record the number of positives in each subsegment, and a place
for total score for the first 18 symptoms (just add them up).
The initial scales also have symptom screens for 3 other co-
morbidities—oppositional-defiant,conduct, and anxiety/
depression. These are screened by the number of positive respon-
ses in each of the segments separated by the “squares.”The specific
item sets and numbers of positives required for each co-morbid
symptom screen set are detailed below.
The second section of the scale has a set of performance measures,
scored 1 to 5,with 4 and 5 being somewhat of a problem/problem-
atic. To meet criteria for ADHD there must be at least one item of
the Performance set in which the child scores a 4 or 5; ie,there must
be impairment,not just symptoms to meet diagnostic criteria. The
sheet has a place to record the number of positives (4s,5s) and an
Average Performance Score—add them up and divide by number
of Performance criteria answered.
The recommendations in this publication do not indicate an exclusive course of treatment
or serve as a standard of medical care.Variations,taking into account individual circum-
stances,may be appropriate.
the average of the Performance items answered as measures of
improvement over time with treatment.
Parent Assessment Follow-up
■ Calculate Total Symptom Score for questions 1–18.
■ Calculate Average Performance Score for questions 19–26.
Teach er Assessment Follow-up
■ Calculate Total Symptom Score for questions 1–18.
■ Calculate Average Performance Score for questions 19–26.
The parent and teacher follow-up scales have the first 18 core
ADHD symptoms,not the co-morbid symptoms.The section seg-
ment has the same Performance items and impairment assessment
as the initial scales,and then has a side-effect reporting scale that
can be used to both assess and monitor the presence of adverse
reactions to medications prescribed,if any.
Scoring the follow-up scales involves only calculating a total
symptom score for items 1–18 that can be tracked over time,and
Teac her Assessment Scale
Predominantly Inattentive subtype
■ Must score a 2 or 3 on 6 out of 9 items on questions 1–9 AND
■ Score a 4 or 5 on any of the Performance questions 36–43
Predominantly Hyperactive/Impulsive subtype
■ Must score a 2 or 3 on 6 out of 9 items on questions 10–18 AND
■ Score a 4 or 5 on any of the Performance questions 36–43
ADHD Combined Inattention/Hyperactivity
■ Requires the above criteria on both inattention and
hyperactivity/impulsivity
Oppositional-Defiant/Conduct Disorder Screen
■ Must score a 2 or 3 on 3 out of 10 items on questions 19–28
AND
■ Score a 4 or 5 on any of the Performance questions 36–43
Anxiety/Depression Screen
■ Must score a 2 or 3 on 3 out of 7 items on questions 29–35
AND
■ Score a 4 or 5 on any of the Performance questions 36–43
Parent Assessment Scale
Predominantly Inattentive subtype
■ Must score a 2 or 3 on 6 out of 9 items on questions 1–9 AND
■ Score a 4 or 5 on any of the Performance questions 48–55
Predominantly Hyperactive/Impulsive subtype
■ Must score a 2 or 3 on 6 out of 9 items on questions 10–18
AND
■ Score a 4 or 5 on any of the Performance questions 48–55
ADHD Combined Inattention/Hyperactivity
■ Requires the above criteria on both inattention and
hyperactivity/impulsivity
Oppositional-Defiant Disorder Screen
■ Must score a 2 or 3 on 4 out of 8 behaviors on questions 19–26
AND
■ Score a 4 or 5 on any of the Performance questions 48–55
Conduct Disorder Screen
■ Must score a 2 or 3 on 3 out of 14 behaviors on questions
27–40 AND
■ Score a 4 or 5 on any of the Performance questions 48–55
Anxiety/Depression Screen
■ Must score a 2 or 3 on 3 out of 7 behaviors on questions 41–47
AND
■ Score a 4 or 5 on any of the Performance questions 48–55
Copyright ©2002 American Academy of Pediatrics and National Initiative for Children’s
Healthcare Quality