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I was typing a brief response on my lunch break and really don't have time to dig into all of the nuances. I go by the criteria stipulated in the DSM. I can retype it for you if you would like. With regard to other factors, as the DSM states: the symptoms are not better explained by another mental disorder. Symptoms interfere with or reduce quality of social, work, or school functioning. Symptoms are present in two or more settings, including work, school, home, with friends or relatives, or in other activities. There is a lot of lattitude in all of that, but I am conservative when it comes to ADHD treatment, because the line between condition treatment and performance enhancement is very fine. They must have six or more very clear symptoms in one or both areas in two or more settings that cause enough impairment to a degree that is legitimately concerning in both in the absence of substantial assistance. There are certain symptoms no amount of private school or helicopter parenting will mask, and those are key in differentiating things at times. Ruling out other mental illness or causes of neurocognitive impairment is also critical. The questions are very tailored to my patient's particular circumstances, however, which makes it hard to generalize an assessment aside from the criteria above.This is very simplistic. Define impairment in childhood. Do you account for helicopter parents? Do you account for charter schools vs private schools vs home school vs public school vs private tutor? Do you account for sports vs boy scouts vs music vs art? Do you account for childhood neglect/trauma vs not? Do you account for SES in childhood? Sounds like you have a prototype of what an ADHD patient would look like without considering that there are many who don't fit the cookie cutter mold due to a variety of reasons.