ADHD Screening Scale for Virtual Students (SSVS) – Teacher Form

Important Note

This scale is not a comprehensive diagnostic tool and should not be used as the sole basis for diagnosing ADHD in students.

Professional Evaluation

A comprehensive evaluation by qualified professionals is necessary to make an accurate diagnosis of ADHD in cyber students. Teachers can use this scale as a valuable tool for initiating discussions with parents, school administrators, and relevant healthcare professionals to provide appropriate support and interventions for students.

Not a Replacement

This scale is not intended to replace formal ADHD evaluations or serve as a medical diagnosis. If you have concerns about ADHD in a student, seek guidance from qualified medical and/or mental health professionals to ensure access to appropriate services and resources.

Research

The items, response options, and scoring in this ADHD screening questionnaire for cyber students are based on current and available research in the field of ADHD and the development of questionnaires to assess ADHD-related traits. Extensive research has been conducted to identify and understand the behavioral characteristics associated with ADHD.

Research References

• The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom: A Systematic Review and Meta-Analysis
• DSM-V Diagnostic Criteria for ADHD

Time's up

ADHD Diagnostic Criteria (DSM-V)

ADHD Criteria for Children (Ages 17 and Below):

A. Inattention: Six (or more) of the following symptoms have persisted for at least six months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:

1. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities.
2. Often has difficulty sustaining attention in tasks or play activities.
3. Often does not seem to listen when spoken to directly.
4. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
5. Often has difficulty organizing tasks and activities.
6. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework).
7. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork).
8. Is often easily distracted by extraneous stimuli.
9. Is often forgetful in daily activities.

B. Hyperactivity and Impulsivity: Six (or more) of the following symptoms have persisted for at least six months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:

1. Often fidgets with or taps hands or feet or squirms in seat.
2. Often leaves the seat in situations when remaining seated is expected (e.g., leaves their place in the classroom or in other situations that require remaining seated).
3. Often runs about or climbs in situations where it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness).
4. Often unable to play or engage in leisure activities quietly.
5. Is often “on the go” acting as if “driven by a motor.”
6. Often talks excessively.
7. Often blurts out an answer before a question has been completed.
8. Often has difficulty waiting their turn.
9. Often interrupts or intrudes on others (e.g., butts into conversations or games).

C. Several Inattentive or Hyperactive-Impulsive Symptoms: Several inattentive or hyperactive-impulsive symptoms were present before the age of 12 years. Several symptoms are present in two or more settings (e.g., at home, school, or work; with friends or relatives; in other activities). There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder).

Specify if:

• Combined Presentation: If both criteria for inattention and hyperactivity-impulsivity are met for the past six months.
• Predominantly Inattentive Presentation: If criterion for inattention is met but criteria for hyperactivity-impulsivity are not met for the past six months.
• Predominantly Hyperactive-Impulsive Presentation: If criteria for hyperactivity-impulsivity are met but the criterion for inattention is not met for the past six months.

Specify if:

• In Partial Remission: When full criteria were previously met, fewer than the full criteria have been met for the past six months, and the symptoms still result in impairment in social, academic, or occupational functioning.
• In Full Remission: When none of the criteria were met for the past six months.

ADHD Criteria for Adults (Ages 18 and Older):

The diagnostic criteria for ADHD in adults are the same as for children. The symptoms must have been present before the age of 12 years, and several symptoms should have persisted for at least six months to a degree that negatively impacts social, academic, or occupational functioning.

It’s important to remember that a qualified healthcare professional, such as a psychiatrist or psychologist, should conduct a comprehensive evaluation to determine if an individual meets the criteria for ADHD. The diagnosis of ADHD requires considering the presence of symptoms in various settings and ruling out other medical or psychiatric conditions that may present with similar symptoms.

Recommended Articles

• • 15 Strategies for Children with ADHD: Home and School
  • 6 Interventions for the Treatment of ADHD in Youth