730:(e.g., "talks excessively"). The last question asks if the behaviors were present before age seven. Some examples of ADHD behaviors that are measured by the scale includes; difficulty to focus on tasks, organizing, or not being able to pay attention, squirming, fidgeting, always impatient, can't wait for their turn, and often interrupting others. The ADHD Rating scale has impacted the world of clinical psychology by providing an accurate and valid measure that is able to identify the presence of ADHD in children. It is also helpful in identifying the subtype (predominantly Inattentive, predominantly Hyperactive-Impulsive, and Combined) of the disorder.
36:
101:
779:. The ADHD-RS separates domain scores of "Inattention" and "Hyperactivity-Impulsivity" which ultimately results in three scores for "Inattention," Hyperactivity-Impulsivity", and "Total". DSM-IV also organizes diagnostic criteria into two categories of Inattention and Hyperactivity-Impulsivity, each of which includes nine symptoms. The eighteen questions of the ADHD-RS were written to reflect each symptom of both categories.
645:
1034:
The ADHD Rating Scale has provided a quick and easy assessment for clinicians to use in order to diagnose ADHD according to the DSM criteria. The creation of this assessment also provided a consistent way for clinicians to diagnose ADHD in children. This assessment is used in both clinical and school
1065:
Ratings of ADHD symptoms on rating scales in general are subjective. Teachers and parents may use different subjective criteria to define symptoms, and may not take context of symptoms into account when making ratings. Furthermore, the validity of the ARS is acceptable, but the normative sample used
1035:
settings to measure the presence of ADHD as well as the subtype that may be present. The measure can also be used to measure the presence and continuation of symptoms throughout treatment. This assessment has also been used as the basis for studies covering a wide variety of topics related to ADHD.
744:
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. The diagnostic criteria were developed through a selection of items from general rating scales
721:
assessment that takes about five minutes to complete. Each question measures the frequency of the behavior, in which the respondent is asked to indicate whether the behavior occurs "always or very often", "often", "somewhat", or "rarely or never". The questionnaire is intended to be filled out by
1077:
There are also questions about how well items on the ARS follow explicit DSM criteria. Specifically, one of the hyperactivity items does not specify that in adolescents, thoughts of restlessness are sufficient, rather than excessive behavioral movement. This lack of specification does not map
1052:
The ADHD RS- IV is widely used in the U.S. in
English; however, because of the increasing population of Latino-Americans in the U.S., the ADHD Rating Scale was also translated into Spanish to accommodate those speaking Spanish as their first language. Also, many other countries have already
1038:
While the ADHD Rating Scale is widely used to assess ADHD symptoms in children and adolescents, a systematic review by
Peterson et al. (2024) highlights its variable diagnostic performance and emphasizes the need for its use alongside clinician judgment and multiple informant inputs.
696:) is a parent-report or teacher-report inventory created by George J. DuPaul, Thomas J. Power, Arthur D. Anastopoulos, and Robert Reid consisting of 18–90 questions regarding a child's behavior over the past 6 months. The ADHD Rating Scale is used to aid in the diagnosis of
804:
There are two school versions — Child (ages 5–10) and
Adolescent (ages 11–17). These are intended to be completed at school by a teacher. The questions are specific to situations and activities in the school setting, such as staying in one's seat or completing
722:
parents and teachers of the child or adolescent. The first nine items ask questions about behavior related to inattention (e.g., "has difficulty organizing task and activities"). The second set of nine items ask questions about behavior related to symptoms of
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According to an accuracy study performed
Pediatrics Association in 2016, from all scales they examined the ASQ is the most effective scale that can be used to diagnose the disease, due to its high brevity and high diagnostic accuracy. A Manual called
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In the clinical setting the predictive validity for the combined subscale for parents and teachers were 60% and 65% accuracy, respectively. This indicates that the assessment has statistically significant accuracy at identifying the diagnosis.
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Used as other-report from both teachers and parents; used in school settings as well as clinical setting; assessment was normed on a random sample of the population that included many different ethnic and demographic backgrounds.
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There are two home versions — Child (ages 5–10) and
Adolescent (ages 11–17). These are intended to be completed at home by a parent or guardian. The questions are specific to situations and activities in the home
760:(APRS) to be used as a complementary system of identification for potential behavioral disorders in the classroom. Class performance is still a diagnostic factor though evaluated through the more comprehensive
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Peterson, Bradley S.; Trampush, Joey; Brown, Morah; Maglione, Margaret; Bolshakova, Maria; Rozelle, Mary; Miles, Jeremy; Pakdaman, Sheila; Yagyu, Sachi; Motala, Aneesa; Hempel, Susanne (2024-04-01).
1503:"Analysis of individual items on the attention-deficit/hyperactivity disorder symptom rating scale in children and adults: the effects of age and sex in pivotal trials of lisdexamfetamine dimesylate"
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757:
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Taylor, Abigail; Deb, Shoumitro; Unwin, Gemma (February 12, 2011). "Scales for the identification of adults with attention deficit hyperactivity disorder (ADHD): A systematic review".
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This assessment can be accessed by purchasing the ADHD Rating Scale handbook, which includes copies of the
Teacher and Parent versions with permission to photocopy for clinical use.
1074:", released in 2017, states that results from discriminative validity analysis showed that the accuracy of the scores to be at 78% across all forms used to diagnose the disease.
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1601:"Adaptação transcultural para o português da escala Adult Self-Report Scale para avaliação do transtorno de déficit de atenção/hiperatividade (TDAH) em adultos"
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Statistically significant discrimination in mean rating between three groups of participants that identified as ADHD Combined, ADHD Inattentive and no ADHD.
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Easily accessible through the purchase of the handbook that includes the assessment and scoring information with permission to photocopy, strong
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Weisler, Richard H.; Adler, Lenard A.; Kollins, Scott H.; Goodman, David W.; Hamdani, Mohamed; Dirks, Bryan; Childress, Ann C. (2013-12-09).
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Smith, B.H.; Barkley, R.A.; Shapiro, C.J. (2007). "Attention-Deficit/Hyperactivity
Disorder". In Mash, Eric J.; Barkley, Russell A. (eds.).
1378:
Smith, B.H.; Barkley, R.A.; Shapiro, C.J. (2007). "Attention-Deficit/Hyperactivity
Disorder". In Mash, Eric J.; Barkley, Russell A. (eds.).
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criteria; as children with ADHD are likely to find issue in scholastic performance, personal conduct, and maintaining social relationships.
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translated and validated the ADHD scale into their primary spoken language. According to the
Archives of Clinical Psychiatry in
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to calculate this statistic was composed of children aged 5 to 14, and thus it cannot be generalized beyond age range.
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With the release of DSM-5, the questionnaire was adjusted to be in line with the new criteria established.
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The four versions ask age-appropriate questions about hyperactivity and inattention in specific settings.
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The assessment largely serves the purpose of matching parent and teacher observations of ADHD symptoms to
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Mattos, Paulo; Segenreich, Daniel; Saboya, Eloísa; Louzã, Mário; Dias, Gabriela; Romano, Marcos (2006).
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1642:"Diagnostic Accuracy of Rating Scales for Attention-Deficit/Hyperactivity Disorder: A Meta-analysis"
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Dupaul, George; Power, Thomas; Anastopoulos, Arthur; Reid, Robert (1998). "ADHD Rating Scale-IV".
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Dupaul, George; Power, Thomas; Anastopoulos, Arthur; Reid, Robert (1998). "ADHD Rating Scale-IV".
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Covers DSM diagnostic symptoms for both hyperactivity and impulsivity subtypes and combined type.
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1303:"Teacher Ratings of Academic Skills: The Development of the Academic Performance Rating Scale"
1246:"Teacher Ratings of Academic Skills: The Development of the Academic Performance Rating Scale"
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749:. The list initially contained 14 items and grew to the 18 questions we have today.
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Can be used in order to access progression of ADHD symptoms throughout treatment.
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Attention-Deficit/Hyperactivity
Disorder Investigator Symptom Rating Scale
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is one of the most prevalent neurological disorders found in children.
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DuPaul, George J.; Rapport, Mark D.; Perriello, Lucy M. (1991-06-01).
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DuPaul, George J.; Rapport, Mark D.; Perriello, Lucy M. (1991-06-01).
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Rubric for evaluating norms and reliability for the ADHD Rating Scale
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The ADHD-RS is currently in its fifth version in correlation with the
937:(e.g., predictive, concurrent, convergent, and discriminant validity)
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ADHD Rating Scale-IV: Checklists, norms, and clinical interpretation
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ADHD Rating Scale-IV: Checklists, norms, and clinical interpretation
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DuPaul, G. J.; Power, T. J.; Anastopoulos, A. D.; Reid, R. (1998).
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DuPaul, G. J.; Power, T. J.; Anastopoulos, A. D.; Reid, R. (1998).
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Table from Youngstrom et al., extending Hunsley & Mash, 2008.
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Screening and assessment tools in child and adolescent psychiatry
1462:. New York, NY: Guilford Publications, Inc – via EBSCOhost.
1290:. New York, NY: Guilford Publications, Inc – via EBSCOhost.
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1480:(4th ed.). New York, NY: Guilford Press. pp. 53–131.
1382:(4th ed.). New York, NY: Guilford Press. pp. 53–131.
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56:
You can help by providing page numbers for existing citations.
1640:
Chang, Ling-Yin; Wang, Mei-Yeh; Tsai, Pei-Shan (2016-03-01).
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Evaluation of validity and utility for the ADHD Rating Scale
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Alphas were > .90 for the School and Home versions.
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criteria of ADHD. It was developed in tandem with the
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Diagnostic and Statistical Manual of Mental Disorders
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Diagnostic and Statistical Manual of Mental Disorders
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No published studies formally checking repeatability
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Society of Clinical Child and Adolescent Psychology
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1411:. The University of North Carolina at Chapel Hill.
1349:(5th ed.). American Psychiatric Association.
868:reliability between parents and teachers was =.41
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739:Attention deficit/ hyperactivity disorder (ADHD)
1343:American Psychiatric Association (2013-05-22).
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1722:EffectiveChildTherapy.Org information on ADHD
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993:. Completion and scoring are quick and easy.
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1072:Conners Comprehensive Behavior Rating Scales
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913:Rating (adequate, good, excellent, too good)
828:Rating (adequate, good, excellent, too good)
1605:Archives of Clinical Psychiatry (São Paulo)
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700:(ADHD) in children ranging from ages 5–17.
1460:The fifteenth mental measurements yearbook
1288:The fifteenth mental measurements yearbook
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72:Learn how and when to remove this message
1754:Attention deficit hyperactivity disorder
777:ADHD predominantly hyperactive-impulsive
767:DSM-IV outlines three subtypes of ADHD:
698:attention deficit hyperactivity disorder
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1507:Neuropsychiatric Disease and Treatment
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1172:Research in Developmental Disabilities
882:Total score =.85 over a 4-week period
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1422:Hunsley, John; Mash, Eric (2008).
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1478:Assessment of Childhood Disorders
1380:Assessment of Childhood Disorders
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1424:A Guide to Assessments that Work
1355:10.1176/appi.books.9780890425596
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717:The ADHD-RS, is an 18-question
1426:. New York, NY: Oxford Press.
1403:Youngstrom, E.A.; et al.
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1262:10.1080/02796015.1991.12085552
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773:ADHD predominantly inattentive
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1726:Adult ADHD Self-Report Scale)
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386:Industrial and organizational
16:Self-reported ADHD assessment
1078:directly onto DSM criteria.
916:Explanation with references
831:Explanation with references
541:Human factors and ergonomics
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1405:"Evidence-Based Assessment"
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1764:Questionnaire construction
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1022:New construct or category.
19:For other topics with the
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316:Applied behavior analysis
1570:10.1542/peds.2024-065854
1409:Eric A. Youngstrom, Ph.D
1307:School Psychology Review
1250:School Psychology Review
1043:Use in other populations
810:Reliability and validity
747:Child Behavior Checklist
960:Validity generalization
949:Discriminative validity
874:Test-retest reliability
861:Inter-rater reliability
734:Development and history
506:Behavioral neuroscience
161:Behavioral neuroscience
43:This article cites its
1659:10.1542/peds.2015-2749
786:Questionnaire versions
556:Psychology of religion
496:Behavioral engineering
180:Cognitive neuroscience
146:Affective neuroscience
972:Treatment sensitivity
650:Psychology portal
1222:. New York: Guilford
1148:. New York: Guilford
1048:ADHD Rating Scale-IV
847:Internal consistency
1690:"Conners CBRS 2017"
906:
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501:Behavioral genetics
416:Occupational health
156:Behavioral genetics
87:Part of a series on
1732:2019-10-06 at the
1696:. 13 February 2017
1520:10.2147/NDT.S47087
935:Construct validity
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865:Less than adequate
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769:ADHD combined type
618:Schools of thought
456:Sport and exercise
302:Applied psychology
1607:(in Portuguese).
1364:978-0-89042-555-8
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1061:Limitations
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588:Disciplines
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356:Educational
311:Anomalistic
287:Theoretical
262:Personality
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166:Behaviorism
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713:Overview
623:Timeline
536:Feelings
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446:Religion
431:Positive
421:Pastoral
406:Military
371:Forensic
366:Feminist
351:Critical
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331:Coaching
326:Clinical
202:Cultural
141:Abnormal
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598:Outline
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836:Norms
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411:Music
396:Media
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247:Moral
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