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The purpose of this paper is to gauge DSM's scientific accuracy, using the prevalent children's diagnoses of attention deficit and disruptive behavior disorders as examples. I use the term accuracy to refer to a bundle of questions about the clarity of definitions that distinguish one category from another, the conceptual coherence of these definitions, and the ability of users of the classification system to implement these distinctions consistently in practice. With regard to DSM, I begindoi:10.1093/brief-treatment/mhh022 fatcat:5xiqluwning5vboctaxfdz27ka