Vanderbilt ADHD Teacher Rating Scale page 1 of 2 2025

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A meta analysis conducted by Bard, who extrapolated data, demonstrated that the test-retest reliability exceeded . 80 for all summed scale scores in elementary school children populations with a time span of about a year.
The Conners Abbreviated Symptom Questionnaire may be the most effective diagnostic tool for ADHD because of its brevity and high diagnostic accuracy, and the CBCL-AP could be used for more comprehensive assessments.
Rating scales will ask you to score behaviors, typically on a point scale of 0-3 or 4. Usually, 0 means never, and 3 or 4 means very often and the higher the score, the more severe the symptom. Each test has a different way of adding up the scores to determine the likelihood of ADHD.
The VADRS showed good sensitivity (. 80) and adequate specificity (. 75) compared to diagnoses based on a structured interview with some corroboration by teachers.
To meet criteria for ADHD there must be at least 2 items of the performance set in which the child scores a 4, or 1 item of the performance set in which the child scores a 5; ie, there must be impairment, not just symptoms, to meet diagnostic criteria. The sheet has a place to record the number of positives (4s, 5s).

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The NICHQ demonstrates strong reliability and validity (Bard et al., 2013; Wolraich et al., 2003). The sum of NICHQ items 1-9 (inattentive section) and 10-18 (hyperactive section) rated above four or five were used for the principal components analysis to create the dimensional autism and ADHD measures.
Scores of 2 or 3 on a single symptom question reflect often-occurring behaviors. Scores of 4 or 5 on performance questions reflect problems in performance. The initial assessment scales, parent and teacher, have 2 components: symptom assessment and impairment in performance.
As may be seen, the new test correctly identifies 90% of your ADHD sample as having ADHD and 72% of your non-ADHD group as not having ADHD. Hence, sensitivity is 90% and specificity is 72%.

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