Grounded in more than 20 years of research, this valid, reliable, easy-to-administer instrument is widely used by mental health, educational, and medical practitioners in screening, diagnosis, and treatment evaluation. Parent questionnaires on home behaviors (English and Spanish) and teacher questionnaires on classroom behaviors are keyed to DSM-5 diagnostic criteria for attention-deficit/hyperactivity disorder (ADHD). Each scale takes just 5 minutes to complete and comes in both a child (5-10) and adolescent (11-17) version, with developmentally appropriate symptom descriptions. Complete instructions are provided for scoring and interpretation, including separate scoring profiles for symptoms and impairments in boys and girls.
New to This Edition:
• Updated for DSM-5.
• Separate adolescent versions of both home and school rating scales.
• Includes functional impairment items linked to each symptom dimension (inattention symptoms and hyperactive-impulsive symptoms).
• Full analysis of the revised scale's psychometric properties.
What does it do?: Quickly determines the frequency and severity of ADHD symptoms and impairments.
Age Range: 5-17
Administration Time: 5 minutes for each scale.
Format: Parent-report and teacher-report rating scales (includes parent forms in English and Spanish).
Cost of Additional Forms: No cost—purchasers get permission to reproduce the forms and score sheets for repeated use.
Includes Permission to Photocopy:
Enhancing the convenience and value of the ADHD Rating Scale-5, the limited photocopy license allows individual purchasers to reproduce the forms and score sheets for use with their clients or patients, yielding considerable cost savings over other available scales. The large format and sturdy wire binding facilitate photocopying.
“I have been eagerly awaiting the revision of this well-known rating scale for screening and diagnosing ADHD in youth! Not only is the scale quick and easy to administer and score, but its brevity and thoroughness make it an exceptional tool for assessing ADHD and measuring treatment effects. Unlike the majority of other instruments to assess ADHD, it contains current DSM terminology, and has both child and adolescent versions of the parent and teacher ratings. Another important update in this version is its inclusion of items to rate the severity of functional impairments in both inattention and/or hyperactive-impulsive symptoms.”
—Julie Schweitzer, PhD, Director, ADHD Program, University of California Davis MIND Institute
“The ADHD Rating Scale–5 continues the excellence of its predecessor while incorporating improvements consistent with emerging research and diagnostic changes. The assessment of impairment and the inclusion of an adolescent version with developmentally appropriate item wording are wonderful additions. Clinical management of ADHD demands strong assessment tools, and the ADHD Rating Scale–5 meets this need. It is a clear choice for screening, assessing, and monitoring treatment outcome among children and adolescents with ADHD in clinic or school settings.”
—Charlotte Johnston, PhD, Professor and Director of Clinical Training, Department of Psychology, University of British Columbia, Vancouver, Canada
“The release of the ADHD Rating Scale–5is cause for celebration. Like prior versions, which are widely used in clinical and research settings, the updated scale is psychometrically sound and is based on extensive reliability and validity data. Adhering to DSM-5, the authors have improved the assessment of ADHD-associated impairments, and have also added important material on adolescent assessment. The chapter on interpretation and use provides an unusually clear and cogent discussion of how the scale should be used for diagnosis and screening. This is a trustworthy guide for clinicians and researchers and is also a useful tool for training graduate students, interns, and residents.”
—Stephen V. Faraone, PhD, Distinguished Professor of Psychiatry and of Neuroscience and Physiology, State University of New York Upstate Medical University
“DuPaul and colleagues have created another excellent, psychometrically sound parent and teacher rating scale to assist in the screening and diagnosis of ADHD. Using DSM-5 criteria, the authors have improved this version of the scale by adding developmentally appropriate wording for adolescents as well as ratings of impairment. Like the previous version, this scale will soon become the standard in the field.”
—Steven W. Evans, PhD, Department of Psychology, Ohio University
1. Introduction to the ADHD Rating Scales
2. Factor Analysis
3. Standardization and Normative Data
4. Reliability and Validity
5. Interpretation and Use of the Scales for Diagnostic and Screening Purposes
6. Interpretation and Use of the Scales for Evaluating Treatment Outcome
Appendix. Rating Scales and Scoring Sheets
ADHD Rating Scale–5, Home Version: Child (English)
ADHD Rating Scale–5, Home Version: Adolescent (English)
ADHD Rating Scale–5, Home Version: Child (Spanish)
ADHD Rating Scale–5, Home Version: Adolescent (Spanish)
ADHD Rating Scale–5, Home Version: Symptom Scoring Sheet for Boys
ADHD Rating Scale–5, Home Version: Symptom Scoring Sheet for Girls
ADHD Rating Scale–5, Home Version: Impairment Scoring Sheet for Boys
ADHD Rating Scale–5, Home Version: Impairment Scoring Sheet for Girls
ADHD Rating Scale–5, School Version: Child
ADHD Rating Scale–5, School Version: Adolescent
ADHD Rating Scale–5, School Version: Symptom Scoring Sheet for Boys
ADHD Rating Scale–5, School Version: Symptom Scoring Sheet for Girls
ADHD Rating Scale–5, School Version: Impairment Scoring Sheet for Boys
ADHD Rating Scale–5, School Version: Impairment Scoring Sheet for Girls
Visit the publisher's website (www.guilford.com/p/dupaul2) for technical information.
About the Author:
George J. DuPaul, PhD, is Professor of School Psychology at Lehigh University. He is author or coauthor of numerous publications on the assessment and treatment of children, adolescents, and young adults with ADHD, including ADHD in the Schools, Third Edition.
Thomas J. Power, PhD, is Director of the Center for Management of ADHD at The Children’s Hospital of Philadelphia and Professor of School Psychology in Pediatrics, Psychiatry, and Education at the University of Pennsylvania. He has published widely on the assessment and treatment of children and adolescents with ADHD.
Arthur D. Anastopoulos, PhD, is Professor in the Department of Human Development and Family Studies at the University of North Carolina at Greensboro, where he also directs the ADHD Clinic. He regularly presents his work at scientific meetings and has published widely on the assessment and treatment of children, adolescents, and young adults with ADHD.
Robert Reid, PhD, is Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. His research interests center on treatment of attention-related problems and cognitive strategy instruction. He is coauthor of Strategy Instruction for Students with Learning Disabilities, Second Edition.