ADHD in approximately half of children with the combined presentation and about a quarter with the predominantly inattentive presentation. Conduct disorder co-occurs in about a quarter of children or adolescents with the combined presentation, depending on age and setting. Most children and adolescents with disruptive mood dysregulation dis- order have symptoms that also meet criteria for ADHD; a lesser percentage of children der. Specific learning disorder commonly co-occurs with ADHD. Anxiety disorders and major depressive disorder occur in a minority of individuals with ADHD but more often than in the general population. Intermittent explosive disorder occurs in a minority of adults with ADHD, but at rates above population levels. Although substance use disor— ders are relatively more frequent among adults with ADHD in the general population, the disorders are present in only a minority of adults with ADHD. In adults, antisocial and other personality disorders may co-occur with ADHD. Other disorders that may co-occur with ADHD include obsessive-compulsive disorder, tic disorders, and autism spectrum disorder.
314.01 (F90.8)
This category applies to presentations in which symptoms characteristic of attention- cial, occupational or other important areas of functioning predominate but do not meet the full criteria for attention-deticit/hyperactivity disorder or any of the disorders in the neuro- developmental disorders diagnostic class. The other specified attention-deficit/hyperactiv- ity disorder category is used in situations in which the clinician chooses to communicate the specific reason that the presentation does not meet the criteria for attention-deficit/ hyperactivity disorder or any specific neurodevelopmental disorder. This is done by re- cording “other specified attention-deficit/hyperactivity disorder" followed by the specific reason (e.g., ”with insufficient inattention symptoms").
314.01 (F90.9)
This category applies to presentations in which symptoms characteristic of attention- cial, occupational, or other important areas of functioning predominate but do not meet the fulI criteria for attention-deficit/hyperactivity disorder or any of the disorders in the neuro- developmental disorders diagnostic class. The unspecified attention-deticit/hyperactivity disorder category is used in situations in which the clinician chooses not to specify the rea- son that the criteria are not met for attention-deficit/hyperactivity disorder or for a specific neurodevelopmental disorder, and includes presentations in which there is insufficient in- formation to make a more specific diagnosis.
A. Difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties: 1. Inaccurate or slow and effortful word reading (e.g., reads single words aloud incor- rectly or slowly and hesitantly, frequently guesses words, has difficulty sounding out words).
2. Difficulty understanding the meaning of what is read (e.g., may read text accurately but not understand the sequence, relationships, inferences, or deeper meanings of what is read).
3. Difficulties with spelling (e.g., may add, omit, or substitute vowels or consonants).
4. Difficulties with written expression (e.g., makes multiple grammatical or punctua- sion of ideas lacks clarity).
5. Difficulties mastering number sense, number facts, or calculation (e.g., has poor understanding of numbers, their magnitude, and relationships; counts on fingers to add singIe-digit numbers instead of recalling the math fact as peers do; gets lost in the midst of arithmetic computation and may switch procedures).
6. Difficulties with mathematical reasoning (e.g., has severe difficulty applying math- ematical concepts, facts, or procedures to solve quantitative problems).
B.
The affected academic skills are substantially and quantifiably below those expected for the individual’s chronological age. and cause significant interference with academic or occupatiohal performance, or with activities of daily living, as confirmed by individu- assessment. For individuals age 17 years and older, a documented history of impairing learning difficulties may be substituted for the standardized assessment.