Swanson, Nolan and Pelham Rating Scale (SNAP-IV)

The 18-item Swanson, Nolan and Pelham Rating Scale (SNAP-IV) is a questionnaire used to help assess attention, activity levels, and behaviour regulation in children and teenagers under 18 years of age.

The questionnaire is usually completed by parents, caregivers, and/or teachers, and is based on the common symptoms used to assess Attention Deficit Hyperactivity Disorder (ADHD). It looks at two main areas: Attention and concentration difficulties (Inattention); and Overactivity and impulsive behaviour (Hyperactivity/Impulsivity)

It is helpful to have feedback from people who see the young person in different environments, such as at home and at school. Behaviours may vary depending on the setting, expectations, and relationships around the child or teenager. Differences between parent and teacher responses are common and can provide useful information about where the young person may need the most support.

Please enter the full name of the person this form is about; *

Name of person completing this questionnaire *

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For each item, select the option which best describes this child

1. Often fails to give close attention to details or makes careless mistakes in schoolwork or tasks

Not at allJust a littleQuite a bitVery much

2. Often has difficulty sustaining attention in tasks or play activities

Not at allJust a littleQuite a bitVery much

3. Often does not seem to listen when spoken to directly

Not at allJust a littleQuite a bitVery much

4. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties

Not at allJust a littleQuite a bitVery much

5. Often has difficulty organizing tasks and activities

Not at allJust a littleQuite a bitVery much

6. Often avoids, dislikes, or reluctantly engages in tasks requiring sustained mental effort

Not at allJust a littleQuite a bitVery much

7. Often loses things necessary for activities (e.g., toys, school assignments, pencils, or books)

Not at allJust a littleQuite a bitVery much

8. Often is distracted by extraneous stimuli

Not at allJust a littleQuite a bitVery much

9. Often is forgetful in daily activities

Not at allJust a littleQuite a bitVery much

10. Often fidgets with hands or feet or squirms in seat

Not at allJust a littleQuite a bitVery much

11. Often leaves seat in classroom or in other situations in which remaining seated is expected

Not at allJust a littleQuite a bitVery much

12. Often runs about or climbs excessively in situations in which it is inappropriate

Not at allJust a littleQuite a bitVery much

13. Often has difficulty playing or engaging in leisure activities quietly

Not at allJust a littleQuite a bitVery much

14. Often is “on the go” or often acts as if “driven by a motor”

Not at allJust a littleQuite a bitVery much

15. Often talks excessively

Not at allJust a littleQuite a bitVery much

16. Often blurts out answers before questions have been completed

Not at allJust a littleQuite a bitVery much

17. Often has difficulty awaiting turn

Not at allJust a littleQuite a bitVery much

18. Often interrupts or intrudes on others (e.g., butts into conversations/games)

Not at allJust a littleQuite a bitVery much

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Total Score

Subscore - Inattention

Inattention - Average

Total Subscore - Hyperactivity/Implusivity

Hyperactivity/Impulsivity Score - Average

Inattention percentile

Symptoms not clinically significant – raw score of 0 to 12 (average score of 0 to 1.3)
Mild symptoms – raw score of 13 to 17 (average score of 1.4 to 1.9)
Moderate symptoms – raw score of 18 to 22 (average score of 2 to 2.4)
Severe symptoms – raw score of 23 to 27 (average score of 2.6 to 3

Find further scoring and interpretation information avaliable in Teams Resources or NovoPsych.com

Developer Reference:Swanson, J. M. (1992). School-Based Assessment and Interventions for ADD Students. Irvine, CA: KCPublications.Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A., Clevenger, W.,Wasdell, M., McCleary, R., Lakes, K., & Wigal, T. (2012). Categorical and dimensional definitions andevaluations of symptoms of ADHD: History of the SNAP and the SWAN rating scales. The InternationalJournal of Educational and Psychological Assessment, 10(1), 51-70.