Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS)

The Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS) is used to help in the diagnostic process of Attention Deficit/Hyperactivity Disorder (ADHD) in children between the ages of 6 and 12. It is the teacher rated version which can be used in parallel with the parent version: Vanderbilt ADHD Diagnostic Parent Rating Scale (VADPRS).

It has a total of 43 questions, includes all 18 of the DSM criteria for ADHD and is to be completed by a current teacher of the child. As well as identifying inattentive, hyperactive/impulsive, or combined subtypes of ADHD, it can also be used to identify symptoms of frequent comorbidities, including oppositional defiance, anxiety and depression. 

The VADTRS demonstrates good construct validity, with a 4-factor model (inattention, hyperactivity, conduct/oppositional, and anxiety/depression problems) fitting the data well, and good convergent validity, with the SDQ was high (Pearson’s correlations > .72) for all 4 factors (Wolraich et al., 2013). For predictive validity, the VADTRS produced a sensitivity of .69, specificity of .84, positive predictive value of .32, and negative predictive value of .96 when predicting future case definitions among children whose parents completed a diagnostic interview (Wolraich et al., 2013).  

Scores are presented for the three subtypes of ADHD:

• Predominantly Inattentive Subtype. A child meets the diagnostic criteria if they have six or more “Often” or “Very Often” on items 1 to 9, plus a performance problem (scores of 1 or 2) on questions 36 to 43.
• Predominantly Hyperactive/Impulsive Subtype. A child meets diagnostic criteria if they have six or more “Often” or “Very Often” on items 10 through 18, plus a performance problem (scores of 1 or 2) on questions 36 to 43.
• Combined Subtype. A child meets the diagnostic criteria if they meet the above criteria for both Inattentive and Hyperactive/Impulsive subtypes.

In addition to the ADHD scales, scores are presented for frequently comorbid difficulties. Children with scores below the clinical cutoff are highly unlikely to meet the diagnostic criteria for that disorder. Children above the cutoff on the ODD and Anxiety/Depression sub-scales should be further evaluated, as these sub-scales are designed as a cursory screening measure for such problems.

• Oppositional Defiant Disorder (items 19 to 28). To be above the clinical cutoff score of 2 or 3 on 3 (or more) out of 10 behaviours on questions 19–28 AND score a 1 or 2 on any of the performance questions 36–43.
• Anxiety/ Depression (items 29 to 35). To be above the clinical cutoff scores a 2 or 3 on 3 (or more) out of 7 behaviours on questions 29–35 AND score a 1 or 2 on any of the performance questions 36–43.  

Wolraich, M. L., Bard, D. E., Neas, B., Doffing, M., & Beck, L. (2013). The psychometric properties of the Vanderbilt attention-deficit hyperactivity disorder diagnostic teacher rating scale in a community population. Journal of developmental and behavioral pediatrics : JDBP, 34(2), 83–93. https://doi.org/10.1097/DBP.0b013e31827d55c3