Vanderbilt Assessment Rating Scale

Anurati Aggarwal

Parvatibai Chowgule College of Arts and Science

MA Child Psychology

Aiswarya Babu M
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Practical No. 02 Date:22.11.2021

Vanderbilt Assessment Rating Scales

The Vanderbilt ADHD Diagnostic Rating Scale (VADRS) is a

psychological evaluation instrument for parents of children aged 6 to 12 years old. It is used to

determine the severity of symptoms associated with attention deficit hyperactivity disorder

(ADHD). This rating scale was created by Mark Wolraich of the Oklahoma Health Sciences

Center and contains items relating to other conditions that are frequently comorbid with ADHD.

ADHD is one of the most common paediatric neurodevelopmental diseases. It is most commonly

diagnosed in childhood and lasts far into adulthood. Children with ADHD may struggle to pay

attention, manage impulsive behaviours (doing without considering the consequences), or be

extremely active.

The Vanderbilt ADHD Diagnostic Rating Scale (VADRS) includes items for

oppositional defiant disorder, conduct disorder, anxiety, and depression, all of which are frequently

co-occurring disorders with ADHD. There are two versions to choose from: a parent form with 55

questions and a teacher form with 43 questions. For parents and teachers, a shorter follow-up

version of the VADRS is also available, which consists of 26 questions with an extra 12 side effect

measures. When scores from different versions of the VADRS were compared to scores from other

psychological tests, it was discovered that the scores have good but limited reliability and validity

across several tests ("Vanderbilt ADHD diagnostic rating scale (VADRS)," n.d.).
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The Parent Assessment Scale as well as the Teachers Assessment Scale evaluates the

Following:

ADHD is divided into three main types:

• Inattentive type

• Hyperactive-impulsive type

• Combination type

Inattentive type:

Under this type of ADHD, you may notice that you have more inattention

symptoms than impulsivity or hyperactivity. At times, you could struggle with impulse control or

hyperactivity. However, these aren't the most prominent features of inattentive ADHD.

People who experience inattentive behavior often:

• Are distracted easily

• Get bored quickly

• Trouble focusing on a single task

• Difficulty organizing thoughts and learning new information

• Lose pencils, papers, or other items needed to complete a task

• Don’t seem to listen

• Move slowly and appear as if they’re daydreaming

• Process information more slowly and less accurately than others

• Trouble following directions

• More girls are diagnosed with inattentive type ADHD than boys.
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Hyperactive-impulsive type:

The characteristics of impulsivity and hyperactivity characterise this kind of

ADHD. This type can show indicators of inattention, although it isn't as noticeable as the other

symptoms.

People who are impulsive or hyperactive often:

• Squirm, fidget, or feel restless

• Difficulty in sitting still

• Talk constantly

• Touch and play with objects, even when inappropriate to the task at hand

• Have trouble engaging in quiet activities

• Constantly “on the go”

• Impatient

• Act out of turn and don’t think about consequences of actions

• Blurt out answers and inappropriate comments

Children who are hyperactive-impulsive are called hyperactive-impulsive

children. ADHD can cause problems in the classroom. They have the potential to make learning

more difficult for themselves and others. Boys are diagnosed with hyperactive-impulsive disorder

at a higher rate than girls.

Combined type:

If you have the combination type, your symptoms don't just fall into one of two

categories: inattention or hyperactive-impulsive conduct. Instead, a mixture of symptoms from

both categories is manifested. Inattentive or impulsive conduct affects the majority of people,

whether they have ADHD or not. However, it is more severe in persons who have ADHD. The
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conduct has become more frequent and is interfering with your ability to perform at home, school,

job, and in social situations. Because symptoms alter over time, the type of ADHD you have may

also change. ADHD is a chronic condition that can last a lifetime. Medication and other treatments,

on the other hand, can help you live a better life.

Oppositional Defiant Disorder:

Oppositional defiant disorder (ODD) is a disorder in which a child exhibits a

pattern of uncooperative, defiant, angry, and bothersome conduct toward adults. The child's normal

daily functioning, including relationships and activities in the family and at school, is frequently

disrupted by this conduct. It's not uncommon for children, particularly those in their "terrible twos"

and early adolescence, to be oppositional or defiant of authority. They may show their

disobedience by arguing with adults, such as their parents or instructors, defying them, or talking

back to them. When a child's behaviour lasts more than six months and is out of character for his

or her age, it may indicate that the youngster has ODD. Some children with ODD go on to acquire

conduct disorder, a more serious behaviour disease.

Conduct Disorder:

Children and teenagers can develop conduct disorder, which is a significant

behavioural disorder. A youngster with conduct disorder may engage in violent behaviour and

have difficulty adhering to regulations. It is usual for children and teenagers to experience

behavioural issues at some point during their growth. When the behaviour is long-term, it violates

the rights of others, goes against recognised norms of behaviour, and disturbs the child's or family's

daily life, it is labelled a conduct disorder. The symptoms of conduct disorder differ based on the

age of the kid and the severity of the disease.

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Categories of Conduct Disorder are:

• Aggressive behavior: Fighting, bullying, being harsh to others or animals, using

weapons, and forcing someone into sexual intercourse are examples of aggressive actions

that threaten or cause physical harm.

• Destructive behavior: Arson (deliberately starting a fire) and vandalism

(intentionally destroying another person's property) are examples of destructive behaviour.

• Deceitful behavior: Repeated lying, theft, or breaking into people's houses or

automobiles to steal are examples of deceptive behaviour.

• Violation of rules: This refers to breaking social rules or participating in behaviour

that is inappropriate for the individual's age. Running away, skipping school, playing pranks,

or becoming sexually active at a young age are examples of these behaviours.

Furthermore, many children with conduct disorder are irritable, have low self-

esteem, and have a proclivity for throwing temper tantrums. Some people may be addicted to drugs

and alcohol. Children with conduct disorder are typically unable to recognise how their actions

can harm others and have little sorrow or remorse for doing so.

Learning Disability:

Learning disabilities are conditions that impair one's ability to comprehend

and use spoken or written language, perform mathematical computations, coordinate movements,

or focus attention. Although learning problems can affect children as young as three years old,

they are frequently not detected until they reach school age. Learning impairments can last a

lifetime.

Several overlapping learning deficits may be visible in certain people. Others may have a

single, minor learning difficulty that has minimal bearing on their lives. Special education is the
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most prevalent treatment for learning problems. A diagnostic educational examination may be

conducted by specially educated educators to examine the child's academic and intellectual

potential as well as degree of academic achievement. Some youngsters may be uninterested in

certain sorts of learning (for example, learning a new language, a specialised activity or skill, or

an academic subject), as well as sports or other outside activities. These attributes indicate the

child’s interests and are not indicative of a learning disability.

Mood Disorders:

Mood disorders, often known as affective disorders, include everything from

sadness to bipolar disorder. A significant change in mood impacts your child's emotional condition

in any of these diseases. Unlike a typical bad mood that a child may experience on occasion, a

mood disorder entails powerful, difficult-to-manage, and persistent thoughts and feelings. A mood

disorder is a serious medical problem that a child is unlikely to overcome on his own.

The mood disorders most likely to be experienced by children with ADHD include

dysthymic disorder, major depressive disorder (MDD), and bipolar disorder. Dysthymic disorder

can be characterized as a chronic low-grade depression, persistent irritability, and a state of

demoralization, often with low self-esteem. Major depressive disorder is a more extreme form of

depression that can occur in children with ADHD and even more frequently among adults with

ADHD ("Mood disorders & ADHD," n.d.).

The most common mood disorders in children and adolescents include:

• Major depression: A depressed or irritable mood, lasting at least two weeks.

• Persistent depressive disorder (dysthymia): A chronic, low-grade, depressed or

irritable mood for at least 1 year.

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• Bipolar disorder: Periods of persistently elevated mood followed by periods of

depressed or flat emotional response.

• Disruptive mood dysregulation disorder: A persistent irritability and extreme

inability to control behavior.

• Premenstrual dysmorphic disorder: This includes depressive symptoms, irritability,

and tension before menstruation.

• Mood disorder due to a general medical condition: Many medical illnesses,

including cancer, injuries, and chronic medical illnesses, can trigger symptoms of depression.

• Substance-induced mood disorder: Symptoms of depression due to drug use, the

effects of a medication, or exposure to toxins.

Test Administration:

Seat the subject (parent) comfortably, develop a relationship with the

subject, ask the parents to fill in details, and then advise them on how to do so. This quiz asks you

questions about your child's behaviour over the last six months. Please make a note in the provided

box if the youngster is taking any medications. This questionnaire is split into two sections:

symptom evaluation and performance evaluation. Read each question carefully and respond on the

provided response sheet. For symptom evaluation, each question contains four options: never,

occasionally, often, and very often, with numbers 0, 1, 2, and 3 corresponding to each option. By

selecting the desired option, circle the number. For each item's performance evaluation, there is a

subcategory with the numbers 1, 2, 3, 4 and 5 referring to excellent, above average, average,

somewhat of an issue, and problematic.

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Precautions:

1. Make sure all the instructions are clearly given and understood by the client.

2. Do not forget to remind the parent or teacher to mark their answers depending

on the child’s behaviour for past six months.

Results and Discussion:

Subject Details:

Name: Avyukt Sain

Age: 8 years

Sex: Male

Informant: Mother and Father

Table no: 2.1 Scores on Vanderbilt Parent Rating Scale obtained by the participant.

Serial No. Criteria Number of questions

scored 2 and above

1 Predominantly Inattentive subtype 1

2 Predominantly Hyperactive/Impulsive subtype 3

3 ADHD Combined Inattention/Hyperactivity 4

4 Total Symptom Score 10

5 Oppositional -Defiant Disorder Screen 2

6 Conduct Disorder Screen 0

7 Anxiety/Depression Screen 0
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A Zoom video chat was used to administer the test with the parents of a 7-year-

old kid. Both parents were sitting, and the exam had already been sent. They were holding the

printout in their hands. At the time of the exam, the child was not present. The parents did had a

few concerns regarding the way the test would be administered. I explained the criteria and assured

them that it was solely educational. I had the impression that the youngster is curious about things

and is extremely sincere because of the personal bond between the parents and the child. The child

is bright academically, well-organized, and does well in school.

Conclusion:

Because the Vanderbilt Scale is merely a screening tool and not a diagnostic tool,

it cannot determine whether a kid has ADHD or any other illness. After gaining a better

understanding of the child and adding up the scores on the parent assessment scale, the youngster

was found to be free of any ADHD symptoms and did not require any further assessment.
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References

Vanderbilt ADHD diagnostic rating scale (VADRS). (n.d.). Psychology

Tools. https://psychology-tools.com/test/vadrs-vanderbilt-adhd-diagnostic-rating-scale

What is ADHD? (2021, January 26). Centers for Disease Control and

Prevention. https://www.cdc.gov/ncbddd/adhd/facts.html

Vanderbilt ADHD diagnostic rating scale (VADRS). (n.d.). Psychology

Tools. https://psychology-tools.com/test/vadrs-vanderbilt-adhd-diagnostic-rating-scale

Mood disorders & ADHD. (n.d.).

HealthyChildren.org. https://www.healthychildren.org/English/health-

issues/conditions/adhd/Pages/Mood-Disorders-ADHD.aspx