Download a Qualification Form, You can complete the Online Qualification Form Online and send it with your first order or fax a downloaded form to (954) 792-8545. Conners' Parent Rating Scale by C. Keith Conners, Ph.D. —Revised (S) Gender: (Circle One) Child's ID: Birthdate: Month Parent's ID: Day Year Age: School Grade: Today's Date: Month Day , Year Instructions: Below are a number of common problems that children have. Spanish versions of the parent and self-report forms; Back to Top. Relevance. This refers to the Conners Parent Rating Scale. Related Titles: There are three Conners CBRS forms: 1. one for parents 2. one for teachers 3. one that’s a self-report to be completed by the childThese forms ask questions that help screen for emotional, behavioral, and academic disorders. The Conners 3 has a high level of consistency in the scales across raters, allowing for easy interpretation … [Epub ahead of print] Validation of the French Version of Conners' Parent Rating Scale-Revised, Short Version (CPRS-R:S): Scale Measurement Invariance by Sex and Age. ), Try and integrate information from multiple informants, Different CRS-R versions constructed with similar subscale structures to aid in comparing results, Rating disagreement—evaluate reason for discrepancy, Assess validity of CRS-R results (e.g., response bias), Analyze index scores (ADHD Index, Conners’ Global Index), Examine overall profile in terms of subscale scores. The Conners CBRS is suitable in assessing children ages 6 to 18. While Pearson distributes the Conners 3, this assessment is developed and published by Multi-Health Systems, Inc. The Conners 3 forms include multiple components that are available in paper-and-pencil or computerized format. عليك تفعيلها وإعادة التحميل. Integrate results with all other available information, Circled scores on Profile Form can be connected by line, He obtained mean score for hyperactivity subscale, “Very much true (Very often, Very frequently)”, Items related to ADHD, and other clinical areas comorbid with ADHD, Items directly related to DSM-IV criteria, Multifaceted—both Criterion- and Norm-referenced, Straight symptom count for DSM-IV ADHD criteria, 1,973 children and adolescents (965 males; 1,008 females), Ethnicity (78% Caucasian/White, 10.2% African American/Black, 5.8% Hispanic, 1.6% Asian, 1.5% Native American, 2.8% Other), Males scored higher than females on all but 2 subscales (Anxious-Shy & Psychosomatic), Measured with Cronbach’s alpha coefficient, Appropriate to use since scoring was not dichotomous, Given for each subscale, sex, and age group, Sample of 50 children and adolescents, mean age 11.24 years, Coefficients low for Cognitive Problems/Inattention & Hyperactive-Impulsive subscales, Results of factor analysis provide information on pattern of interrelationships among items, Aids in discriminant validity among subscales, Items that should not relate together should have low correlations, and vice versa, Examining CRS-R ability to differentiate ADHD individuals from nonclinical individuals, ADHD group scored significantly higher than nonclinical group on all subscales (except Social Problems subscale), Instrument related to other variables to which it should, Used to determine if test is too similar to another test, E.g., if test measuring proficiency correlates strongly with IQ test, it’s essentially another IQ test, Correlations among teacher, parent, and self-report forms, Correlations among CRS-R subscales and other self-report scales, Correlations between CRS-R and performance measures, High internal reliability coefficients (.773 – .958), Test-Retest reliability for subscale items, Exception: Cognitive Problems/Inattention & DSM-IV Symptoms Hyperactive-Impulsive (.47), Relatively valid for measuring what it intends to measure, found low correlation coefficients for items it should not relate to, and high coefficients for items it should, Low coefficients among scores between ADHD-diagnosed individuals and individuals without clinical ADHD, This instrument should be compared to other instruments of its kind, Could be more varied in terms of ethnicity and geographical location, E.g., even though sites across U.S., most are located on Eastern side of country, rarely in the mid- to mid-west of country, Biracial or bilingual individuals, non-English speaking individuals, children with disabilities, None of these factors included in norming sample. 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