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אבחון הפרעות קשב ופעלתנות-יתר

ל- AD/HD אין עדיין אמצעי אבחון נירולוגיים בדוקים. ההפרעה נקבעת לפי החומרה, השכיחות ומשך הזמן שבו מתגלים הסימנים האופייניים שלה.
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להלן רשימת הקריטריונים כפי שהיא הופיעה ב- DSM-IV בשנת2000.הרשימה לא מיועדת לאבחון עצמי והיא לשימוש של בעלי המקצוע הממונים על אבחון ad/hd נירולוג ילדים או רופא שעבר הכשרה בהתפתחות הילד .

A. Either (1) or (2)
(1) Inattention: At least six of the following symptoms of inattention have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level:

(a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities
(b) often has difficulty sustaining attention in tasks or play activities
(c) often does not seem to listen to what is being said to him or her
(d) often does not follow through on instructions and fails to finish schoolwork,  chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)
(e) often has difficulties organizing tasks and activities
(f) often avoids, expresses reluctance about, or has difficulties engaging in tasks that require sustained mental effort (such as schoolwork or homework)
(g) often loses things necessary for tasks or activities (e.g. school assignments, pencils, books, tools, or toys)
(h) is often easily distracted by extraneous stimuli
(I) often forgetful in daily activities

Hyperactivity - Impulsivity: At least five 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:

(a) often fidgets with hands or feet or squirms in seat
(b) leaves seat in classroom or in other situations in which remaining seated is expected
(c) often runs about or climbs excessively in situations where it is inappropriate (in  adolescents or adults, may be limited to subjective feelings of restlessness)
(d) often has difficulty playing or engaging in leisure activities quietly
(e) is always "on the go" or acts as if "driven by a motor
f) often talks excessively

Impulsivity

(g) often blurts out answers to questions before the questions have been completed
(h) often has difficulty waiting in lines or awaiting turn in games or group situations

(I) often interrupts or intrudes on others (e.g., butts into others' conversations or games)

B. Some symptoms that caused impairment were present before age seven.
C. Some symptoms that cause impairment are present in two or more settings (e.g., at school, work, and at home).
D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.
E. Does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia or other Psychotic Disorder, and is not better accounted for by Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder


רשימה להערכת התנהגויות הילד על-ידי מחנכיו

Behavioral Checklist © Pediatric Neurological Associates.

Child's Name: Your Name:
Date: Subject (if teacher):

Please rate the severity of each problem listed. below! Please add comments

(0)none (1) slight(2) moderate (3) major

Trouble attending to work that child understands well
Trouble attending to work that child understands poorly
Requires one-to-one attention to get work done
Impulsive (trouble waiting turn, blurts out answers)
Hyperactive (fidgity, trouble staying seated)

Disorganized
Homework not handed in
Inconsistent work and effort
Poor sense of time
Does not seem to talk through problems
Over-reacts
Easily overwhelmed
Blows up easily
Trouble switching activities
Hyper-focused at times

Poor handwriting
Certain academic tasks seem difficult (specifiy)

Seems deliberately spiteful, cruel or annoying
Anxious, edgy, stressed or painfully worried
Obsessive thoughts or fears; perseverative rituals
Irritated for hours or days on end (not just frequent, brief blow-ups)
Depressed, sad, or unhappy
Extensive mood swings
Tics: repetitive movements or noises
Poor eye contact
Does not catch on to social cues
Limited range of interests and interactions
Unusual sensitivity to sounds, touch, textures, movement or taste
Coordination difficulties
Other (specify)

If the child is on medication, please answer the following questions:
Can you tell when the child is on medication or not
Does the medication work consistently throughout the day
Does the child appear to be on too much or too little medication



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