Translate Vanderbilt ADHD Diagnostic Rating Scale (VADRS)

Vanderbilt ADHD Diagnostic Rating Scale (VADRS)

The Vanderbilt ADHD Diagnostic Rating Scale (VADRS) is a psychological assessment used to measure symptoms related to Attention-Deficit/Hyperactivity Disorder (ADHD) and related emotional or behavioral difficulties in children and adolescents.

The assessment looks at attention problems, hyperactivity, impulsivity, oppositional behavior, conduct problems, anxiety, depression, and difficulties in school or relationships.

The VADRS is commonly used in pediatric, educational, and mental health settings because it provides a structured way to screen for ADHD-related symptoms and associated behavioral concerns.

Higher scores may suggest attention regulation difficulties, impulsivity, hyperactivity, emotional distress, behavioral difficulties, or problems in academic and social functioning.

You will be presented with statements about attention, behavior, emotions, and daily functioning.

Read each statement carefully and choose the response that best matches the child’s usual behavior and experiences.

Please answer honestly based on behavior over recent months.

This assessment is intended for parents, caregivers, teachers, or professionals who are familiar with the child’s daily behavior and functioning.

Participation is voluntary. Responses are anonymous and intended for educational, self-awareness, and research-related purposes only.

Higher scores may reflect ADHD-related symptoms, emotional difficulties, behavioral concerns, or impairment in school, home, or social functioning.

Higher scores indicate greater ADHD-related symptoms, behavioral concerns, emotional distress, or functional impairment.

Does not pay attention to details or makes careless mistakes.

Has difficulty keeping attention on tasks.

Does not seem to listen when spoken to directly.

Does not follow directions or finish activities.

Has difficulty organizing tasks and activities.

Avoids or dislikes tasks requiring mental effort.

Loses things needed for tasks or activities.

Is easily distracted by noises or other stimuli.

Is forgetful in daily activities.

Fidgets with hands or feet or squirms in seat.

Leaves seat when remaining seated is expected.

Runs about or climbs excessively when remaining seated is expected.

Has difficulty playing quietly.

Acts as if “driven by a motor.”

Talks too much.

Blurts out answers before questions are completed.

Has difficulty waiting his or her turn.

Interrupts or intrudes on others.

Argues with adults.

Loses temper.

Defies or refuses adults’ requests or rules.

Deliberately annoys people.

Blames others for mistakes or misbehavior.

Is touchy or easily annoyed.

Is angry or resentful.

Is spiteful or wants revenge.

Bullies, threatens, or intimidates others.

Starts physical fights.

Lies to avoid trouble or obligations.

Skips school without permission.

Is physically cruel to people.

Has stolen valuable things.

Deliberately destroys property.

Has used a weapon that could seriously harm others.

Is physically cruel to animals.

Has deliberately set fires to cause damage.

Has broken into homes, businesses, or cars.

Stays out at night without permission.

Has run away from home overnight.

Has forced someone into sexual activity.

Is fearful, anxious, or worried.

Is afraid to try new things because of fear of mistakes.

Feels worthless or inferior.

Blames self for problems or feels guilty.

Feels lonely, unwanted, or unloved.

Is sad, unhappy, or depressed.

Is self-conscious or easily embarrassed.

Overall school performance.

Reading performance.

Writing performance.

Mathematics performance.

Relationship with parents.

Relationship with siblings.

Relationship with peers.

Participation in organized activities.