Conners 3

1. Very excited to introduce to you something that we have been working on at MHS for almost 5 years now We�ve spent the last 5 years conceptualizing, developing, and testing these assessments, and that effort and teamwork with Dr. Conners has resulted in two incredibly solid, clinically useful rating scales for school-aged youth. [add that you are among the first to learn about these assessments and what exactly they are going to look like] The first one I will tell you about is the latest edition of the Conners Rating Scales, the highly anticipated Conners 3. ASK for show of hands- who uses or has recently used the CRS. [if some � will highlight the things that we have added and the imporvements that we have made] [if none � believe you will find it beneficial to learn about these two measures, and the potential that they have assisting you in your practice. The Conners 3 is the latest revision of the widely used and trusted Conners Rating Scales. The other assessment I will introduce to you is the all-new Conners Comprehensive Behavior Rating Scales, The Conners CBRS, which was developed in response to the need that Dr. Conners saw for a comprehensive assessment of a wide range of key clinical issues that can affect school-aged youth. Very excited to introduce to you something that we have been working on at MHS for almost 5 years now We�ve spent the last 5 years conceptualizing, developing, and testing these assessments, and that effort and teamwork with Dr. Conners has resulted in two incredibly solid, clinically useful rating scales for school-aged youth. [add that you are among the first to learn about these assessments and what exactly they are going to look like] The first one I will tell you about is the latest edition of the Conners Rating Scales, the highly anticipated Conners 3. ASK for show of hands- who uses or has recently used the CRS. [if some � will highlight the things that we have added and the imporvements that we have made] [if none � believe you will find it beneficial to learn about these two measures, and the potential that they have assisting you in your practice. The Conners 3 is the latest revision of the widely used and trusted Conners Rating Scales. The other assessment I will introduce to you is the all-new Conners Comprehensive Behavior Rating Scales, The Conners CBRS, which was developed in response to the need that Dr. Conners saw for a comprehensive assessment of a wide range of key clinical issues that can affect school-aged youth.

2. So, what is the Conners 3rd Edition � the Conners 3?So, what is the Conners 3rd Edition � the Conners 3?

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 The Conners 3 is a product of 40 years of research on childhood and adolescent psychopathology (the scales have been around since the late 1960�s). As I mentioned, it is a revision of the Conners Rating Scales � Revised which were published in 1997. It is a thorough, focused assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) and its most common comorbid problems and disorders in school-aged youth. The assessment of associated features is important because ADHD, in addition to its key symptoms, is more often than not, associated with one or more co-morbid disorders, related features, and functional impairments The Conners 3 [is a revision of the Conners Rating Scales-Revised (CRS-R, Conners, 1997), and] integrates the same key elements as its predecessor with a number of new features such as a assessment of executive functioning, oppositional defiant disorder, and conduct disorder. More in a moment, after a review of key features. The Conners 3 is a product of 40 years of research on childhood and adolescent psychopathology (the scales have been around since the late 1960�s). As I mentioned, it is a revision of the Conners Rating Scales � Revised which were published in 1997. It is a thorough, focused assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) and its most common comorbid problems and disorders in school-aged youth. The assessment of associated features is important because ADHD, in addition to its key symptoms, is more often than not, associated with one or more co-morbid disorders, related features, and functional impairments The Conners 3 [is a revision of the Conners Rating Scales-Revised (CRS-R, Conners, 1997), and] integrates the same key elements as its predecessor with a number of new features such as a assessment of executive functioning, oppositional defiant disorder, and conduct disorder. More in a moment, after a review of key features.

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 Provides a thorough coverage of ADHD and associated features Informs differential diagnosis by including 2 commonly comorbid behavior disorders, ODD and CD The Conners 3 is directly relevant to clinical and educational assessment and identification because it includes scales that link directly to DSM-IV-TR and Conners 3 computer scoring program and handscoring provide a table that links each score from the Conners 3 with possible IDEA 2004 areas of eligibility, Multi-informant: Scales of the three forms closely parallel each other: There is consistency in the scales and items across the parent, teacher, and self-report versions, which facilitates the comparison of information from the three sources. [Actual item overlap ranges from 40-75 % (lower when comparing P & T with self-report] Many form options to choose from (will outline options next) Parent and Self-Report forms also available in Spanish: We had an expert in cultural development (bilingual and bicultural � Sam Ortiz) who was present in the early stages of development to make sure all the ideas would make sense cross-culturally � this ensured that we were being culturally sensitive throughout the development process. As a result, the items on the English and Spanish versions are the same (no after-the-fact substitutions as some scales have). Translated into Spanish by in-house Spanish speaking staff, translations reviewed and edited by cultural expert. Items sent to spanish speaking psychologists for back-translations. Inconsistencies reviewed by whole team, suggestions were made to come to agreed upon wording. Where multiple suggestions were made, the solution was interpretable to majority of the population was selected Conducting a validity study with a large sample to demonstrate that there is no difference whether the test is taken in English or Spanish, therefore the English norms will apply. Will talk about the admin & score options and psychometric properties in a moment Provides a thorough coverage of ADHD and associated features Informs differential diagnosis by including 2 commonly comorbid behavior disorders, ODD and CD The Conners 3 is directly relevant to clinical and educational assessment and identification because it includes scales that link directly to DSM-IV-TR and Conners 3 computer scoring program and handscoring provide a table that links each score from the Conners 3 with possible IDEA 2004 areas of eligibility, Multi-informant: Scales of the three forms closely parallel each other: There is consistency in the scales and items across the parent, teacher, and self-report versions, which facilitates the comparison of information from the three sources. [Actual item overlap ranges from 40-75 % (lower when comparing P & T with self-report] Many form options to choose from (will outline options next) Parent and Self-Report forms also available in Spanish: We had an expert in cultural development (bilingual and bicultural � Sam Ortiz) who was present in the early stages of development to make sure all the ideas would make sense cross-culturally � this ensured that we were being culturally sensitive throughout the development process. As a result, the items on the English and Spanish versions are the same (no after-the-fact substitutions as some scales have). Translated into Spanish by in-house Spanish speaking staff, translations reviewed and edited by cultural expert. Items sent to spanish speaking psychologists for back-translations. Inconsistencies reviewed by whole team, suggestions were made to come to agreed upon wording. Where multiple suggestions were made, the solution was interpretable to majority of the population was selected Conducting a validity study with a large sample to demonstrate that there is no difference whether the test is taken in English or Spanish, therefore the English norms will apply. Will talk about the admin & score options and psychometric properties in a moment

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 full-length forms convey more detailed information, and correspond to the official ADHD, ODD, and CD diagnostic criteria in DSM-IV; Short Useful when administration of the full-length versions is not possible or practical (e.g., due to limited time or when multiple administrations over time are desired); 5-6 items from each of the empirical & rational (IN) in the full form. ADHD Index; 10 item within and separate; Items selected as the best to differentiate between people with ADHD from individuals with no clinical diagnosis; Useful as a quick check to see if further ADHD evaluation is warranted, particularly for pre-evaluation or large-group screening; Can also be useful for repeated measures if the same person will be asked to complete the form multiple times (e.g., as part of ADHD treatment monitoring); CGI Consist of the 10 highest loading items from the original Conners Parent and Teacher Rating Scales; Same items, new norms An index within the Conners-3 full-length forms; Also available separately as a quick measure of general psychopathology Especially useful for monitoring treatment effectiveness and changes over time full-length forms convey more detailed information, and correspond to the official ADHD, ODD, and CD diagnostic criteria in DSM-IV; Short Useful when administration of the full-length versions is not possible or practical (e.g., due to limited time or when multiple administrations over time are desired); 5-6 items from each of the empirical & rational (IN) in the full form. ADHD Index; 10 item within and separate; Items selected as the best to differentiate between people with ADHD from individuals with no clinical diagnosis; Useful as a quick check to see if further ADHD evaluation is warranted, particularly for pre-evaluation or large-group screening; Can also be useful for repeated measures if the same person will be asked to complete the form multiple times (e.g., as part of ADHD treatment monitoring); CGI Consist of the 10 highest loading items from the original Conners Parent and Teacher Rating Scales; Same items, new norms An index within the Conners-3 full-length forms; Also available separately as a quick measure of general psychopathology Especially useful for monitoring treatment effectiveness and changes over time

6. Item Counts (CRS-R item counts: P=80, T=59, SR=87) The empirical and rational scales are the main content scales on the Conners 3, developed using extensive clinical experience, and rigorously tested through the data that was collected and analyzed. The empirical scales were supported by clinical wisdom and statistical analyzes The one rational scale, inattention, was created to describe traits often seen in youth with significant attentional problems. Inattention did not form its own dimension during the analyzes; received a lot of fb during initial feedback at prior to development that would be easier to interpret if separate. DSM-IV symptom scales: item representation of each DSM symptom for each diagnosis Screener items: to indicate need for further assessment in these areas. 2 broad Index scores: ADHD � 10 best items differentiating youth with ADHD from youth from the general population; CGI: indicator of overall psychopathology, same items as CRS-R, research has demonstrated this to be sensitive to treatment effects. Severe Conduct Critical items (e.g., use of weapons, fire-setting): require immediate follow up as might be potential for harm or violence to others 3 new validity indices: PI, NI, IncX: Set of items that are extremely positive or negative and unrealistic in most cases IncX based on responses to similar items that tend to be rated similarly (statistically selected pairs of items: Provides a metric for how consistent the rater was in completing the Conners CBRS. (e.g., loses temper and has trouble controlling his/her temper). See the Development poster for examples. Impairment DSM-IV requires that the collection of symptoms be associated with functional impairment in at least 2 settings; Educationally, the student is not considered disabled unless the symptoms impair his or her functioning in the school setting. The Conners 3 includes questions about the level of impairment that is caused by the reported problems at home, school, or with peers. Regardless of the number of problems described by the parent, teacher, or youth, if the problems are not associated with impairment in functioning, it is unlikely that the symptoms will meet criteria for a diagnosis or educational eligibility. [Differences] Executive Functioning and Learning Problems are combined into a single factor on the teacher form. Teachers are not asked to rate impairment in the home setting, given limited opportunity to observe the youth in this setting. The self-report does not include an executive functioning scale or t(youth did not seem to be very good at describing their own EF, so stats did not support putting the EF scale in the youth form); EF: incl probs like: difficulty starting or finishing projects, completing projects at the last minute, poor planning and organizational skills. LP: focuses on academic struggles (in reading, writing, and/or math), difficulty learning/remembering concepts, needing extra explanations. NOTE: LP & EF are subscales of one combined scale on the T form; this is because of statistical reasons. Practically speaking okay to compare with P. AGG: incl behaviors like: physically and/or verbally aggressive, violent/destructive tendencies, bullying, arguing, easily excited. Hy/Im: items bout high activity levels, restlessness, impulsivity, difficulty being quiet, interrupting others, easily excited. Peer (P & T): difficulty with friendships, poor social connections, seems unaccepted by the group. NOTE: this scale was not statistically supported on the SR. Family Rels (SR): gives indicators that the youth feels parents don�t love or notice him/her, and/or that he/she feels unjustly critcized or punished at home. Inattention: items about poor concentration/attention, difficulty staying on task, careless mistakes, easily distracted, gives up easily, easily bored, avoids schoolwork.Item Counts (CRS-R item counts: P=80, T=59, SR=87) The empirical and rational scales are the main content scales on the Conners 3, developed using extensive clinical experience, and rigorously tested through the data that was collected and analyzed. The empirical scales were supported by clinical wisdom and statistical analyzes The one rational scale, inattention, was created to describe traits often seen in youth with significant attentional problems. Inattention did not form its own dimension during the analyzes; received a lot of fb during initial feedback at prior to development that would be easier to interpret if separate. DSM-IV symptom scales: item representation of each DSM symptom for each diagnosis Screener items: to indicate need for further assessment in these areas. 2 broad Index scores: ADHD � 10 best items differentiating youth with ADHD from youth from the general population; CGI: indicator of overall psychopathology, same items as CRS-R, research has demonstrated this to be sensitive to treatment effects. Severe Conduct Critical items (e.g., use of weapons, fire-setting): require immediate follow up as might be potential for harm or violence to others 3 new validity indices: PI, NI, IncX: Set of items that are extremely positive or negative and unrealistic in most cases IncX based on responses to similar items that tend to be rated similarly (statistically selected pairs of items: Provides a metric for how consistent the rater was in completing the Conners CBRS. (e.g., loses temper and has trouble controlling his/her temper). See the Development poster for examples. Impairment DSM-IV requires that the collection of symptoms be associated with functional impairment in at least 2 settings; Educationally, the student is not considered disabled unless the symptoms impair his or her functioning in the school setting. The Conners 3 includes questions about the level of impairment that is caused by the reported problems at home, school, or with peers. Regardless of the number of problems described by the parent, teacher, or youth, if the problems are not associated with impairment in functioning, it is unlikely that the symptoms will meet criteria for a diagnosis or educational eligibility. [Differences] Executive Functioning and Learning Problems are combined into a single factor on the teacher form. Teachers are not asked to rate impairment in the home setting, given limited opportunity to observe the youth in this setting. The self-report does not include an executive functioning scale or t(youth did not seem to be very good at describing their own EF, so stats did not support putting the EF scale in the youth form); EF: incl probs like: difficulty starting or finishing projects, completing projects at the last minute, poor planning and organizational skills. LP: focuses on academic struggles (in reading, writing, and/or math), difficulty learning/remembering concepts, needing extra explanations. NOTE: LP & EF are subscales of one combined scale on the T form; this is because of statistical reasons. Practically speaking okay to compare with P. AGG: incl behaviors like: physically and/or verbally aggressive, violent/destructive tendencies, bullying, arguing, easily excited. Hy/Im: items bout high activity levels, restlessness, impulsivity, difficulty being quiet, interrupting others, easily excited. Peer (P & T): difficulty with friendships, poor social connections, seems unaccepted by the group. NOTE: this scale was not statistically supported on the SR. Family Rels (SR): gives indicators that the youth feels parents don�t love or notice him/her, and/or that he/she feels unjustly critcized or punished at home. Inattention: items about poor concentration/attention, difficulty staying on task, careless mistakes, easily distracted, gives up easily, easily bored, avoids schoolwork.

7. Conners 3: What is new? Representative of US population: Will describe the normative sample in more detail in a moment. 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 ItemsRepresentative of US population: Will describe the normative sample in more detail in a moment. 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 Most content areas now present across all raters, which makes it easier for you to integrate results Modified age range: youth age range expanded to 8-18 (used to be 12-17), expansion suggested by research with the CRS-R and supported with extensive data on the Conners 3 self-report; parent & teacher 6-18. (EC developed to be developmentally sensitive to relevant issues in ages 2-6) Simplified DSM language in order to obtain more reliable results so that respondents are clear on what they are being asked about. (Refer to Development poster for examples) Reading level now much lower: P=4.9 (9-10); T=5.3 (9); SR=3 (6) Intro for change to CBRS: Created a companion scale to capture broader clinical issues in school-aged youth Let�s you pick and choose which rating scale is more appropriate for the evaluationMost content areas now present across all raters, which makes it easier for you to integrate results Modified age range: youth age range expanded to 8-18 (used to be 12-17), expansion suggested by research with the CRS-R and supported with extensive data on the Conners 3 self-report; parent & teacher 6-18. (EC developed to be developmentally sensitive to relevant issues in ages 2-6) Simplified DSM language in order to obtain more reliable results so that respondents are clear on what they are being asked about. (Refer to Development poster for examples) Reading level now much lower: P=4.9 (9-10); T=5.3 (9); SR=3 (6) Intro for change to CBRS: Created a companion scale to capture broader clinical issues in school-aged youth Let�s you pick and choose which rating scale is more appropriate for the evaluation

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 As indicated by the name, the Conners CBRS gives you a comprehensive tool to use in assessing a number of issues that are relevant in the 6-18yo age range. Still includes ADHD, but the primary purpose is broader assessment of clinical issues that commonly arise in school-aged youth. Also includes less common, but critical issues that require immediate intervention, such as self-harm or violence potential. Expanded DSM coverage to include symptomatic criteria for a number of diagnoses � will go through those in a moment. Being able to assess a broad range of problems and diagnostic symptoms allows the screening for the presence or absence of a specific problems, co-morbid disorders, or related features that a youth may have.As indicated by the name, the Conners CBRS gives you a comprehensive tool to use in assessing a number of issues that are relevant in the 6-18yo age range. Still includes ADHD, but the primary purpose is broader assessment of clinical issues that commonly arise in school-aged youth. Also includes less common, but critical issues that require immediate intervention, such as self-harm or violence potential. Expanded DSM coverage to include symptomatic criteria for a number of diagnoses � will go through those in a moment. Being able to assess a broad range of problems and diagnostic symptoms allows the screening for the presence or absence of a specific problems, co-morbid disorders, or related features that a youth may have.

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 Comes in P, T, & SR forms. Covers same age range as the Conners 3. Spanish � as Conners 3 Easy administration, scoring, and interpretation � will talk about some options in a moment. Analyses so far have demonstrated strong psychometric properties. Low reading levels: P=4.1; T=4.3; SR=3.2 Comes in P, T, & SR forms. Covers same age range as the Conners 3. Spanish � as Conners 3 Easy administration, scoring, and interpretation � will talk about some options in a moment. Analyses so far have demonstrated strong psychometric properties. Low reading levels: P=4.1; T=4.3; SR=3.2

12. Conners CBRS Form Options Conners CBRS Parent, Teacher, and Self-Report Forms Conners Clinical Index (Conners CI) Parent, Teacher, and Self-Report Forms CBRS: Comprehensive The Conners CBRS has one overall Clinical Index score. The Conners CI is a 25 item index which includes the items that best differentiated youth with a clinical diagnosis from youth without a clinical diagnosis. Available as a separate form, and is a great screening tool for school-aged youth. Can also be useful in monitoring treatment over time.CBRS: Comprehensive The Conners CBRS has one overall Clinical Index score. The Conners CI is a 25 item index which includes the items that best differentiated youth with a clinical diagnosis from youth without a clinical diagnosis. Available as a separate form, and is a great screening tool for school-aged youth. Can also be useful in monitoring treatment over time.

13. Item counts The Conners CBRS features multiple scales to help assess several domains of behaviors and emotions that may cause impairment in a child�s life As with the Conners 3, the empirical and rational scales are the main content scales on the Conners CBRS, developed using extensive clinical experience, and rigorously tested through the data that was collected and analyzed. In most cases, statistical analyses supported what Dr. Conners had conceptualized as important in clinical terms across the 3 forms � in some cases the respondents observed behaviors differently from each other (e.g., phy sympt in T � try to get out of things) The empirical scales were supported by clinical wisdom and statistical analyzes The rational scales were created to capture important information about school-aged youth: Perfectionistic and Compulsive Behaviors on the parent form added to match the teacher form, because Dr. Conners felt strongly that these were important behaviors to ask parents about. Will also make interpretation and comparison of results easier as will have information from multiple informants. EmDist: problems such as: worrying, upsetting thoughts, physical signs of depression, social anxiety (T) AGG: phy & verbal aggression including bullying, arguing, poor anger control. Ac Diffs: problems with learning, understanding or remembering, poor academic performance. Hy/Im: items about high activity levels, restlessness, impulsivity, difficulty being quiet. Sep Fears: (subscale of ED in T): fears about being separated from parents/family. Social Problems: (subscale on P): reflects social isolation, rejection by peers, social awkwardness (not statistically supported in SR) Perfectionistic & Compulsive Behaviors: rigid, inflexible, perfectionistic (only supported on T) VP: compilation of items that indicate the youth is at risk for acting violently, include items that at face value might not strike to be violence, but this scale represents the potential violence for acting violently. (was formed from items that were in other scales of the CBRS such as CD, emotional distress, aggression � selection of content for scale was guided by literature from several public organizations who have compiled information to help clinicians, parents, and schools better recognize the warning signs that a youth may be at risk for violent behavior. (e.g., The American Psychological Association with MTV has developed Warning signs of violence (APA, 1998) as a public service tool. The United States government, including the Department of Education, has written �The Safe Schools Initiative Report� as a way to increase safety in the nation�s public schools (REF, 2002). PS: aches, pains, feeling sick in absence of illness; sleep; appetite/weight: Can be due to many issues � emotional, medical, medication side-effects; important to cover in a comprehensive rating scale. Item counts The Conners CBRS features multiple scales to help assess several domains of behaviors and emotions that may cause impairment in a child�s life As with the Conners 3, the empirical and rational scales are the main content scales on the Conners CBRS, developed using extensive clinical experience, and rigorously tested through the data that was collected and analyzed. In most cases, statistical analyses supported what Dr. Conners had conceptualized as important in clinical terms across the 3 forms � in some cases the respondents observed behaviors differently from each other (e.g., phy sympt in T � try to get out of things) The empirical scales were supported by clinical wisdom and statistical analyzes The rational scales were created to capture important information about school-aged youth: Perfectionistic and Compulsive Behaviors on the parent form added to match the teacher form, because Dr. Conners felt strongly that these were important behaviors to ask parents about. Will also make interpretation and comparison of results easier as will have information from multiple informants. EmDist: problems such as: worrying, upsetting thoughts, physical signs of depression, social anxiety (T) AGG: phy & verbal aggression including bullying, arguing, poor anger control. Ac Diffs: problems with learning, understanding or remembering, poor academic performance. Hy/Im: items about high activity levels, restlessness, impulsivity, difficulty being quiet. Sep Fears: (subscale of ED in T): fears about being separated from parents/family. Social Problems: (subscale on P): reflects social isolation, rejection by peers, social awkwardness (not statistically supported in SR) Perfectionistic & Compulsive Behaviors: rigid, inflexible, perfectionistic (only supported on T) VP: compilation of items that indicate the youth is at risk for acting violently, include items that at face value might not strike to be violence, but this scale represents the potential violence for acting violently. (was formed from items that were in other scales of the CBRS such as CD, emotional distress, aggression � selection of content for scale was guided by literature from several public organizations who have compiled information to help clinicians, parents, and schools better recognize the warning signs that a youth may be at risk for violent behavior. (e.g., The American Psychological Association with MTV has developed Warning signs of violence (APA, 1998) as a public service tool. The United States government, including the Department of Education, has written �The Safe Schools Initiative Report� as a way to increase safety in the nation�s public schools (REF, 2002). PS: aches, pains, feeling sick in absence of illness; sleep; appetite/weight: Can be due to many issues � emotional, medical, medication side-effects; important to cover in a comprehensive rating scale.

14. In addition, to being able to look at a broad range of problems and concerns, that can be done with the empirical and rational scales, the presence of distinct diagnoses may be examined with scales relating directly to DSM-IV-TR symptom level criteria. The Conners CBRS has DSM-IV based symptoms for many disorders including�. ADHD Disruptive Behavior Disorders (ODD, CD) Mood Disorder building blocks (MDE, ME for consideration of MDE & BD) Anxiety Disorders (GAD, SAD, SP, OCD) PDD (Aut, Asp � not on SR as were not supported there given self-awarness issues that are inherent to these disorders. Clinical indicators for other potential problems that may need further clinical attention. Note PDD for SR (e.g., certain items youth were able to self-report) Severe Conduct Critical items: may predict future violence or harm to others � require immediate investigation. Self harm critical items: risk factors for suicide or self-mutilation (note that explicit suicide content is omitted in SR � used other indicators like feelings of helpless, hopeless, worthless) Clinical Index: 1 overall CI score which best differentiates youth with clinical diagnosis from youth with no clinical diagnosis. � also available separately Same validity indices as Conners-3 Impairment � no dsm & educational eligibility without impairment in functioning. Additional questions Differences Aut, Asperger, PDD Pica (P & S) Enuresis & Encopresis (P & T)In addition, to being able to look at a broad range of problems and concerns, that can be done with the empirical and rational scales, the presence of distinct diagnoses may be examined with scales relating directly to DSM-IV-TR symptom level criteria. The Conners CBRS has DSM-IV based symptoms for many disorders including�. ADHD Disruptive Behavior Disorders (ODD, CD) Mood Disorder building blocks (MDE, ME for consideration of MDE & BD) Anxiety Disorders (GAD, SAD, SP, OCD) PDD (Aut, Asp � not on SR as were not supported there given self-awarness issues that are inherent to these disorders. Clinical indicators for other potential problems that may need further clinical attention. Note PDD for SR (e.g., certain items youth were able to self-report) Severe Conduct Critical items: may predict future violence or harm to others � require immediate investigation. Self harm critical items: risk factors for suicide or self-mutilation (note that explicit suicide content is omitted in SR � used other indicators like feelings of helpless, hopeless, worthless) Clinical Index: 1 overall CI score which best differentiates youth with clinical diagnosis from youth with no clinical diagnosis. � also available separately Same validity indices as Conners-3 Impairment � no dsm & educational eligibility without impairment in functioning. Additional questions Differences Aut, Asperger, PDD Pica (P & S) Enuresis & Encopresis (P & T)

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 Co-normed= given to the same people, which means that results can be easily compared Incredible normative sample � have spent the past several years collecting data for these norms. Data collection guided by the most recent US census (2000) 1200 ratings from both parents and teachers; 1000 youth; 2/3 of the youth had multiple raters � 1/3 had all informants; 1/3 had 2 informants. Also had ratings form both moms and dads, and from multiple teachers for one youth. 71 data collection sites. Diverse normative sample, in terms of age, gender, race/ethnicity, socio-economic status (PED), and geographic location. This means that the Conners scales can be used in confidence with your clients or students in the US because the norms are representative of your area. Co-normed= given to the same people, which means that results can be easily compared Incredible normative sample � have spent the past several years collecting data for these norms. Data collection guided by the most recent US census (2000) 1200 ratings from both parents and teachers; 1000 youth; 2/3 of the youth had multiple raters � 1/3 had all informants; 1/3 had 2 informants. Also had ratings form both moms and dads, and from multiple teachers for one youth. 71 data collection sites. Diverse normative sample, in terms of age, gender, race/ethnicity, socio-economic status (PED), and geographic location. This means that the Conners scales can be used in confidence with your clients or students in the US because the norms are representative of your area.

16. Conners 3 and Conners CBRS: Reliability Internal consistency Test-Retest reliability Inter-rater reliability Standard Error of Measurement Standard Error of Prediction Analyses are ongoing, have psychometric information at the poster session on Friday at the Moscone centre from 12-1.50; will also have handouts available for those interested. Internal consistency results are good: items on each scale consistently measure the same construct. This means that the scales are solid. All other reliability analyses are still ongoing.Analyses are ongoing, have psychometric information at the poster session on Friday at the Moscone centre from 12-1.50; will also have handouts available for those interested. Internal consistency results are good: items on each scale consistently measure the same construct. This means that the scales are solid. All other reliability analyses are still ongoing.

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) Factorial validity: Confirmatory factor analyses strongly supported the initial factors that resulted from Exploratory factor analyses. This means that the factor structure is stable an unlikely to change. Convergent and Divergent validity (construct) � still being analysed: Overall patterns of elevations tended to match across all rater types (P, T, SR) A group of P, T, youth completed 1 or more other measures as well as the Conners scales. Conners CBRS scales correlated with similar scales on other measures Dissimilar scales did not correlate highly These results support good convergent and divergent validity, meaning that the Conners scales measure what they are supposed to (�construct� validity) Discriminative Validity (analyses ongoing): Factorial validity: Confirmatory factor analyses strongly supported the initial factors that resulted from Exploratory factor analyses. This means that the factor structure is stable an unlikely to change. Convergent and Divergent validity (construct) � still being analysed: Overall patterns of elevations tended to match across all rater types (P, T, SR) A group of P, T, youth completed 1 or more other measures as well as the Conners scales. Conners CBRS scales correlated with similar scales on other measures Dissimilar scales did not correlate highly These results support good convergent and divergent validity, meaning that the Conners scales measure what they are supposed to (�construct� validity) Discriminative Validity (analyses ongoing):

18. Conners 3 and Conners CBRS: Administration & Scoring Options Administration Paper-and-Pencil Online Scoring QuikScoreTM Computerized Unlimited use software Online Admin As always, the conners forms can be administered using the MHS QuikScore forms. Online: choice of either logging on to the website allowing the client to complete the form in your office, or email the link directly to the respondent. Scoring Hand-scoring with the QuikScore and profile sheets Computerized: Allows for quick and effortless generation of reports (Profile and progress). Unlimited use software � new: means that can score test an unlimited number of times, and generate all available reports as many times as one wants. Previous one was pay-per-use. Got a a lot of fb that this is a feature that you wanted, so we responded. Admin As always, the conners forms can be administered using the MHS QuikScore forms. Online: choice of either logging on to the website allowing the client to complete the form in your office, or email the link directly to the respondent. Scoring Hand-scoring with the QuikScore and profile sheets Computerized: Allows for quick and effortless generation of reports (Profile and progress). Unlimited use software � new: means that can score test an unlimited number of times, and generate all available reports as many times as one wants. Previous one was pay-per-use. Got a a lot of fb that this is a feature that you wanted, so we responded.

19. Conners 3 and Conners CBRS: Use and Applicability Assessment Clinical Assessment Diagnostic Aid Educational Classification Screening Determining Participants for Research Studies Clinical assessment. Standardized scores from the Conners 3 allow the clinician to effectively compare an individual to age-based expectations in an objective and reliable manner. Diagnostic aid. The Conners 3 offers direct scoring links to DSM-IV symptoms of ADHD, CD, and ODD. Correspondence of items with diagnostic criteria combined with information about related features and functional impairments facilitates the differential diagnosis process in clinical practice. Used in combination with other assessment information, results from the Conners 3 provide valuable information to guide diagnostic decisions. Educational classification. Results from the Conners 3 assessment may help identify appropriate educational classifications and/or services for students in a public school system. Children with ADHD may qualify for special education and related services under the IDEA-2004 or Section 504 of the Rehabilitation Act of 1973. The Conners 3 can serve as a critical tool in this eligibility determination process. Screening students. The Conners 3 can be routinely administered to help identify children and adolescents who may require further evaluation for ADHD or related issues. For example, the Conners 3 can be administered to all students in a tutoring program, a school-based program, or a medical clinic. The Conners 3 can also be used to determine which students would most benefit from inclusion in a specialized ADHD treatment program. Determining participants for research studies. Scores on the Conners 3 can be used as part of the inclusion criteria for entry into a research study of ADHD. Conners 3 scores might also be used to identify children who should be excluded from a �normal controls� research group. Clinical assessment. Standardized scores from the Conners 3 allow the clinician to effectively compare an individual to age-based expectations in an objective and reliable manner. Diagnostic aid. The Conners 3 offers direct scoring links to DSM-IV symptoms of ADHD, CD, and ODD. Correspondence of items with diagnostic criteria combined with information about related features and functional impairments facilitates the differential diagnosis process in clinical practice. Used in combination with other assessment information, results from the Conners 3 provide valuable information to guide diagnostic decisions. Educational classification. Results from the Conners 3 assessment may help identify appropriate educational classifications and/or services for students in a public school system. Children with ADHD may qualify for special education and related services under the IDEA-2004 or Section 504 of the Rehabilitation Act of 1973. The Conners 3 can serve as a critical tool in this eligibility determination process. Screening students. The Conners 3 can be routinely administered to help identify children and adolescents who may require further evaluation for ADHD or related issues. For example, the Conners 3 can be administered to all students in a tutoring program, a school-based program, or a medical clinic. The Conners 3 can also be used to determine which students would most benefit from inclusion in a specialized ADHD treatment program. Determining participants for research studies. Scores on the Conners 3 can be used as part of the inclusion criteria for entry into a research study of ADHD. Conners 3 scores might also be used to identify children who should be excluded from a �normal controls� research group.

20. 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 Labeling a problem does not usually solve the problem, unless it leads to a plan for change. We truly believe that the purpose of assessment is to help improve a child�s functioning � it has been our internal development driving force- The Conners scales can be used to: Developing an individualized treatment plan. Results from the Conners 3 can be used to help form individualized intervention plans for a child or adolescent. Elevated factor scores or an indication of a high number of DSM-IV-TR symptoms suggest areas to target in treatment, and individual items suggest specific behaviors that require intervention. Monitoring an individual�s response to treatment. The Conners 3 (particularly the short forms and indices) may be readministered to monitor whether an individual student is responding to a particular treatment plan. Results from readministration may suggest changes to make the intervention more effective, or to modify it based on improvement. Evaluating an intervention program. The Conners 3 can be used to evaluate the effectiveness of an entire treatment program, such as might be implemented in a special school setting or private treatment facility. Data such as those obtained from the Conners 3 could be summarized in applications for continued or increased funding for treatment programs, or could be used to modify the program as needed. The Manual: will provide step-by-step guidelines for how to use the Conenrs 3 and CBRS in planning , monitoring , and revising treatment plans. Labeling a problem does not usually solve the problem, unless it leads to a plan for change. We truly believe that the purpose of assessment is to help improve a child�s functioning � it has been our internal development driving force- The Conners scales can be used to: Developing an individualized treatment plan. Results from the Conners 3 can be used to help form individualized intervention plans for a child or adolescent. Elevated factor scores or an indication of a high number of DSM-IV-TR symptoms suggest areas to target in treatment, and individual items suggest specific behaviors that require intervention. Monitoring an individual�s response to treatment. The Conners 3 (particularly the short forms and indices) may be readministered to monitor whether an individual student is responding to a particular treatment plan. Results from readministration may suggest changes to make the intervention more effective, or to modify it based on improvement. Evaluating an intervention program. The Conners 3 can be used to evaluate the effectiveness of an entire treatment program, such as might be implemented in a special school setting or private treatment facility. Data such as those obtained from the Conners 3 could be summarized in applications for continued or increased funding for treatment programs, or could be used to modify the program as needed. The Manual: will provide step-by-step guidelines for how to use the Conenrs 3 and CBRS in planning , monitoring , and revising treatment plans.

21. Conners 3 and Conners CBRS: When to use each Generally, will begin with the Conners CBRS, and if ADHD is elevated, give Conners 3 to examine this area further. Can also be v.v. � if scores in aggression or the anxiety or depression screener items are elevated on the Conners 3, can follow up with the CBRS. Depends on the referral question. [while do have some overlap in content � tried to minimize this. Some content sounds similar (a.g., adhd) but is much broader in the Conners 3. Not just DSM, but also associated features] [can be used together � but also as stand alone measures. Generally, will begin with the Conners CBRS, and if ADHD is elevated, give Conners 3 to examine this area further. Can also be v.v. � if scores in aggression or the anxiety or depression screener items are elevated on the Conners 3, can follow up with the CBRS. Depends on the referral question. [while do have some overlap in content � tried to minimize this. Some content sounds similar (a.g., adhd) but is much broader in the Conners 3. Not just DSM, but also associated features] [can be used together � but also as stand alone measures.

22. Thank youQuestions/Comments