Scale Analysis

The ADHD Rating Scale-IV was developed by DuPaul in 1991 to obtain parental ratings regarding the frequency of ADHD symptoms based on the DSM-III-R criteria (American Psychiatric Association, 1987).

Purpose of the Scale

The main objective is to identify children at high risk for being diagnosed with ADHD. This scale serves as a supportive diagnostic tool and can be used to evaluate the effectiveness of therapeutic interventions.

Question Calibration

There are two versions of the scale: one for parents and one for teachers. Each scale consists of 18 items rated on a 5-point Likert scale, structured as follows:5 = very important,4 = quite important,3 = moderately important,2 = slightly important,1 = not important at all. The items correspond to the DSM-IV criteria for ADHD and are grouped into two factors: inattention and hyperactivity/impulsivity. In this Likert scale, a mean value of 3.01 indicates that teachers, on average, considered the evaluated item as of moderate importance. From the completed questionnaire, three scores are obtained: Inattention Hyperactivity/Impulsivity Total Score Scores are calculated by summing the values of the items in each factor and then adjusting based on the child’s gender and age. These are then standardized and classified according to normative data tables and clinical cut-offs. The scale is designed for quick and easy completion and scoring, making it a practical psychometric tool.

Statistical Analysis

The scale was evaluated on a nationwide Greek sample to produce clinical cut-offs and normative data for the Greek population. Two types of factor analyses were performed:
An Exploratory Factor Analysis (EFA) using Principal Axis Factoring (PAF) with oblique rotation to allow for factor correlation.
A Structural Equation Modeling (SEM) approach was also used to confirm the PAF solution.

Validity and Reliability

Criterion validity (based on the Greek version of the Conners-28), discriminant validity, and predictive validity were all found to be at satisfactory levels for the Greek version of the scale. Furthermore, internal consistency reliability, inter-rater reliability, and test-retest reliability were also reported to be satisfactory. The Greek adaptation and validation of the scale were conducted by Vaia Papageorgiou and colleagues (2008).

References

Kapogiannis, A., Makris, G., Darviri, C., Artemiadis, A., Klonaris, D., Tsoli, S., … & Pervanidou, P. (2020). The Greek Version of the Vanderbilt ADHD Diagnostic Parent Rating Scale for Follow-up Assessment in Prepubertal Children with ADHD. International Journal of Disability, Development and Education, 1–10.
DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). ADHD Rating Scale—IV: Checklists, Norms, and Clinical Interpretation. Guilford Press.
Papageorgiou, V., Kalyva, E., Dafoulis, V., & Vostanis, P. (2008). Differences in parents’ and teachers’ ratings of ADHD symptoms and other mental health problems. The European Journal of Psychiatry, 22(4), 200–210.
Kalantzi-Azizi, A., Angeli, K., & Efstathiou, G. (2006). Greek ADHD Rating Scale-IV. Athens: Ellinika Grammata.