Transcript Conners 3: Enhancements

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
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
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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
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
Conners 3 Content
Empirical and Rational Scales
Parent (110 items)
Teacher (115 items)
Self (99 items)
Executive Functioning
(Executive Functioning subscale)
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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
Screener Items
Anxiety Depression
Conners 3 ADHD Index
(Conners 3AI)
Conners 3 Global Index
Validity Scales
Negative Impression
Positive Impression
Inconsistency Index
(Conners 3GI; not on SR)
Impairment
Questions
Severe Conduct
Critical Items
Additional
Questions
Conners 3: What is new?
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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
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
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
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
Conners CBRS Form Options
• Conners CBRS
– Parent, Teacher, and Self-Report Forms
• Conners Clinical Index (Conners CI)
– Parent, Teacher, and Self-Report Forms
Conners 3 Content
Empirical and Rational Scales
Parent (203 items)
Teacher (204 items)
Self (179 items)
Emotional Distress
(Upsetting Thoughts,
Worrying, Social Problems)
Emotional Distress
Emotional Distress
(Upsetting Thoughts/Physical
Symptoms, Separation Fears, Social
Anxiety)
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
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Perfectionistic and
Compulsive Behaviors
(Rational)
Perfectionistic and Compulsive
Behaviors
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Violence Potential
(Rational)
Violence Potential
(Rational)
Violence Potential
(Rational)
Physical Symptoms
(Rational)
Physical Symptoms
(Rational)
Physical Symptoms
(Rational)
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)
Asperger’s Disorder (P & T)
Linked for Mixed Episode
Severe Conduct Critical Items
Self Harm Critical Items
Clinical Index
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)
Impairment Questions
Additional Questions
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
Conners 3 and Conners CBRS:
Reliability
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Internal consistency
Test-Retest reliability
Inter-rater reliability
Standard Error of Measurement
Standard Error of Prediction
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)
Conners 3 and Conners CBRS:
Administration & Scoring Options
• Administration
– Paper-and-Pencil
– Online
• Scoring
– QuikScoreTM
– Computerized
• Unlimited use software
• Online
Conners 3 and Conners CBRS:
Use and Applicability
• Assessment
– Clinical Assessment
– Diagnostic Aid
– Educational Classification
– Screening
– Determining Participants for
Research Studies
Conners 3 and Conners CBRS:
Use and Applicability
• Intervention
– Developing an
individualized treatment plan
– Monitoring an individual’s
response to treatment
– Evaluating an intervention program
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
Thank you
Questions/Comments