Psychometric Properties of Iranian Version of Vanderbilt ADHD Teacher Rating Scale (VADTRS)

ADHD is one of the most common neurobehavioral diagnosis affecting children today. One of the most widely used scales in this area is Vanderbilt ADHD Teacher Rating Scale. In this project the aim was to investigate the psychometric properties of this scale in an Iranian primary schools population. Methods: Using cluster sampling, 1096 (44% female and 56% male) primary school students were selected. VADTRS was prepared for administration according to WHO six steps procedures. Conners' Teacher Rating Scale (CTRS) was used as concurrent validity. Results: The mean of total scores in VADTR was 14.16 +/- 16.98 (15.89 +/- 18.23 for female and 12.80 +/- 15.99 for male. In totally, the top and bottom mean scores were related to ADHDAT (4.86 +/- 6.23) with nine items and ODC (2.77 +/- 4.63; despite 10 items) respectively. Cronbach's alpha, split-half and test re-test (one month) reliability, for total scores of scale were .97, .94, and .95 successively. All subscales and total scores of scale showed a positive and significant correlation with CTRS and negative with Academic performance, and Classroom behaviors. The four factors model showed satisfactory values of goodness-of fit indices; RMSEA, CFI, NFI, RMR and GFI were at an acceptable range, .09, .97, .97, .04 and .97 respectively. Conclusion: The good level of reliability, fairly goodness of fit indexes, and very good concurrent validity support utility of this scale for Iranian primary school children.