Assessment Instrument Review Date: _11-21-14__________ _11-21-14_ _____________________ ____________
Name:: Jamie Maza Name
Full Name of the Instrument: Author(s): Year of Publication (use the most current) Publisher & Address
Conners 3rd Addition C. Keith Conners, Ph.D 2009 3770 Victoria Park Avenue, Toronto, Ontario. M2H3M6. Multi-Healt Multi-Health h Systems Inc.
Current Cost Kit Supplies
2011: $355 dollars, per Handscore kit including manual (2008, 470 pages), 25 parent/teacher/self-report parent/teacher/self-report QuikScore™ forms, and 25 parent/teacher/self-report short Q uikScore™ uikScore™ forms; $270 per Reorder Kit, 25 parent/teacher/self-report parent/teacher/self-report QuikScore™ forms, and 25 parent/teacher/self-report parent/teacher/selfreport 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 Parent/Teacher/Self- Report Short QuikScore™ forms; forms ; $50 per package of 25 Response Booklets; $15 per paper copy of DSM-5 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
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.
Name: Jamie Maza
Assessment Instrument Review Date: _11-21-14______________________
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:
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. Research Hypothesis Does gifted students referred as potentially twice exceptional (being both gifted and having ADHD) display any characteristic behavioral differences initiating Independent through parents and teachers utilizing Conners3ratings Variable Children (students) being both gifted as well as diagnosed with ADHD Dependent Variable Behavioral Characteristic in gifted and ADHD children initiate through parents or teachers Methods Participants 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.
