Investigating the psychometric properties of the Vanderbilt-Attention-Deficit-Hyperactivity-Disorder diagnostic rating scale (VADRS) within the South African context.

Abstract

Assessment of Attention-Deficit/hyperactivity Disorder (ADHD) typically involves gathering information through a screening process using rating scales consisting of both teacher and parent forms. Such scales have become a prominent device for detecting ADHD symptoms used within diagnostic clinical interviews. Among these scales is the Vanderbilt Attention-Deficit/Hyperactivity Disorder diagnostic rating scales (VADRS) for use in screening for ADHD. In this study, the psychometric properties of the VADRS within the South African context was investigated. The cross-sectional study sample consisted of 100 alongside teachers of children between the ages of 6 and 12 from two Pietermaritzburg-based primary schools (one in an urban setting and the other in a rural setting). The parents and teachers both screened the children on the VADRS. The parents were also provided with a demographic questionnaire to assist in gathering important background information. Results based on data in the study show acceptable reliability of the VADRS with all subscale alphas above 0.7. These results confirmed that each of the subscales within the VADRS measures ADHD constructs as highlighted in the DSM-5. The study also found that contextual impacts significantly impact how the child scores when screened for attention deficit hyperactivity disorder (ADHD) using the Vanderbilt ADHD Rating Scale (VADRS) within this KZN, South African Sample. Overall, this study's data supports the use of the VADRS to screen for ADHD within this KZN South African Sample; however, contextual factors must be considered when interpreting the findings.