Vanderbilt ADHD
Vanderbilt ADHD
Vanderbilt ADHD
Introduction
The National Institute for Children’s Health Quality (NICHQ) published the first
edition of the Vanderbilt Assessment Scales to help diagnose children between the ages of 6
to 12 years with ADHD. Ever since the first edition of Vanderbilt Assessment Scales was
published in 2002, subsequent editions came out in 2011 (2nd edition) and 2019 (3rd edition).
The Vanderbilt Assessment Scales consist of the primary caregivers' scale (usually the
parent's) and the teacher's scale. These scales are further divided into baseline and follow-up
assessments for both, the parent and teacher version. The Vanderbilt Attention Deficit/
Hyperactive Disorder Parent Rating Scale (VADPRS) consists of 55 total items. Out of
which, 18 items (1-18) are DSM-4 ADHD symptom items (1-9: inattention subtype; 9-18:
screening items, 14 (27-40) are Conduct Disorder (CD) screening items, and 7 (41-47) are
anxiety or depression behavior items. Except for the initial 18 items, the following 29 items
are ODD, CD, and anxiety or depression behavior comorbid screening items. All of the items
performance subscale consists of 8 items (48-55) that examine academic performance and
and functioning items have been incorporated keeping the DSM-4 criteria in mind. However,
they are also consistent with the DSM-5 version, since the criteria did not change between
these versions. As per the manual, scores of 2 or 3 on a single symptom question reflect
or both. For ODD symptom screener items, it is necessary to have at least 4 positive
ADHD; information from multiple sources (teachers, other primary caregivers, detailed case
history) should be considered. Moreover, the Vanderbilt Scales have baseline and follow-up
The VADPRS has a high internal consistency of more than 0.90 for the ADHD
(anxiety/depression) subscale (Wolraich et al., 2003). The VADPRS was also compared to the
concurrent validity of r = 0.79 for the total ADHD score (r = 0.73 for the inattentive subtype
and r = 0.83 for the hyperactive/impulsive subtype) (Wolraich et al., 2003). Research
suggests that the VADPRS, along with its symptom screening scales has improved clinical
utility for children who are at a risk of comorbidities accompanying their ADHD diagnosis
Report
Demographic Details
Initials: T.K.
Gender: Female
DOB: 14/03/2013
T.K., a 10-year-old female has been tested with the instrument. Presently, she did not
show any significant clinical features of ADHD or its comorbid features. The test was
Test Administered
Behavioral Observations
An easy rapport could be established with T.K. Her attention could be easily initiated
and maintained during the interview. She maintained consistent eye contact throughout the
interview. T.K. did not display any behavioral disturbances, fidgeting, hyperactivity, or
Test Findings
Results
(Present/Absent)
• A 4 or 5 on any of
the Performance
subtype 18).
• A 4 or 5 on any of
the Performance
inattention and
hyperactivity/impulsivity.
of 8 items (19 –
26).
• A 4 or 5 on any of
the Performance
of 14 items (27 –
40).
• A 4 or 5 on any of
the Performance
47).
• A 4 or 5 on any of
the Performance
Interpretation
Based on the above table, T.K. has an absence of ADHD (Inattention and
Impressions
These scores are characteristic of a child with a complete absence of ADHD and other
Recommendations
ADHD symptoms, optimized interventions specific to the child could be advised. According
to a review by Caye et al. (2019), behavioral and psychosocial interventions like social skills
CBT programs for emotional regulation, relaxation, and mindfulness practices, cognitive
individuals to increase beta waves and reduce theta waves, and dietary modifications of
VANDERBILT ASSESSMENT SCALES 6
reducing artificial food coloring and increasing poly-unsaturated fatty acids (PUFA)
supplements are commonly proposed strategies. Besides these behavioral and psychosocial
ADHD (Caye et al., 2019). For ODD/CD, multimodal interventions specifically focused on
social skills and prosocial behavior training could be considered (Doepfner et al., 2020).
control have been prominent, and thus, interventions like collaborative problem-solving
approaches help in targeting control in social settings (Bonham et al., 2021). Technologically
delivered cognitive behavioral and attentional bias modification training are a few
interventions for managing and alleviating anxiety and depression in young children (Grist et
al., 2019).
VANDERBILT ASSESSMENT SCALES 7
References
Anderson, N. P., Feldman, J. A., Kolko, D. J., Pilkonis, P. A., & Lindhiem, O. (2022).
National norms for the Vanderbilt ADHD diagnostic parent rating scale in children.
Bonham, M. D., Shanley, D. C., Waters, A. M., & Elvin, O. M. (2021). Inhibitory control
deficits in children with oppositional defiant disorder and conduct disorder compared
Caye, A., Swanson, J. M., Coghill, D., & Rohde, L. A. (2019). Treatment strategies for
24(3), 390-408.
Doepfner, M., Goertz‐Dorten, A., Hanisch, C., & Steinhausen, H. C. (2020). Treatment and
Law, 729-777.
Grist, R., Croker, A., Denne, M., & Stallard, P. (2019). Technology delivered interventions
for depression and anxiety in children and adolescents: a systematic review and meta-
NICHQ. (2002). NICHQ – Vanderbilt Assessment Scale – Parent Information. AAP and
NICHQ
Wolraich, M. L., Lambert, W., Doffing, M. A., Bickman, L., Simmons, T., & Worley, K.