violations of rules
Has run away from home overnight at least twice while living in parental or parental surrogate home, or once without returning for a lengthy period.
CD serious violations of rules
Is often truant from school, beginning before age 13 years
CD serious violations of rules
Does not feel bad or guilty when he or she does something wrong (excludes remorse when expressed only when caught and/or facing punishment).
lack of remorse or guilt to qualify for the ‘limited prosocial emotions’ specifier in CD
The individual shows a general lack of concern about the negative consequences of his or her actions
lack of remorse or guilt to quality for the ‘limited prosocial emotions’ specifier in CD
Disregards and is unconcerned about the feelings of others
callous-lack of empathy to qualify for the limited prosocial emotions specifier in CD
The individual is described as cold and uncaring.
callous-lack of empathy to qualify for the limited prosocial emotions specifier in CD
The person appears more concerned about the effects of his or her actions on himself or herself, rather than their effects on others, even when thy result in substantial harm to others.
callous-lack of empathy to qualify for the limited prosocial emotions specifier in CD
Does not show concern about poor/problematic performance at school, at work, or in other important activities.
unconcerned about performance to qualify for the limited prosocial emotions specifier in CD
The individual does not put forth the effort necessary to perform well, even when expectations are clear, and typically blames others for his or her poor performance.
unconcerned about performance to qualify for the limited prosocial emotions specifier in CD
Does not express feelings or show emotions to others, except in ways that seem shallow, insincere, or superficial (e.g., actions contradict the emotion displayed; can turn emotions “on” or “off” quickly) or when emotional expressions are used for gain (e.g., emotions displayed to manipulate or intimidate others).
shallow or deficient affect to qualify for the limited prosocial emotions specifier in CD
