Vanderbilt-Parent - NICHQ Vanderbilt Assessment Scale - Parent Informant
Description
The Vanderbilt Assessment Scale is a 55-item scale used to aid in the diagnosis of ADHD, oppositional-defiant disorder, conduct disorder, anxiety, depression, and academic performance.
Special Instructions
Choose the answers that best describe the child's behaviors over the past 6 months.
Once the patient has submitted it, you may preview it on the uninitialed documents tab in the EMR. However, do not initial it or it won't later be pulled into your Mobile Note.
Scores Produced
- ADHD Combined Inattention/Hyperactivity score (0-54)
- Anxiety/Depression Screen score (0-7)
- Average Performance score (1-5)
- Conduct Disorder Screen score (0-14)
- Oppositional-Defiant Disorder Screen score (0-8)
- Performance score (0-8)
- Predominantly Hyperactive/Impulsive subtype score (0-9)
- Predominantly Inattentive subtype score (0-9)
- Total Conduct Disorder Symptom Score (0-42)
- Total ODD Symptom Score (0-24)
Interpretation
- ADHD Combined Inattention/Hyperactivity score is for tracking improvement over time.
- Anxiety/Depression Screen is positive if this score is 3 or greater and Performance score is 1 or greater.
- Average Performance score is for tracking improvement over time.
- Conduct Disorder Screen is positive if this score is 3 or greater and Performance score is 1 or greater.
- Hyperactive/Impulsive subtype is positive if this score is 6 or greater AND Performance.
- Inattentive subtype is positive if this score is 6 or greater AND Performance score is 1 or greater.
- Oppositional-Defiant Disorder Screen is positive if this score is 4 or greater and Performance score is 1 or greater.
- Performance score is for use in interpreting the above scores.
- Total Conduct Disorder Screen score is for tracking improvement over time.
- Total ODD Symptom score is for tracking improvement over time.
References
Scahill L, Riddle MA, McSwiggin-Hardin M, Ort SI, King RA, Goodman WK et al. Children's Yale–Brown obsessive–compulsive scale: Reliability and validity. J Am Acad Child Adolesc Psychiatry, 1997;36: 844–852
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