Disruptive Behavior Disorders Rating Scale
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ScribdTranslationsDisruptive Behavior Disorders Rating Scale
Translated by
ScribdTranslationsDISRUPTIVE BEHAVIOR DISORDERS RATING SCALE–DBD
DBD classification scale for parents/teachers
Nome da criança: ________________________________________________________
Form filled out by: ________________________________________________
Série: ________________ Data de Nascimento: _____________ Sexo:_____________
Application Completion Date: ____________________________________________
Mark the column that best describes your/this child. Please write NS to
next to all the items for which you do not know the answer.
In the wayJust quite a lot
not at all
Often interrupts or intrudes into
others (for example, if they interrupt conversations or
games).
Ran away from home at least twice during the night
while living in my parents' house or in a rental house
of the country (or once without returning for a long time
period).
03 Often argues with adults.
Often lies to obtain goods or favors or
to avoid obligations (that is, 'against' others).
05 Frequently initiates physical fights with others
members of your family.
06 It was physically cruel to people.
07 Tends to talk excessively.
08 Stole non-trivial valuable items without confronting the
victim (for example, theft in a store, but without breaking
and entering; forgery).
Easily distracted by strange stimuli.
10 Often engages in physically demanding activities
dangerous without considering the possible consequences
(not for the purpose of seeking emotion), for
example, runs into the street without looking.
11 Frequently misses school, starting before the
13 years.
12 Often fidgets with hands or feet or if
twists in the seat.
13 Often it is resentful or vengeful.
14 Tends to curse or use obscene language.
Often blames others for their mistakes or wrongdoings.
behavior.
Deliberately destroyed the property of others
(except for fire).
17 Often actively challenges or refuses to
fulfill the requests or rules of adults.
1
In a way Just Quite Very Much
not at all
18 It often seems like he/she doesn't listen when being spoken to.
directly.
19 Often lets answers slip before they
questions to be completed.
20 Frequently starts physical fights with others
people who do not live in your house (for example,
colleagues at school or in the neighborhood.
Often changes from an incomplete activity to
another.
22 Often has difficulty playing or
engage in leisure activities quietly.
23 Many times does not pay much attention to details or
makes mistakes due to carelessness in schoolwork,
work or other activities.
24 Often gets angry and resentful.
25 Often leaves the place in the classroom or in
other situations where it is expected to remain
sitting.
26 Tends to be sensitive or easily bothered
by others.
27 Often does not follow instructions and does not finish.
school work, household chores or duties
at the workplace (not due to behavior of
opposition or failure to understand the instructions.
28 Often loses his temper.
29 Often has difficulty maintaining attention
in playful tasks or activities.
Often has difficulty waiting their turn.
31 Forced someone to have sexual activity.
32 Frequently intimidates, threatens or intimidates the
others.
Often it is 'in motion' or often
act as if it were 'powered by a motor'.
34 Often loses necessary things for tasks or
activities (for example, toys, tasks
school supplies, pencils, books, or tools.
35 Often runs or climbs excessively in
situations in which it is inappropriate (in adolescents or
adults, it may be limited to subjective feelings
of restlessness).
36 Was physically cruel to animals.
37 Often avoids, does not like or hesitates to
engage in tasks that require mental effort
prolonged (such as school work or assignments
from home).
38 Often goes out at night despite the prohibitions of the
2
country, starting before the age of 13.
In a way Just Quite Very Much
not at all
39 Often deliberately irritates people.
40 stole while confronting a victim
example, assault, handbag theft, extortion, robbery at
armed hand.
41 Deliberately involved in igniting with the
intent to cause serious harm.
42 Often has difficulty organizing tasks and
activities.
43 Invaded someone else's house, building, or car.
44 Is often forgotten in daily activities.
Used a weapon that can cause serious physical harm
to other people (for example, a stick, brick,
broken bottle, knife, weapon.
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PUNCTUATION INSTRUCTIONS FOR THE SCORING SCALE
Disruptive Behavior Disorder
There are two ways to determine if a child meets the criteria for the
DSM IV diagnosis of Attention Deficit/Hyperactivity Disorder, Oppositional
Oppositional Defiant Disorder or Conduct Disorder.
The first method involves counting symptoms for each disorder using
Disruptive Behavior: Classification Scale of Disorders (DBD).
The second method involves comparing the factorial scores of the target child.
on the DBD Assessment Scale with norms.
The method of factorial scores is preferable for the diagnosis of women (for
example, using a cutoff of 2 DP), as the symptom counting method
It usually results in underdiagnosis of female children.
Note that items 10, 14, and 21 are from the DSM-III-R and are not included in
scoring for a DSM-IV diagnosis.
Method 1: Counting the Symptoms
Determine if a child meets the symptom criteria for the DSM diagnosis.
IV of Attention Deficit/Hyperactivity Disorder, Oppositional Defiant
Disorder, or Conduct Disorder, as measured by the Evaluation Scale of
Country/Teachers DBD, count the number of symptoms that are endorsed "a lot" or
a lot
Disability and other criteria must be assessed beyond the symptom count.
Attention Deficit/Hyperactivity Disorder
Attention Deficit/Hyperactivity Disorder - Symptoms of Inattention
(items 9, 18, 23, 27, 29, 34, 37, 42, 44) 6 or more items must be endorsed as
quite
Attention/Hyperactivity, Predominantly Inattentive Type. The six items can be
endorsed in the professor's DBD, in the parents' DBD or can be a combination of
items from both classification scales (for example, 4 endorsed symptoms in
DBD of the teacher and 2 separate symptoms endorsed in the parents' DBD). The same
symptom should not be counted twice if it appears in both versions (parents and
teachers) of the evaluation scale.
Attention Deficit Hyperactivity Disorder - Symptoms of
Hyperactivity/impulsivity (items 1, 7, 12, 19, 22, 25, 30, 33, 35) 6 or more items
they should be endorsed as 'sufficient' or 'very' in the parents' and/or teacher's DBD
to meet the criteria for Attention Deficit/Hyperactivity Disorder, Type
Predominantly Hyperactive-Impulsive. If 6 or more items are endorsed for
Attention Deficit/Hyperactivity Disorder - inattention and 6 or more items are
endorsed for Attention Deficit/Hyperactivity Disorder -
hyperactivity/impulsivity, then the criteria are met for Disorder of
Attention Deficit/Hyperactivity Disorder, Combined Type. Some impairment of
symptoms must be present in two or more environments (for example, school, home)
Oppositional Defiant Disorder
4
Oppositional Defiant Disorder (items 3, 13, 15, 17, 24, 26, 28, 39) A
a total of 4 or more items must be endorsed as 'fairly' or 'very' in the DBD of
country or teacher to meet the criteria for Oppositional Defiant Disorder
Conduct Disorder
Conduct Disorder - aggression towards people and animals (items 6, 20, 31, 32)
36, 40, 45)
Conduct Disorder - property destruction (items 16, 41)
Conduct Disorder - deceit or theft (items 4, 8, 43)
__________Conduct Disorder - serious violation of rules (items 2, 11, 38) A total
of 3 or more items in any category or any combination of categories must
to be endorsed as "quite" or "very" in the parent or the teacher DBD to meet the
criteria for Conduct Disorder
Method 2: using factor scores
The factorial scores for the two dimensions of ADHD and ODD for classifications of
teachers in DBD are reported in Pelham, et al (1992), Classifications of
DSMIII-R symptom criteria for disruptive behavior disorders:
Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210-218.
The scoring of the factors for the DSM IV factors is the same as that of
DSM III-R reported in this article. To determine how a child's scores
compare with normative data, calculate the average rating for the items of each
factor (listed below) using the following scoring: Nothing = 0, Just a little = 1,
Enough = 2, Very = 3. So, using the information from the attached standards table,
determine where the child falls in relation to other children. A variety of
cutoff scores can be used (for example, 2 standard deviations above the mean).
Factors
_________Oppositional/Challenging (items 3, 13, 15, 17, 24, 26, 28, 39)
_________Inattention (items 9, 18, 23, 27, 29, 34, 37, 42, 44)
_________Impulsivity / Hyperactivity (items 1, 7, 12, 19, 22, 25, 30, 33, 35)