ASSESSMENT TOOLS

Weiss Functional Impairment Rating Scale Self-Report (WFIRS-S)

 	Instructions	

Purpose
•	To evaluate how an individual is actually able to function.
•	Allows clinicians to obtain a pre- and post assessment of the patient’s specific areas of difficulty.
Unique Characteristics
•	Questions are framed to assess not only symptoms, but also to what degree an individual’s behavior or emotional problems have impacted various clinically-relevant domains of functioning
•	The WFIRS offers a significant advantage over use of the Children’s Global Assessment Scale (CGAS), providing a greater range of clinically specific and meaningful information. It is sensitive to subtle impairments of attention problems on academic performance, which is not included in the CGAS.
•	The WFIRS is available in two separate formats:
—	WFIRS-P, a parent-based version to be completed by the parent/guardian of a child
—		WFIRS-S, a self-report version appropriate for adolescent and adult self-report of functional impairment associated with ADHD.
Scoring
•	To calculate the overall mean rating of impairment (range of 0 to 3):
—	sum of all items with a response value (0 through 3)
—	divide the sum by the total number of items that have been endorsed (e.g., do not include ‘not applicable’ items in
the total)
•	Any item scored a ‘2’ or ‘3’ is two standard deviations outside  the clinical norms for ADHD and would be considered impaired.  A conservative threshold for defining impairment in any domain is either two items scored ‘2’ or one item scored ‘3’. The mean item score for most domains is '1' with the exception of 'risky activities’ which is ‘0.5’.

Psychometric Properties
•	This measure has internal consistency of greater than 9 with excellent sensitivity to change, and a higher correlation between symptom change and improvement in ADHD symptoms  than any previous measure.
•	Small to moderate correlations are found between WFIRS and ADHDRS, GAF, and the Child Health Illness
•	Profile (quality of life), indicating that measurement of symptoms should be complemented by an ADHD specific measure of functional impairment.
•	Details on psychometric validation are in preparation for publication.
•	

Copyright Information
The WFIRS is copyrighted by the University of British Columbia (2000). The authors are solely responsible for its content.
For More Information:
Questions about the WFIRS should be emailed to Margaret D. Weiss, M.D., Ph.D.: mweiss@cw.bc.ca This form may be reproduced without permission for use in your practice.

Weiss Functional Impairment Rating Scale Self-Report (WFIRS-S)
Used by permission from the authors by CADDRA for unlimited use by its members.

Patient Name 	Date 	Date of Birth  	

Never or Not at All
Sometimes or Somewhat
Often or Much
Very Often or Very Much
Not Applicable

Sex:	Male	Female	Work:	Full-time	Part-time	Other 		School:	Full-time	Part-time

Never or Not at All
Sometimes or Somewhat
Often or Much
Very Often or Very Much
Not Applicable

A. FAMILY

1. having problems with family	0	1	2	3		
2. having problems with spouse/partner	0	1	2	3		
3. relying on others to do things for you	0	1	2	3		
4. causing fighting in the family	0	1	2	3		

fun together	0	1	2	3	
6. problems taking care of the family	0	1	2	3	

7.	problems balancing your needs against		
	those of your family	0	1	2	3	

5. makes it hard for the family to have

D. LIFE SKILLS

1.	excessive or inappropriate use of internet, video games or TV	
0	
1	
2	
3	
2.	problems keeping an acceptable appearance	
0	
1	
2	
3	
3.	problems getting ready to leave the					

8. problems losing control with family	0	1	2	3	7.	problems with sleeping	0	1	2	3	
				8. getting hurt or injured	0	1	2	3	
B. WORK				9. avoiding exercise	0	1	2	3	

1.	
house	0	1	2	3	
4. problems getting to bed	0	1	2	3	
5. problems with nutrition	0	1	2	3	
6.	problems with sex	0	1	2	3	

problems performing required duties	0	1	2	3
2.	
efficiently	0	1	2	3	
3. problems with your supervisor	0	1	2	3	
4. problems keeping a job	0	1	2	3	
5. getting fired from work	0	1	2	3	
6. problems working in a team	0	1	2	3	
7. problems with your attendance	0	1	2	3	
8. problems with being late	0	1	2	3	
9. problems taking on new tasks	0	1	2	3	
10. problems working to your potential	0	1	2	3	
11. poor performance evaluations	0	1	2	3	

problems with getting your work done

1. problems taking notes	0	1	2	3		1. getting into arguments	0	1	2	3	
2. problems completing assignments	0	1	2	3		2. trouble cooperating	0	1	2	3	
3.  problems getting your work done	3.  trouble getting along with people	0	1	2	3	

efficiently	0	1	2	3	
4. problems with teachers	0	1	2	3	
5. problems with school administrators	0	1	2	3	
6. problems meeting minimum					

C. SCHOOL
10.	
problems keeping regular
appointments with doctor/dentist	0	1	2	3
11.	problems keeping up with
household chores	0	1	2	3
12.	problems managing money	0	1	2	3
E.	SELF-CONCEPT

1.	feeling bad about yourself	0	1	2	3	
2. feeling frustrated with yourself	0	1	2	3	
3. feeling discouraged	0	1	2	3	
4. not feeling happy with your life	0	1	2	3	
5. feeling incompetent	0	1	2	3	

F.	SOCIAL
E.	

requirements to stay in school	0	1	2	3	
7. problems with attendance	0	1	2	3	
8. problems with being late	0	1	2	3	
9. problems taking on new tasks	0	1	2	3	
10. problems working to your potential	0	1	2	3	
11. problems with inconsistent grades	0	1	2	3	

 	
					
4. problems having fun with other people	0	1	2	3	
5. problems participating in hobbies	0	1	2	3	
6. problems making friends	0	1	2	3	
7. problems keeping friends	0	1	2	3	
8. saying inappropriate things	0	1	2	3	
9. complaints from neighbors	0	1	2	3	

13. being physically aggressive	0	1	2	3		
14. being verbally aggressive	0	1	2	3	Total	 		

G.	
1. aggresivse driving	0	1	2	3	
2. doing other things while driving	0	1	2	3	
3. road rage	0	1	2	3	
4. breaking or damaging things	0	1	2	3	
5. doing things that are illegal	0	1	2	3	
6. being involved with the police	0	1	2	3	
7. smoking cigarettes	0	1	2	3	
8. smoking marijuana	0	1	2	3	
9. drinking alcohol	0	1	2	3	
10. taking “street” drugs	0	1	2	3	
11.	sex without protection (birth control, condom)	
0	
1	
2	
3	
12. sexually inappropriate behavior	0	1	2	3	

DO NOT WRITE IN THIS AREA

A.	Family
B.	Work
C.	School
D.	Life skills
E.	Self-concept
F.	Social
G.	Risk

 	

 	

 	

 	

Never or Not at All
Sometimes or Somewhat
Often or Much
Very Often or Very Much
Not Applicable

RISK