Either 1 or 2:

Six (or more) of the following symptoms of inattention have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level:

Often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities

Often has difficulty sustaining attention in tasks or play activities

Often does not seem to listen when spoken to directly

Often does not follow through on instructions and fails to finish schoolwork, chores or duties in the work-place (not due to oppositional behavior or failure to understand instructions)

Often has difficulties organizing tasks and activities

Often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)

Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books or tools)

Is often easily distracted by extraneous stimuli

Is often forgetful in daily activities

Six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level:

Often fidgets with hands or feet, or squirms in seat

Often leaves seat in classroom or in other situations in which remaining seated is expected

Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)

Often has difficulty playing or engaging in leisure activities quietly

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

Often talks excessively

Impulsivity

Often blurts out answers before questions have been completed

Often has difficulty awaiting turn

Often interrupts or intrudes on others (e.g., butts into conversations or games)

Some hyperactive-impulsive or inattention symptoms that caused impairment were present before the age of seven years.

Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] and at home).

There must be clear evidence of clinically significant impairment in social, academic or occupational functioning.

The symptoms do not occur exclusively during the course of a pervasive developmental disorder, schizophrenia or other psychiatric disorder and are not better accounted for by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder or a personality disorder).