Vanderbilt Adhd Diagnostic Rating Scale Form PDF Details

Do you suspect your child may be struggling with attention-deficit/hyperactivity disorder (ADHD)? Knowing what to look for and when to seek professional aid can help ensure your child receives the best treatment possible. The Vanderbilt ADHD Diagnostic Rating Scale Form is a cost-effective, validated tool for diagnosing ADHD in children ages 6–12. In this post, we will discuss the background of the form, its benefits and applications, as well as some potential risks associated with using it. By understanding how to properly use this widely utilized assessment instrument, parents and clinicians alike can gain insight into students’ abilities related to important academic outcomes. So if you are interested in learning more about the Vanderbilt ADHD Diagnostic Rating Scale Form make sure you read on!

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Form NameVanderbilt Adhd Diagnostic Rating Scale Form
Form Length3 pages
Fillable?No
Fillable fields0
Avg. time to fill out45 sec
Other namesvanderbilt 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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54

BRIGHT FUTURES TOOL FOR PROFESSIONALS

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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55

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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56

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