OBTAINING SYSTEMATIC TEACHER REPORTS OF DISRUPTIVE BEHAVIOR DISORDERSUTILIZING DSM-IV

This study examines the psychometric properties of the Vanderbilt AD/H D Diagnostic Teacher Rating Scale (VADTRS) and provides preliminary no rmative data from a large, geographically defined population. The VADT RS consists of the complete list of DSM-IV AD/HD symptoms, a screen fo r other disruptive behavior disorders, anxiety and depression, and rat ings of academic and classroom behavior performance. Teachers in one s uburban county completed the scale for their students during 2 consecu tive years. Statistical methods included (a) exploratory and confirmat ory latent variable analyses of item data, (b) evaluation of the inter nal consistency of the latent dimensions, (c) evaluation of latent str ucture concordance between school year samples, and (d) preliminary ev aluation of criterion-related validity. The instrument comprises four behavioral dimensions and two performance dimensions. The behavioral d imensions were concordant between school years and were consistent wit h a priori DSM-TV diagnostic criteria. Correlations between latent dim ensions and relevant, known disorders or problems varied from .25 to . 66.