Per DSM-5, at least one of the following has to be present to diagnose schizophrenia except

A. Cesar's Assessment Scale. There is no widely recognized Cesar's Assessment Scale for diagnosing ADHD.

B. Hamilton Assessment Scale. The Hamilton scales (HAM-A and HAM-D) are used to assess anxiety and depression, not ADHD. They measure emotional symptoms, somatic complaints, and cognitive impairments associated with mood disorders.

C. Vanderbilt Assessment Scale. The Vanderbilt Assessment Scale is a validated tool used for ADHD diagnosis in children. It assesses inattention, hyperactivity, impulsivity, and associated behavioral problems based on parent and teacher reports. It also screens for common comorbidities such as oppositional defiant disorder (ODD) and anxiety disorders.

D. Columbia Assessment Scale. The Columbia Suicide Severity Rating Scale (C-SSRS) is used to assess suicidal ideation and behavior, not ADHD. It is primarily applied in psychiatric evaluations and crisis intervention settings.

A. Difficulty in reading skills. This describes dyslexia, a learning disorder characterized by challenges in reading, spelling, and phonemic awareness. Individuals with dyslexia may struggle with word recognition, reading fluency, and comprehension, but their math skills may remain unaffected.

B. Difficulty in fine motor skills. This describes dyspraxia (developmental coordination disorder), which affects motor planning and coordination rather than numerical skills. Individuals with dyspraxia may struggle with writing, buttoning clothes, or other tasks requiring precise hand movements.

C. Difficulty in math skills. Dyscalculia is a specific learning disability in mathematics, affecting number sense, calculations, problem-solving, and understanding mathematical concepts. It is linked to difficulties in basic arithmetic, number sequencing, and spatial reasoning, often unrelated to intelligence or overall cognitive ability.

D. Difficulty in writing. This describes dysgraphia, a learning disorder that impairs handwriting, spelling, and written expression. Individuals with dysgraphia may have poor letter formation, inconsistent spacing, and difficulty organizing thoughts on paper, but their math abilities may not be affected.