Conners 3

1
(No Transcript)
2
(No Transcript)
3
Conners 3

• Revision of the CRS-R
• A thorough, focused assessment of ADHD, comorbid
  disorders, and associated features
• Integrates the key elements of its predecessor
  with a number of new enhancements

4
Conners 3 Key Features

• In-depth coverage of ADHD and associated features
• Assesses two commonly co-occurring disruptive
  behavior disorders, ODD and CD
• Links to DSM-IV-TR and IDEA 2004
• Multi-informant
• Parent and Teacher forms for ages 6 to18 years
• Youth Self-Report for ages 8 to 18 years
• Full-length, Short Form, and Index Form options
• Parent and Self-Report forms also available in
  Spanish
• Easy administration, scoring, interpretation of
  results
• Excellent reliability and validity

5
Conners 3 Form Options

• Conners 3
• Parent, Teacher, and Self-Report
• Conners 3 Short Form
• Parent, Teacher, and Self-Report
• Conners 3 ADHD Index (Conners 3AI)
• Parent, Teacher, and Self-Report
• Conners 3 Global Index (Conners 3GI)
• Parent and Teacher

6
Conners 3 Content Conners 3 Content Conners 3 Content
Empirical and Rational Scales Empirical and Rational Scales Empirical and Rational Scales
Parent (110 items) Teacher (115 items) Self (99 items)
Executive Functioning (Executive Functioning subscale) -
Learning Problems Learning Problems/Executive Functioning Learning Problems
Aggression Aggression Aggression
Hyperactivity/Impulsivity Hyperactivity/Impulsivity Hyperactivity/Impulsivity
Peer Relations Peer Relations Family Relations
Inattention (Rational) Inattention (Rational) Inattention (Rational)

• DSM-IV-TR
• Symptom Scales
• ADHD Hyperactive-Impulsive
• ADHD Inattentive
• Conduct Disorder
• Oppositional Defiant Disorder

Validity Scales Negative Impression Positive
Impression Inconsistency Index
Impairment Questions
Severe Conduct Critical Items
Screener Items Anxiety Depression
Additional Questions
7
Conners 3 What is new?

• Up-to-date normative sample
• Scales for DSM-IV-TR symptoms of ODD and CD
• Screener Items for Anxiety and Depression
• Assessment of Executive Functioning
• Validity Scales
• Severe Conduct Critical Items
• Impairment Items

8
Conners 3 Enhancements

• Increased similarities across parent, teacher,
  and self-report forms
• Modified age range
• Respondent-friendly translations of DSM-IV
  concepts
• Created a companion rating scale, the Conners
  Comprehensive Rating Scales (Conners CBRS), to
  provide broader coverage of common childhood
  disorders and problems

9
(No Transcript)
10
Conners CBRS

• Conners Comprehensive Behavior Rating Scales
• Behavioral, social, emotional, and academic
  issues
• Violence Potential, self-harm, and other critical
  issues
• Symptoms of DSM-IV-TR diagnoses

11
Conners CBRS Key Features

• Multi-informant
• Parent and Teacher forms for ages 6 to18 years
• Youth Self-Report for ages 8 to 18 years
• Parent and Self-Report forms also available in
  Spanish
• Easy administration, scoring, and interpretation
  of results
• Excellent reliability and validity

12
Conners CBRS Form Options

• Conners CBRS
• Parent, Teacher, and Self-Report Forms
• Conners Clinical Index (Conners CI)
• Parent, Teacher, and Self-Report Forms

13
Conners 3 Content Conners 3 Content Conners 3 Content
Empirical and Rational Scales Empirical and Rational Scales Empirical and Rational Scales
Parent (203 items) Teacher (204 items) Self (179 items)
Emotional Distress (Upsetting Thoughts, Worrying, Social Problems) Emotional Distress (Upsetting Thoughts/Physical Symptoms, Separation Fears, Social Anxiety) Emotional Distress
Aggressive Behaviors Aggressive Behaviors Aggressive Behaviors
Academic Difficulties (Language, Math) Academic Difficulties (Language, Math) Academic Difficulties
Hyperactivity/Impulsivity Hyperactivity Hyperactivity/Impulsivity
Separation Fears (Separation Fears subscale) Separation Fears
(Social Problems subscale) Social Problems -
Perfectionistic and Compulsive Behaviors (Rational) Perfectionistic and Compulsive Behaviors -
Violence Potential (Rational) Violence Potential (Rational) Violence Potential (Rational)
Physical Symptoms (Rational) Physical Symptoms (Rational) Physical Symptoms (Rational)
14

• DSM-IV Scales
• ADHD Hyperactive/Impulsive
• ADHD Inattentive
• ODD
• CD
• Major Depressive Episode
• Manic Episode
• Generalized Anxiety Disorder
• Separation Anxiety Disorder
• Social Phobia
• Obsessive-Compulsive Disorder
• Autistic Disorder (P T)
• Aspergers Disorder (P T)

• Other Clinical Indicators
• Bullying Victimization
• Bullying Perpetration
• Enuresis/Encopresis (P T)
• Panic Attack
• Pica (P SR)
• PTSD
• Substance Abuse
• Specific Phobia
• Tics
• Trichotillomania
• PDD (SR)

Validity Scales Negative Impression (PI) Positive
Impression (NI) Inconsistency Index (IncX)
Severe Conduct Critical Items Self Harm Critical
Items
Impairment Questions
Clinical Index
Additional Questions
15
Conners 3 and Conners CBRS Normative Sample

• Co-normed
• Large
• 1200 youth rated by parents and teachers
• 1000 youth self-reports
• Stratified by age (year) and gender
• Diverse (based on most recent U.S. census)
• Stratified by race/ethnicity
• Represented all SES groups
• Represented all geographic locations

16
Conners 3 and Conners CBRS Reliability

• Internal consistency
• Test-Retest reliability
• Inter-rater reliability
• Standard Error of Measurement
• Standard Error of Prediction

17
Conners 3 and Conners CBRS Validity

• Factorial Validity
• Construct Validity Compare Conners 3 and Conners
  CBRS to
• CRS-R BASC-2 BRIEF CBCL CDI MASC EQi-YV
• Discriminative Validity (predictive validity)

18
Conners 3 and Conners CBRS Administration
Scoring Options

• Administration
• Paper-and-Pencil
• Online
• Scoring
• QuikScoreTM
• Computerized
• Unlimited use software
• Online

19
Conners 3 and Conners CBRS Use and Applicability

• Assessment
• Clinical Assessment
• Diagnostic Aid
• Educational Classification
• Screening
• Determining Participants for Research Studies

20
Conners 3 and Conners CBRS Use and Applicability

• Intervention
• Developing an individualized treatment plan
• Monitoring an individuals response to treatment
• Evaluating an intervention program

21
Conners 3 and Conners CBRS When to use each
1. Broad-band assessment can be used to
identify suspected and unknown areas of concern.
2. Once the areas of concern have been
identified, a focused instrument can be used for
in-depth assessment of the problem area
22
Thank youQuestions/Comments