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The Vanderbilt ADHD Diagnostic Rating Scale is a preliminary self-report instrument assessment tool for attention deficit hyperactivity disorder (ADHD) symptoms with children ages 6–12 and their effect on performance in academic and behavioral areas. This method of ADHD diagnostic self-report was developed by (Mark Wolraich, MD ), at the Oklahoma Health Sciences Center. Wolraich created the Vanderbilt diagnostic style because other assessments lacked common co-morbid conditions associated with ADHD. There are two versions available: a parent form that contains 55 questions,〔(【引用サイトリンク】url=http://www.childrenshospital.vanderbilt.org/uploads/documents/DIAGNOSTIC_PARENT_RATING_SCALE(1).pdf )〕 and a teacher form that contains 43 questions. The VADPRS (parent) was compared with the VADTRS (teacher) and C-DISC-IV ratings of children in clinical and nonclinical samples. The comparison resulted in the scores of such scales showing good reliability and validity across multiple different study samples. A shorter follow-up version of the Vanderbilt ADHD Diagnostic Rating Scale is also available for parents and teachers. The follow-up form contains 26 questions divided into two sections, one measuring the frequency of the child's ADHD symptoms, and one measuring his or her performance in school and interactions with siblings and peers. The follow-up form may be used as either a stand-alone screen for ADHD symptoms, or as a measure of a child's symptoms following pharmacological or behavioral interventions. == Scoring and interpretation == Both parent and teacher assessment scales have two components: symptom assessment and impairment in performance. The symptom assessment component screens for symptoms relevant to inattentive and hyperactive ADHD subtypes. To meet criteria for ADHD diagnoses, one must have 6 positive responses to either the core 9 inattentive symptoms or core 9 hyperactive symptoms, or both.〔(【引用サイトリンク】url=https://depts.washington.edu/dbpeds/07ScoringInstructions.pdf )〕 Both the parent and the teacher versions ask the respondent to rate the frequency of a child's behaviors on a 0-3 scale as follows: *0: "never"; *1: "occasionally"; *2: "often"; *3: "very often". A positive response is either a score of 2 or 3 ("often" to "very often"). The final 8 questions of both versions ask the respondent to rate the child's performance in school and his or her interactions with others on a 1-5 scale, with 1-2 meaning "problematic", 3 meaning "average", and 4-5 meaning "above average". To meet criteria for ADHD, there must be at least one score for the performance set that is either a 4 or 5, as these scores indicate impairment in performance. 抄文引用元・出典: フリー百科事典『 1: "occasionally";*2: "often";*3: "very often".A positive response is either a score of 2 or 3 ("often" to "very often").The final 8 questions of both versions ask the respondent to rate the child's performance in school and his or her interactions with others on a 1-5 scale, with 1-2 meaning "problematic", 3 meaning "average", and 4-5 meaning "above average".To meet criteria for ADHD, there must be at least one score for the performance set that is either a 4 or 5, as these scores indicate impairment in performance.">ウィキペディア（Wikipedia）』 ■1: "occasionally";*2: "often";*3: "very often".A positive response is either a score of 2 or 3 ("often" to "very often").The final 8 questions of both versions ask the respondent to rate the child's performance in school and his or her interactions with others on a 1-5 scale, with 1-2 meaning "problematic", 3 meaning "average", and 4-5 meaning "above average".To meet criteria for ADHD, there must be at least one score for the performance set that is either a 4 or 5, as these scores indicate impairment in performance.">ウィキペディアで「VADRS -->The Vanderbilt ADHD Diagnostic Rating Scale is a preliminary self-report instrument assessment tool for attention deficit hyperactivity disorder (ADHD) symptoms with children ages 6–12 and their effect on performance in academic and behavioral areas. This method of ADHD diagnostic self-report was developed by (Mark Wolraich, MD ), at the Oklahoma Health Sciences Center. Wolraich created the Vanderbilt diagnostic style because other assessments lacked common co-morbid conditions associated with ADHD. There are two versions available: a parent form that contains 55 questions,(【引用サイトリンク】url=http://www.childrenshospital.vanderbilt.org/uploads/documents/DIAGNOSTIC_PARENT_RATING_SCALE(1).pdf ) and a teacher form that contains 43 questions. The VADPRS (parent) was compared with the VADTRS (teacher) and C-DISC-IV ratings of children in clinical and nonclinical samples. The comparison resulted in the scores of such scales showing good reliability and validity across multiple different study samples. A shorter follow-up version of the Vanderbilt ADHD Diagnostic Rating Scale is also available for parents and teachers. The follow-up form contains 26 questions divided into two sections, one measuring the frequency of the child's ADHD symptoms, and one measuring his or her performance in school and interactions with siblings and peers. The follow-up form may be used as either a stand-alone screen for ADHD symptoms, or as a measure of a child's symptoms following pharmacological or behavioral interventions.== Scoring and interpretation ==Both parent and teacher assessment scales have two components: symptom assessment and impairment in performance. The symptom assessment component screens for symptoms relevant to inattentive and hyperactive ADHD subtypes. To meet criteria for ADHD diagnoses, one must have 6 positive responses to either the core 9 inattentive symptoms or core 9 hyperactive symptoms, or both.(【引用サイトリンク】url=https://depts.washington.edu/dbpeds/07ScoringInstructions.pdf ) Both the parent and the teacher versions ask the respondent to rate the frequency of a child's behaviors on a 0-3 scale as follows:*0: "never";*1: "occasionally";*2: "often";*3: "very often".A positive response is either a score of 2 or 3 ("often" to "very often").The final 8 questions of both versions ask the respondent to rate the child's performance in school and his or her interactions with others on a 1-5 scale, with 1-2 meaning "problematic", 3 meaning "average", and 4-5 meaning "above average".To meet criteria for ADHD, there must be at least one score for the performance set that is either a 4 or 5, as these scores indicate impairment in performance.」の詳細全文を読む スポンサード リンク
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