The Vanderbilt ADHD Diagnostic Rating Scale (VADRS) is a psychological assessment tool for attention deficit hyperactivity disorder (ADHD) disorder and its effect on academic behavior and performance in children ages 6-12. This measure was developed by Mark Wolraich at the Oklahoma Health Sciences Center and includes items related to Opposition Opposing Disorder, Behavioral Disorder, Anxiety, and Depression, often comorbid disorders with ADHD.
There are two versions available: a master form containing 55 questions, and a teacher form containing 43 questions. A shorter follow-up version of VADRS is also available for parents and teachers and consists of 26 questions with an additional 12 side effects. Comparing scores from different versions of VADRS with other psychological actions indicates that scores have good reliability and validity but are limited in some samples. However, VADRS has just been developed, so clinical applications of this size are limited.
Video Vanderbilt ADHD diagnostic rating scale
Development and history
The VADRS was developed by Wolraich with the aim of adding common comorbid conditions associated with ADHD that were less than previous assessments. Because public awareness of ADHD has increased, epidemiologic studies have found 4-12% prevalence rates in children aged 6-12 across the United States. Not only is ADHD the most common childhood onset disorder seen in neurodevelopment, there is also a high rate of comorbidity that connects ADHD with problems and behavioral, emotional and other learning disabilities. As the need to get the sample population defined for lack of funds, Wolraich found the VADRS teacher. The teacher scoring scale allows Wolraich to have all children in one class sampled by one teacher and to improve communication between physicians and teachers.
Maps Vanderbilt ADHD diagnostic rating scale
Assessment and interpretation
Scale of parent and teacher assessment has two components: symptom assessment and performance degradation. A component of screen symptom assessment for symptoms relevant to ADHD subtypes that are negligent and hyperactive. To meet the diagnostic criteria for ADHD, one should have 6 positive responses either for symptoms of core intolerance or 9 hyperactive symptoms, or both.
Both parent and teacher versions ask respondents to assess the frequency of child behavior on a scale of 0-3 as follows:
- 0 : "never";
- 1 : "sometimes";
- 2 : "often";
- 3 : "very often".
Positive response is a score of 2 or 3 ("often" to "very often").
The last 8 questions from both versions ask the respondent to rate the child's performance at school and his interactions with others on a scale of 1-5, with 1-2 meaning "above average", 3 meaning "average", and 4-5 means "problematic".
To meet the ADHD criteria, there should be at least one score for the performance set of 4 or 5, since this score shows a decrease in performance.
Parent version
The parent version of the Vanderbilt ADHD Diagnostic Rating Scale contains 6 subscales. Behavior is included in the total for each subscale if they are rated as 2 or 3. The rules for the assessment are as follows:
- Type of Inattentive ADHD : Must print 2 or 3 on six or more items in questions 1-9, and score 1 or 2 on each item in the section performance.
- Hyperactive/impulsive type ADHD: Must get a score of 2 or 3 on six or more items in the 10-18, and 1 or 2 questions on each item in the section performance.
- ADHD compound type: Meets criteria for escape type ADHD and hyperactive/impulsive types.
- Opposing Opposing Disorder (ODD): Must score 2 or 3 on four or more items in question 19-26.
- Behavioral behavior : Must print 2 or 3 on three or more items in question 27-40.
- Anxiety/depression: Must get a score of 2 or 3 for three or more items in question 41-47.
Teacher version
Vanderbilt ADHD DiChostic Rating Scale teacher version contains 5 subscales. Behavior is included in the totals for each subscale if they are rated as 2 or 3. A score of 1 or 2 on at least one question in the performance section indicates impairment. Rules for assessment are as follows:
- Type of Inattentive ADHD : Must get a score of 2 or 3 on six or more items in questions 1-9.
- Type of hyperactive/impulsive ADHD: Must get a score of 2 or 3 on six or more items in question 10-18.
- ADHD compound type: Meets criteria for escape type ADHD and hyperactive/impulsive types.
- Opposing Opposing Disorder (ODD): Must get a score of 2 or 3 on three or more items in question 19-28.
- Anxiety/depression: Must get a score of 2 or 3 for three or more items in question 29-35.
Reliability
Validity
Impact
There is a high comorbidity of learning disorders (LDs) in children with ADHD, and for that reason VADRS has been studied to determine whether the question of performance items on a VARS can reliably predict whether a child with ADHD has a comorbid LD (eg Math, reading, spelling LDs). The results of the operating receiver operating characteristics (ROC) indicate that children with ADHD can be reliably ruled out of having a comorbid LD based on performance items on VARS. This is clinically useful because it allows those without LDs to be ruled out and therefore reduce the number of unnecessary referrals to health care professionals.
Limitations
Source of the article : Wikipedia
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