Assessment Instrument Review

Date: _11-21-14______________________

Name: Jamie Maza

Full Name of the
Instrument:
Author(s):

Conners 3rd Addition

Year of Publication (use

the most current)
Publisher & Address

2009

Current Cost
Kit
Supplies

2011: $355 dollars, per Handscore kit including manual (2008, 470 pages),
25 parent/teacher/self-report QuikScore forms, and 25
parent/teacher/self-report short QuikScore forms; $270 per Reorder Kit,
25 parent/teacher/self-report QuikScore forms, and 25
parent/teacher/self-report short QuikScore forms; $94 per manual; $50
per package of 25 QuikScore forms; $125 per Conners 3 Online Kit
including manual, 10 Parent/Teacher online forms, and 5 Self-report forms;
$1.80 per Online form; $600 per Conners 3 Software Kit including manual,
software program (USB Key), 25 Parent/Teacher/Self-Report response
booklets, and 25 Parent/Teacher/Self-Report Short QuikScore forms; $50
per package of 25 Response Booklets; $15 per paper copy of DSM-5
Supplement. .

Purpose of the
instrument

Designed to be an assessment of 'Attention-Deficit/Hyperactivity Disorder

(ADHD) and its most common comorbid problems and disorders in children
and adolescents'. The Conners 3 Short form, also known as the Conners 3(S),
consists of inventories of about 40 questions and reportedly takes 10
minutes to administer with hand scoring or with data entry for computer
scoring taking 10 minutes or less. The Conners 3(S) gives scores across all of
the six content scales mentioned previously, as well as scores on the
Positive and Negative Impression validity scales.
Both of the screening formats of the Conners 3 reportedly take less than 5
minutes to both administer and to score. The Conners 3 ADHD Index
(Conners 3AI) consists of 10 items in each questionnaire and comprises the
10 questions most likely to identify a child with ADHD. The other screener,
the Conners 3 Global Index (Conners 3 GI) does not contain a child selfreport inventory, and is used to quickly screen for psychopathology. It is also
useful in treatment monitoring when the same rater is making repeated
observations of the child across time.
6-18

Ages for whom the test

intended
Subtests

C. Keith Conners, Ph.D

3770 Victoria Park Avenue, Toronto, Ontario. M2H3M6. Multi-Health

Systems Inc.

a) CONNERS 3-PARENT. Population: Ages 6-18. Full-Length Scores, 22:

Inattention, Hyperactivity/Impulsivity, Learning Problems, Executive
Functioning, Defiance/Aggression, Peer Relations, DSM-IV-TR ADHD
Hyperactive-Impulsive, DSM-IV-TR ADHD Inattentive, DSM-IV-TR ADHD
Combined, DSM-IV-TR Conduct Disorder, DSM-IV-TR Oppositional Defiant
Disorder, Positive Impression, Negative Impression, Inconsistency Index,
Conners 3 ADHD Index, Conners 3 Global Index, Anxiety, Depression,

Name: Jamie Maza

Normative Data Sample

Sampling Technique

Describe how reliability

established

Describe how validity

established

Assessment Instrument Review

Date: _11-21-14______________________
Impairment in Schoolwork/Grades, Impairment in
Friendships/Relationships, Impairment in Home Life, Severe Conduct. Forms,
4: Full, Short, ADHD Index, Global Index. b) CONNERS 3-TEACHER.
Population: Ages 6-18. Full-Length Scores, 22: Inattention,
Hyperactivity/Impulsivity, Learning Problems, Executive Functioning,
Learning Problems/Executive Functioning, Defiance/Aggression, Peer
Relations, DSM-IV-TR ADHD Hyperactive-Impulsive, DSM-IV-TR ADHD
Inattentive, DSM-IV-TR ADHD Combined, DSM-IV-TR Conduct Disorder,
DSM-IV-TR Oppositional Defiant Disorder, Positive Impression, Negative
Impression, Inconsistency Index, Conners 3 ADHD Index, Conners 3 Global
Index, Anxiety, Depression, Impairment in Schoolwork/Grades, Impairment
in Friendships/Relationships, Severe Conduct. Forms, 4: Full, Short, ADHD
Index, Global Index. c) CONNERS 3-SELF-REPORT. Population: Ages 8-18.
Full-Length Scores, 20: Inattention, Hyperactivity/Impulsivity, Learning
Problems, Defiance/Aggression, Family Relations, DSM-IV-TR ADHD
Hyperactive/Impulsive, DSM-IV-TR ADHD Inattentive, DSM-IV-TR ADHD
Combined, DSM-IV-TR Conduct Disorder, DSM-IV-TR Oppositional Defiant
Disorder, Positive Impression, Negative Impression, Inconsistency Index,
Conners 3 ADHD Index, Anxiety, Depression, Impairment in
Schoolwork/Grades, Impairment in Friendships/Relationships, Impairment
in Home Life, Severe Conduct. Forms, 3: Full, Short, ADHD Index.
Normative process for the Conners 3 culminated with an impressive 3,400
individuals in the normative sample. Nearly 7,000 rating forms were
completed.
Over 100 different sites in North America provided data from a general
population group that was meant to parallel the 2000 U.S. Census
distribution of gender, ethnicity, and geographical region. More than 800
individuals from a clinical population were also included. There are separate
norms for boys and girls.
Alpha coefficients indicate excellent internal consistency (.90 and above) for
both the Parent and Teacher forms across both Content and DSM-IV-TR
Symptom scales. The self-report form on the Conners 3 also shows very
good internal consistency with alpha coefficients of .88 on the Content
scales and .85 on the Symptom scales. Test-retest reliability is acceptable
and was based on a smaller sample of parents, teachers, and youth over a 2and 4-week interval. Temporal stability was highest for parent ratings on
Content scales (generally .88 or above) and lowest for self-report ratings on
all of the scales (ranging from .71 to .83). Finally, correlations across
informants (parent, teacher, and child) showed good inter-rater reliability.
Conners 3, conceptualized and cover the complicated symptom
presentation for ADHD. The full version gives the clinician an impressive
array of diagnostic data, including how the child's symptoms match up to
both DSM and ICD-10 criteria and whether the symptoms impair
functioning. Validity indices enhance the Conners 3 interpretation and allow
test givers to consider whether a rater biased is shown in response of the
questionnaire.

Assessment Instrument Review

Date: _11-21-14______________________

Name: Jamie Maza

Credential Level
Describe

Level B: User qualifications to administer and score the instrument,

provided individuals carefully follow the manual, are modest. Interpreting
the Conners 3 is left to professionals with graduate training in tests and
measurement and who follow best practices in the ethical use of
psychological and educational tests. Raw scores from the inventories are
converted into T scores. Validity scales are considered and scaled scores of
content areas are plotted onto graphs. Symptom scales matching DSM-IV-TR
qualifiers are also plotted using T scores as well as "symptom counts" to
help establish whether the patient meets diagnostic criteria.
When would it be best
Conners 3: Effective tool in the evaluation of disruptive behavior in children
to use the
and adolescents, particularly when assessing for ADHD. It is
instrument?
psychometrically sound, provides clinically relevant data, and will prove to
be a leading instrument in both clinical and research settings pertaining to
ADHD.
When would it not be
Anxiety and depression initially thought to be only inattention, instead a
used?
symptom of a mood or anxiety disorder.
Citation (APA
Wood, S. C. (2012). Examining Parent and Teacher Perceptions of Behaviors
Form)
Exhibited by Gifted Students Referred for ADHD Diagnosis Using the Conners 3
(An Exploratory Study). Roeper Review, 34(3), 194-204.
Literature Review:

Research Hypothesis
Independent
Variable

Prevalence of ADHD vary as well as the criteria. The Diagnostic and Statistical
Manual of Mental Disorders (DSM) by the American Psychiatric Association has
provided conceptualizations of ADHD in each of its last editions (Konold
&Glutting, 2008). Using the Conners 3 may assist within determining a diagnosis
for ADHD and aid in miss diagnosing and underdiagnosing ADHD and other
significant early detected childhood problems.
Does gifted students referred as potentially twice exceptional (being both gifted
and having ADHD) display any characteristic behavioral differences initiating
through parents and teachers utilizing Conners3ratings
Children (students) being both gifted as well as diagnosed with ADHD

Dependent
Variable
Methods
Participants

Behavioral Characteristic in gifted and ADHD children initiate through parents or

teachers
21 second and third grade student and an equivalent parental and teacher reports
on detecting early signs of ADHD and other disorders referring to learning
problems and or behavioral issues.

Materials
Conners 3
Procedures

Results

Factor analytics, and correlations between criteria and parents/ teachers ability to
detect early signs using carful analysis and different visual diagrams to determine
how significant observing behavior early in the home and classroom may aid in
children receiving treatment as soon as possible.
In this study a small significant correlation shows parent and teachers both detect
early signs of ADHD, learning issues, and behavioral problems.

Name: Jamie Maza

Hypothesis

Accept Ha

Discussion

Assessment Instrument Review

Date: _11-21-14______________________
Does gifted students referred as potentially twice exceptional (being both gifted
and having ADHD) display any characteristic behavioral differences initiating
through parents and teachers utilizing Conners3ratings

Parent and teachers show a small correlation detecting early behavioral

Characteristics within twice exceptional students.

The Current study suggests a deeper clarification in reliability and validity in the
Conners 3 in identifying ADHD within any gifted population. Conners 3 may
need to develop a more precise criterion to evaluate attention, learning, and
executive challenges in twice-exceptional students. More research may assist in
comparing between parent and teacher ratings of gifted students and without
ADHD as well as, average student. Such data may provide criteria in gifted
students. Validity of a behavioral rating scales as in the Conners 3, when used
with a gifted sample, is researched, ADHD students are likely to continue to
represent outliers skewing date.