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The teacher version of the Vanderbilt ADHD Diagnostic Rating Scale contains 5 subscales. [8] Behaviors are included in the total for each subscale if they are scored as a 2 or a 3. A score of 1 or 2 on at least one question in the performance section indicates impairment. The rules for scoring are as follows:
This questionnaire was developed by Pelham and colleagues in 1992 [1] and inspired other widely used questionnaires, including the SNAP-IV (Swanson, Nolan and Pelham Teacher and Parent Rating Scale) and the Vanderbilt ADHD Diagnostic Rating Scale (Wolraich et al., 2003).
The ADHD-RS was created by George J. DuPaul, Thomas J. Power, Arthur D. Anastopoulos, and Robert Reid to address the need for an effective evaluation for children and adolescents suspected of having ADHD. [3] The diagnostic criteria were developed through a selection of items from general rating scales such as the Child Behavior Checklist. [4]
Each form of the BRIEF parent- and teacher- rating form contains 86 items in eight non-overlapping clinical scales and two validity scales.These theoretically and statistically derived scales form two indexes: Behavioral Regulation (three scales) and Metacognition (five scales), as well as a Global Executive Composite [6] score that takes into account all of the clinical scales and represents ...
Attention deficit hyperactivity disorder predominantly inattentive (ADHD-PI or ADHD-I), [3] is one of the three presentations of attention deficit hyperactivity disorder (ADHD). [4] In 1987–1994, there were no subtypes or presentations and thus it was not distinguished from hyperactive ADHD in the Diagnostic and Statistical Manual (DSM-III-R).
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The Swanson, Nolan and Pelham Teacher and Parent Rating Scale (SNAP), developed by James Swanson, Edith Nolan and William Pelham, is a 90-question self-report inventory designed to measure attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms in children and young adults.