Vanderbilt ADHD Diagnostic Parent Rating Scale

Questions

55

Duration

10 min

Original title

Vanderbilt ADHD Diagnostic Parent Rating Scale

Adaptation

Vanderbilt ADHD Diagnostic Parent Rating Scale

Authors

Mark L. Wolraich, et al.

Created

2003

Example result

What the test measures

When and why to use it

The questions

1. Each rating should be considered in the context of what is appropriate for the age of your child. When completing this form, please think about your child's behaviors in the past 6 months.
   1. Fails to pay close attention to details or makes careless mistakes (e.g., in homework).
   Evaluates a core deficit in task-oriented attention and precision.
   • Never
   • Occasionally
   • Often
   • Very often
2. 2. Has difficulty sustaining attention on what they need to do.
   Assesses the child's capacity for sustained focus during routine or required activities.
   • Never
   • Occasionally
   • Often
   • Very often
3. 3. Does not seem to listen when spoken to directly.
   Probes the presence of attentional lapses in direct interpersonal communication.
   • Never
   • Occasionally
   • Often
   • Very often
4. 4. Does not follow through on instructions and fails to finish tasks (not due to refusal or misunderstanding).
   Measures the tendency to abandon tasks prematurely due to distractibility rather than active defiance.
   • Never
   • Occasionally
   • Often
   • Very often
5. 5. Has difficulty organizing tasks and activities.
   Examines executive functioning challenges related to sequencing and managing multi-step activities.
   • Never
   • Occasionally
   • Often
   • Very often
6. 6. Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort.
   Assesses task aversion specifically tied to activities demanding sustained cognitive exertion.
   • Never
   • Occasionally
   • Often
   • Very often
7. 7. Loses things necessary for tasks or activities (e.g., toys, homework, pencils, books).
   Probes daily forgetfulness and the inability to track essential personal items.
   • Never
   • Occasionally
   • Often
   • Very often
8. 8. Is easily distracted by noises or other stimuli.
   Measures susceptibility to environmental interruptions and off-task shifting.
   • Never
   • Occasionally
   • Often
   • Very often
9. 9. Is forgetful in daily activities.
   Evaluates general memory lapses in routine, non-academic daily tasks.
   • Never
   • Occasionally
   • Often
   • Very often
10. 10. Fidgets with hands or feet, or squirms in seat.
    Assesses baseline physical restlessness and inability to maintain a calm seated posture.
    • Never
    • Occasionally
    • Often
    • Very often
11. 11. Leaves seat when expected to remain seated.
    Probes impulsive motor activity in structured environments that require remaining in place.
    • Never
    • Occasionally
    • Often
    • Very often
12. 12. Runs about or climbs excessively when they are supposed to be seated.
    Measures inappropriate or excessive gross motor behavior in restrictive settings.
    • Never
    • Occasionally
    • Often
    • Very often
13. 13. Has difficulty playing or starting quiet play activities.
    Evaluates the child's struggle to engage in calm, low-stimulation leisure activities.
    • Never
    • Occasionally
    • Often
    • Very often
14. 14. Is 'on the go' or often acts as if 'driven by a motor'.
    Assesses the presence of relentless, internally driven physical energy.
    • Never
    • Occasionally
    • Often
    • Very often
15. 15. Talks excessively.
    Probes verbal hyperactivity and an inability to self-regulate speech volume or frequency.
    • Never
    • Occasionally
    • Often
    • Very often
16. 16. Blurts out answers before questions have been completed.
    Measures verbal impulsivity and difficulty inhibiting premature responses.
    • Never
    • Occasionally
    • Often
    • Very often
17. 17. Has difficulty waiting their turn.
    Evaluates behavioral impatience in social, academic, or play contexts.
    • Never
    • Occasionally
    • Often
    • Very often
18. 18. Interrupts or intrudes on others' conversations and/or activities.
    Assesses social boundary violations stemming from poor impulse control.
    • Never
    • Occasionally
    • Often
    • Very often
19. 19. Argues with adults.
    Probes oppositional communication patterns and verbal defiance toward authority figures.
    • Never
    • Occasionally
    • Often
    • Very often
20. 20. Loses temper.
    Measures the frequency of explosive emotional dysregulation and anger outbursts.
    • Never
    • Occasionally
    • Often
    • Very often
21. 21. Actively defies or refuses to comply with adults' requests or rules.
    Evaluates overt noncompliance and deliberate rejection of established boundaries.
    • Never
    • Occasionally
    • Often
    • Very often
22. 22. Deliberately annoys others.
    Assesses provocative behavior aimed at intentionally irritating or triggering others.
    • Never
    • Occasionally
    • Often
    • Very often
23. 23. Blames others for their mistakes or misbehavior.
    Probes an inability to accept accountability, externalizing fault onto peers or adults.
    • Never
    • Occasionally
    • Often
    • Very often
24. 24. Is touchy or easily annoyed by others.
    Measures emotional reactivity and heightened sensitivity to normal social friction.
    • Never
    • Occasionally
    • Often
    • Very often
25. 25. Is angry or resentful.
    Evaluates the persistence of underlying hostile moods and chronic dissatisfaction.
    • Never
    • Occasionally
    • Often
    • Very often
26. 26. Is spiteful or vindictive.
    Assesses vindictive traits and the desire for retaliation following perceived wrongs.
    • Never
    • Occasionally
    • Often
    • Very often
27. 27. Bullies, threatens, or intimidates others.
    Probes active aggressive posturing and coercion directed at peers or vulnerable individuals.
    • Never
    • Occasionally
    • Often
    • Very often
28. 28. Starts fights.
    Measures the propensity to escalate conflicts into physical violence.
    • Never
    • Occasionally
    • Often
    • Very often
29. 29. Lies to get out of trouble or to avoid obligations (i.e., 'cons' others).
    Evaluates deceptive behaviors used strategically for personal gain or evasion.
    • Never
    • Occasionally
    • Often
    • Very often
30. 30. Is truant from school without permission.
    Assesses serious rule-breaking behavior related to mandatory school attendance.
    • Never
    • Occasionally
    • Often
    • Very often
31. 31. Is physically cruel to people.
    Probes severe interpersonal aggression and a lack of empathy toward others' physical pain.
    • Never
    • Occasionally
    • Often
    • Very often
32. 32. Has stolen items of value.
    Measures theft and deliberate violation of others' property rights.
    • Never
    • Occasionally
    • Often
    • Very often
33. 33. Deliberately destroys others' property.
    Evaluates intentional vandalism and aggressive destruction of belongings.
    • Never
    • Occasionally
    • Often
    • Very often
34. 34. Has used a weapon that can cause serious harm (e.g., bat, knife, brick, gun).
    Assesses the dangerous escalation of aggression through the use of physical weapons.
    • Never
    • Occasionally
    • Often
    • Very often
35. 35. Is physically cruel to animals.
    Probes a severe lack of empathy and sadistic behavior directed at vulnerable animals.
    • Never
    • Occasionally
    • Often
    • Very often
36. 36. Has deliberately set fires to cause damage.
    Measures pyromania or deliberate arson intended to inflict harm or property loss.
    • Never
    • Occasionally
    • Often
    • Very often
37. 37. Has broken into someone else's house, business, or car.
    Evaluates severe delinquency and trespassing into private spaces.
    • Never
    • Occasionally
    • Often
    • Very often
38. 38. Has stayed out at night without permission.
    Assesses major curfew violations and disregard for parental monitoring.
    • Never
    • Occasionally
    • Often
    • Very often
39. 39. Has run away from home overnight.
    Probes extreme evasion of the home environment and parental authority.
    • Never
    • Occasionally
    • Often
    • Very often
40. 40. Has forced someone into sexual activity.
    Measures the most severe violation of bodily autonomy and sexual boundaries.
    • Never
    • Occasionally
    • Often
    • Very often
41. 41. Is fearful, anxious, or worried.
    Evaluates the baseline presence of generalized anxiety or persistent apprehension.
    • Never
    • Occasionally
    • Often
    • Very often
42. 42. Is afraid to try new things for fear of making mistakes.
    Assesses performance anxiety and avoidance driven by a fear of failure.
    • Never
    • Occasionally
    • Often
    • Very often
43. 43. Feels worthless or inferior.
    Probes deep-seated issues of low self-esteem and negative self-concept.
    • Never
    • Occasionally
    • Often
    • Very often
44. 44. Blames self for problems, feels guilty.
    Measures internalizing tendencies characterized by excessive self-reproach.
    • Never
    • Occasionally
    • Often
    • Very often
45. 45. Feels lonely, unwanted, or unloved; complains that 'no one loves them'.
    Evaluates feelings of profound social isolation and perceived relational rejection.
    • Never
    • Occasionally
    • Often
    • Very often
46. 46. Is sad, unhappy, or depressed.
    Assesses the visible presence of a pervasive depressive mood or melancholy.
    • Never
    • Occasionally
    • Often
    • Very often
47. 47. Is self-conscious or easily embarrassed.
    Probes heightened social anxiety and acute sensitivity to peer judgment.
    • Never
    • Occasionally
    • Often
    • Very often
48. How would you rate your child's performance in the following areas?
    48. Overall school performance
    Measures the parent's global assessment of the child's academic achievement.
    • Excellent
    • Above Average
    • Average
    • Somewhat Problematic
    • Problematic
49. Each rating should be considered in the context of what is appropriate for the age of your child. When completing this form, please think about your child's behaviors in the past 6 months.
    49. Reading
    Evaluates functional academic performance specifically in reading comprehension and skills.
    • Excellent
    • Above Average
    • Average
    • Somewhat Problematic
    • Problematic
50. 50. Written expression
    Assesses the child's functional capacity and success in written expression tasks.
    • Excellent
    • Above Average
    • Average
    • Somewhat Problematic
    • Problematic
51. 51. Mathematics
    Probes the child's academic proficiency and functional impairment in mathematical subjects.
    • Excellent
    • Above Average
    • Average
    • Somewhat Problematic
    • Problematic
52. 52. Relationships with parents
    Measures the quality of the primary familial bond and the presence of relational strain.
    • Excellent
    • Above Average
    • Average
    • Somewhat Problematic
    • Problematic
53. 53. Relationships with siblings
    Evaluates the degree of harmony or conflict within the child's sibling dynamic.
    • Excellent
    • Above Average
    • Average
    • Somewhat Problematic
    • Problematic
54. 54. Relationships with peers
    Assesses the child's functional capacity to build and sustain healthy friendships.
    • Excellent
    • Above Average
    • Average
    • Somewhat Problematic
    • Problematic
55. 55. Participation in organized activities (e.g., teams)
    Probes the child's ability to engage cooperatively in structured, extra-curricular group settings.
    • Excellent
    • Above Average
    • Average
    • Somewhat Problematic
    • Problematic