Vanderbilt Adhd Diagnostic Rating Scale Form – Fill Out and Use This PDF

The Vanderbilt ADHD Diagnostic Rating Scale is a comprehensive tool used by professionals to assess children for Attention-Deficit/Hyperactivity Disorder (ADHD) based on various behavioral indicators and performance criteria. It provides a structured method for evaluating attention issues, hyperactivity, impulsivity, oppositional behaviors, and symptoms of anxiety or depression among other factors. By highlighting specific behaviors and scoring them accordingly, this scale aids in pinpointing a diagnosis that can guide interventions and support for children facing challenges related to ADHD. Ready to make a difference? Start by filling out the form by clicking the button below.

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Vanderbilt Adhd Diagnostic Rating Scale Form PDF Details

The Vanderbilt ADHD Diagnostic Rating Scale emerges as a pivotal tool, bridging the gap between clinical evaluation and the classroom experience in the pursuit of identifying ADHD in children. Crafted meticulously for use by educators, this comprehensive form assists in detecting potential ADHD-related behaviors, spanning from inattention and hyperactivity-impulsivity to more nuanced symptoms associated with oppositional defiant and conduct disorders, as well as anxiety or depression symptoms. By categorizing responses into a four-point frequency code, it enables a nuanced assessment of children's behaviors and their impact on academic and social performance. Importantly, the form demands a detailed observation of behaviors, with a requirement for six or more identified behaviors in specific categories for a diagnosis of the respective ADHD subtype. Additionally, it extends into realms often intertwined with ADHD, such as oppositional defiant behaviors and symptoms reflective of anxiety or depression, necessitating a minimum of three or more identified behaviors for contemplation in these areas. Academic and classroom performance scores further enrich the scale’s utility, offering a lens through which to view the child’s functioning in a structured environment. The integration of this scale into the evaluation process underscores the importance of a collaborative approach involving educators in the diagnostic journey, providing crucial insights that extend beyond the confines of clinical assessment alone.

Question	Answer
Form Name	Vanderbilt Adhd Diagnostic Rating Scale Form
Form Length	3 pages
Fillable?	No
Fillable fields	0
Avg. time to fill out	45 sec
Other names	vanderbilt adhd assessment, vanderbilt adhd assessment forms printable, vanderbilt adhd questionnaire, vanderbilt scores adhd

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BRIGHT FUTURES TOOL FOR PROFESSIONALS

I N S T R U C T I O N S F O R U S E

Vanderbilt ADHD Diagnostic Teacher Rating Scale

INSTRUCTIONS AND SCORING

Behaviors are counted if they are scored 2 (often) or 3 (very often).

Inattention	Requires six or more counted behaviors from questions 1–9 for
	indication of the predominantly inattentive subtype.
Hyperactivity/	Requires six or more counted behaviors from questions 10–18
impulsivity	for indication of the predominantly hyperactive/impulsive
	subtype.
Combined	Requires six or more counted behaviors each on both the
subtype	inattention and hyperactivity/impulsivity dimensions.
Oppositional	Requires three or more counted behaviors from questions 19–28.
defiant and
conduct disorders
Anxiety or	Requires three or more counted behaviors from questions 29–35.
depression
symptoms

The performance section is scored as indicating some impairment if a child scores 1 or 2 on at least one item.

FOR MORE INFORMATION CONTACT

Mark Wolraich, M.D.

Shaun Walters Endowed Professor of Developmental and Behavioral Pediatrics

Oklahoma University Health Sciences Center

1100 Northeast 13th Street

Oklahoma City, OK 73117 Phone: (405) 271-6824, ext. 123 E-mail: mark-wolraich@ouhsc.edu

The scale is available at http://peds.mc. vanderbilt.edu/VCHWEB_1/rating~1.html.

REFERENCE FOR THE SCALE’S PSYCHOMETRIC PROPERTIES

Wolraich ML, Feurer ID, Hannah JN, et al. 1998. Obtaining systematic teacher reports of disruptive behavior disorders utilizing DSM-IV. Journal of Abnormal Child Psychology 26(2):141–152.

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Vanderbilt ADHD Diagnostic Teacher Rating Scale

Name:				Grade: ____________________
Date of Birth: ______________ Teacher:__________________________________			School: __________________________________
Each rating should be considered in the context of what is appropriate for the age of the children you are rating.
		Frequency Code: 0 = Never;	1 = Occasionally;		2 = Often;	3 = Very Often

1.	Fails to give attention to details or makes careless mistakes in schoolwork		0		1	2	3

2.	Has difficulty sustaining attention to tasks or activities		0		1	2	3

3.	Does not seem to listen when spoken to directly		0		1	2	3

4.	Does not follow through on instruction and fails to finish schoolwork		0		1	2	3
	(not due to oppositional behavior or failure to understand)

5.	Has difficulty organizing tasks and activities		0		1	2	3

6.	Avoids, dislikes, or is reluctant to engage in tasks that require		0		1	2	3
	sustaining mental effort

7.	Loses things necessary for tasks or activities (school assignments, pencils,		0		1	2	3
	or books)

8.	Is easily distracted by extraneous stimuli		0		1	2	3

9.	Is forgetful in daily activities		0		1	2	3

10.	Fidgets with hands or feet or squirms in seat		0		1	2	3

11.	Leaves seat in classroom or in other situations in which remaining		0		1	2	3
	seated is expected

12.	Runs about or climbs excessively in situations in which remaining		0		1	2	3
	seated is expected

13.	Has difficulty playing or engaging in leisure activities quietly		0		1	2	3

14.	Is “on the go” or often acts as if “driven by a motor”		0		1	2	3

15.	Talks excessively		0		1	2	3

16.	Blurts out answers before questions have been completed		0		1	2	3

17.	Has difficulty waiting in line		0		1	2	3

18.	Interrupts or intrudes on others (e.g., butts into conversations or games)		0		1	2	3

19.	Loses temper		0		1	2	3
					(continued on next page)

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Vanderbilt ADHD Diagnostic Teacher Rating Scale (continued)

	Frequency Code: 0 = Never; 1 = Occasionally;		2 = Often;	3 = Very Often

20.	Actively defies or refuses to comply with adults’ requests or rules	0	1	2	3

21.	Is angry or resentful	0	1	2	3

22.	Is spiteful and vindictive	0	1	2	3

23.	Bullies, threatens, or intimidates others	0	1	2	3
24.	Initiates physical fights	0	1	2	3

25.	Lies to obtain goods for favors or to avoid obligations (i.e., “cons” others)	0	1	2	3

26.	Is physically cruel to people	0	1	2	3

27.	Has stolen items of nontrivial value	0	1	2	3

28.	Deliberately destroys others’ property	0	1	2	3

29.	Is fearful, anxious, or worried	0	1	2	3
30.	Is self-conscious or easily embarrassed	0	1	2	3

31.	Is afraid to try new things for fear of making mistakes	0	1	2	3

32.	Feels worthless or inferior	0	1	2	3

33.	Blames self for problems, feels guilty	0	1	2	3

34.	Feels lonely, unwanted, or unloved; complains that “no one loves him/her”	0	1	2	3

35.	Is sad, unhappy, or depressed	0	1	2	3

PERFORMANCE

		Problematic		Average	Above Average

Academic Performance
1.	Reading	1	2	3	4	5
2.	Mathematics	1	2	3	4	5
3.	Written expression	1	2	3	4	5
Classroom Behavioral Performance
1.	Relationships with peers	1	2	3	4	5
2.	Following directions/rules	1	2	3	4	5
3.	Disrupting class	1	2	3	4	5
4.	Assignment completion	1	2	3	4	5
5.	Organizational skills	1	2	3	4	5

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Vanderbilt Adhd Diagnostic Rating Scale Form – Fill Out and Use This PDF

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