DSM-5-TR ADHD Diagnostic Criteria: Explained for Adults

The DSM-5-TR outlines the official criteria clinicians use to diagnose Attention-Deficit/Hyperactivity Disorder (ADHD). But if you’re an adult trying to make sense of lifelong focus challenges, executive functioning struggles, or intense emotional sensitivity, the clinical terms alone might not resonate.

At NeuroSpark Health, we believe in translating diagnostic language into real-life context, so you can better understand your brain, not just a checklist.

What Is ADHD According to the DSM-5-TR?

ADHD is defined as a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Characteristics must:

• Be present in multiple settings (e.g., work, home, social situations)
• Have been present before age 12 (even if overlooked or misattributed)
• Clearly interfere with daily life

ADHD exists across three presentations: predominantly inattentive, predominantly hyperactive-impulsive, or combined.

How Many Traits Are Required for a Diagnosis?

For adults (age 17 and up), at least 5 symptoms from one or both categories (Inattention and/or Hyperactivity-Impulsivity) must be present. These traits should show up in multiple areas of life and have been present since childhood, even if they were misrecognized at the time.

DSM 5 ADHD Criteria Checklist

Criterion A: Inattention (Need at least 5 of 9)

1. Often fails to give close attention to details or makes careless mistakes

Even when you care deeply about doing things well, this may show up as typos, missed deadlines, or skipped instructions.

2. Often has difficulty sustaining attention

You may hyperfocus on some tasks and completely zone out on others, especially if they’re repetitive, boring, or require mental effort.

3. Often does not seem to listen when spoken to directly

Your brain might drift even in important conversations, especially during long meetings or instructions.

4. Often does not follow through on instructions or finish tasks

This isn’t laziness; it’s executive functioning fatigue. You may start things with good intentions but hit walls mid-task.

5. Often has difficulty organizing tasks and activities

Planning, prioritizing, managing time, or breaking tasks into steps can feel overwhelming and chaotic.

6. Often avoids or is reluctant to do tasks that require sustained mental effort

Writing, paperwork, and long-form reading can feel like climbing a mountain, even if you’re interested in the topic.

7. Often loses things necessary for tasks or activities

You might frequently misplace your phone, keys, or work materials, even if you try to stay organized.

8. Is easily distracted by unrelated stimuli

Whether it’s external (a sound or visual) or internal (a thought), distractions often derail your flow.

9. Is often forgetful in daily activities

This might include missed appointments, forgetting to return calls, or spacing out on routine tasks.

Criterion B: Hyperactivity & Impulsivity (Need at least 5 of 9)

1. Often fidgets, taps hands or feet, or squirms in seat

This could look like leg bouncing, pen clicking, or needing to stand/move during long tasks.

2. Often leaves seat in situations where remaining seated is expected

Even if you stay seated, you may feel a strong internal urge to move or shift constantly.

3. Often feels restless

You may not physically run around like a child, but there’s often a sense of inner restlessness or a need for movement.

4. Often unable to engage in activities quietly

Relaxing might feel foreign. Even leisure time can come with racing thoughts or multitasking.

5. Is often “on the go” or acts as if “driven by a motor”

You may struggle to slow down or feel guilty when you’re not being productive.

6. Often talks excessively

This can be a way of regulating attention or sharing excitement, but it can also lead to being misunderstood.

7. Often blurts out answers or interrupts

Impulsivity can show up as finishing others’ sentences or unintentionally interrupting.

8. Often has difficulty waiting their turn

Long waits (in lines, conversations, etc.) may feel intolerable.

9. Often interrupts or intrudes on others

This might look like joining conversations without being invited or accidentally dominating group discussions.

Other Diagnostic Requirements

Some symptoms were present before age 12 (even if not formally recognized)

Symptoms occur in two or more settings (e.g., home, work, relationships)

Symptoms interfere with or reduce quality of functioning

Symptoms are not better explained by another condition (like anxiety or trauma, though these often co-occur)

See Yourself in These Traits?

ADHD doesn’t always look like the stereotypes. Many adults, especially women, non-binary folks, and people of color, go undiagnosed for years because they internalize their struggles or develop high-masking coping strategies.

You’re Not Alone

If you relate to these patterns, it doesn’t mean you’re lazy, broken, or failing. It means your brain works differently, and there’s a name for it. Getting an accurate diagnosis can be transformational for your mental health, career, and relationships.

We Can Help You Explore It

Our team of neurodivergent clinicians specializes in affirming ADHD and AuDHD (ADHD + autism) assessments for adults. We go beyond checklists to understand the whole you.
👉 Explore our ADHD assessment process

DSM-5-TR ADHD Diagnostic Criteria (Full Text)

The following criteria are reprinted from the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) and are used by clinicians to evaluate whether an individual meets diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD).

⚠️ Note: For individuals age 17 and older, at least five symptoms (instead of six) are required in either or both categories: Inattention and/or Hyperactivity-Impulsivity.

Attention-Deficit/Hyperactivity Disorder

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:

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:

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).

c. Often runs about or climbs in situations where it is inappropriate.

d. Often unable to play or engage in leisure activities quietly.

e. Is often “on the go,” acting as if “driven by a motory” (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 peoples’ 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.

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).

Interested in Learning More?

Read more about our Adult ADHD Assessments and DIVA ADHD Test for Adults