Appendix E Tables |
| << Back to Table E.1a |
Table E.1a. Conners 4 Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample–Combined Gender (Ages 6 to 11)
|
Scale |
6 to 7 |
8 to 9 |
10 to 11 |
|||||||||||
|
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
5 |
5 |
4 |
6 |
6 |
5 |
5 |
5 |
7 |
6 |
5 |
5 |
4 |
|
Hyperactivity |
7 |
8 |
6 |
9 |
8 |
7 |
8 |
7 |
9 |
8 |
7 |
8 |
6 |
|
|
Impulsivity |
7 |
8 |
6 |
10 |
9 |
8 |
8 |
7 |
10 |
9 |
8 |
9 |
7 |
|
|
Emotional Dysregulation |
6 |
8 |
5 |
9 |
8 |
6 |
7 |
5 |
8 |
7 |
6 |
7 |
5 |
|
|
Depressed Mood |
8 |
8 |
8 |
10 |
10 |
9 |
9 |
9 |
11 |
10 |
9 |
10 |
8 |
|
|
Anxious Thoughts |
9 |
10 |
8 |
9 |
9 |
9 |
9 |
9 |
9 |
9 |
9 |
10 |
9 |
|
|
Impairment |
Schoolwork |
8 |
9 |
8 |
10 |
10 |
8 |
9 |
7 |
11 |
10 |
8 |
9 |
7 |
|
Peer Interactions |
9 |
10 |
7 |
10 |
10 |
8 |
9 |
7 |
11 |
10 |
8 |
8 |
7 |
|
|
Family Life |
— |
7 |
— |
10 |
— |
— |
7 |
— |
9 |
— |
— |
7 |
— |
|
|
DSM |
ADHD Inattentive Symptoms |
7 |
8 |
6 |
8 |
8 |
7 |
7 |
6 |
9 |
8 |
6 |
7 |
6 |
|
ADHD Hyperactive/ |
7 |
7 |
6 |
8 |
8 |
7 |
8 |
6 |
9 |
8 |
7 |
8 |
6 |
|
|
Total ADHD Symptoms |
5 |
6 |
5 |
6 |
6 |
6 |
6 |
5 |
7 |
6 |
6 |
6 |
5 |
|
|
Oppositional Defiant Disorder Symptoms |
6 |
7 |
5 |
8 |
8 |
6 |
7 |
6 |
8 |
7 |
6 |
7 |
5 |
|
|
Conduct Disorder Symptoms |
6 |
6 |
7 |
7 |
7 |
6 |
5 |
7 |
6 |
7 |
5 |
5 |
6 |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.1b |
Table E.1b. Conners 4 Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample–Combined Gender (Ages 12 to 18)
|
Scale |
12 to 13 |
14 to 15 |
16 to 18 |
|||||||||||||
|
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
6 |
6 |
5 |
5 |
5 |
6 |
5 |
5 |
5 |
4 |
6 |
6 |
5 |
5 |
5 |
|
Hyperactivity |
8 |
8 |
8 |
8 |
7 |
8 |
8 |
7 |
7 |
6 |
9 |
9 |
8 |
9 |
7 |
|
|
Impulsivity |
9 |
9 |
7 |
8 |
7 |
8 |
8 |
7 |
7 |
7 |
10 |
9 |
8 |
9 |
7 |
|
|
Emotional Dysregulation |
8 |
7 |
6 |
6 |
5 |
8 |
7 |
6 |
6 |
6 |
8 |
8 |
6 |
6 |
6 |
|
|
Depressed Mood |
9 |
9 |
9 |
9 |
8 |
8 |
9 |
8 |
8 |
9 |
9 |
9 |
9 |
9 |
9 |
|
|
Anxious Thoughts |
8 |
10 |
10 |
8 |
11 |
8 |
9 |
9 |
8 |
10 |
9 |
9 |
9 |
9 |
10 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
10 |
9 |
8 |
8 |
7 |
10 |
9 |
8 |
9 |
7 |
11 |
9 |
9 |
10 |
7 |
|
Peer Interactions |
11 |
11 |
8 |
8 |
8 |
10 |
11 |
9 |
8 |
10 |
11 |
11 |
8 |
7 |
9 |
|
|
Family Life |
10 |
— |
— |
7 |
— |
8 |
— |
— |
6 |
— |
9 |
— |
— |
7 |
— |
|
|
DSM |
ADHD Inattentive Symptoms |
8 |
7 |
6 |
7 |
6 |
7 |
7 |
6 |
7 |
6 |
8 |
8 |
6 |
7 |
6 |
|
ADHD Hyperactive/ |
8 |
8 |
7 |
7 |
7 |
8 |
7 |
6 |
7 |
6 |
9 |
8 |
8 |
8 |
7 |
|
|
Total ADHD Symptoms |
6 |
6 |
5 |
6 |
5 |
6 |
6 |
5 |
6 |
5 |
7 |
6 |
6 |
6 |
5 |
|
|
Oppositional Defiant Disorder Symptoms |
7 |
7 |
6 |
6 |
5 |
8 |
7 |
6 |
7 |
6 |
8 |
8 |
6 |
7 |
6 |
|
|
Conduct Disorder Symptoms |
7 |
7 |
6 |
6 |
6 |
6 |
6 |
6 |
5 |
6 |
6 |
6 |
6 |
6 |
6 |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.1c |
Table E.1c. Conners 4 Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample Gender Specific–Males (Ages 6 to 11)
|
Scale |
6 to 7 |
8 to 9 |
10 to 11 |
|||||||||||
|
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
5 |
6 |
5 |
6 |
6 |
5 |
5 |
5 |
7 |
6 |
5 |
6 |
5 |
|
Hyperactivity |
7 |
8 |
6 |
8 |
7 |
7 |
8 |
6 |
9 |
9 |
7 |
8 |
6 |
|
|
Impulsivity |
7 |
8 |
7 |
9 |
9 |
7 |
8 |
7 |
9 |
9 |
8 |
9 |
7 |
|
|
Emotional Dysregulation |
6 |
8 |
5 |
9 |
8 |
6 |
7 |
4 |
8 |
7 |
6 |
7 |
4 |
|
|
Depressed Mood |
9 |
10 |
8 |
10 |
11 |
8 |
8 |
9 |
11 |
10 |
9 |
10 |
7 |
|
|
Anxious Thoughts |
9 |
11 |
8 |
8 |
9 |
9 |
8 |
9 |
10 |
9 |
9 |
10 |
9 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
8 |
8 |
8 |
10 |
9 |
8 |
8 |
7 |
10 |
10 |
8 |
8 |
8 |
|
Peer Interactions |
9 |
10 |
7 |
10 |
10 |
8 |
8 |
7 |
11 |
10 |
8 |
9 |
7 |
|
|
Family Life |
— |
6 |
— |
10 |
— |
— |
7 |
— |
9 |
— |
— |
7 |
— |
|
|
DSM |
ADHD Inattentive Symptoms |
7 |
8 |
6 |
8 |
8 |
6 |
6 |
6 |
9 |
8 |
7 |
7 |
6 |
|
ADHD Hyperactive/ Impulsive Symptoms |
7 |
7 |
6 |
8 |
7 |
6 |
7 |
6 |
9 |
8 |
7 |
8 |
6 |
|
|
Total ADHD Symptoms |
5 |
6 |
5 |
6 |
6 |
5 |
5 |
5 |
7 |
6 |
6 |
6 |
5 |
|
|
Oppositional Defiant Disorder Symptoms |
6 |
7 |
5 |
8 |
8 |
6 |
7 |
6 |
8 |
7 |
6 |
7 |
4 |
|
|
Conduct Disorder Symptoms |
10 |
13 |
7 |
8 |
10 |
9 |
7 |
10 |
9 |
9 |
7 |
8 |
5 |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.1d |
Table E.1d. Conners 4 Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample Gender Specific–Males (Ages 12 to 18)
|
Scale |
12 to 13 |
14 to 15 |
16 to 18 |
|||||||||||||
|
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
5 |
5 |
5 |
5 |
5 |
6 |
5 |
5 |
5 |
5 |
6 |
6 |
5 |
5 |
5 |
|
Hyperactivity |
8 |
8 |
7 |
8 |
7 |
8 |
8 |
7 |
7 |
6 |
9 |
9 |
8 |
9 |
8 |
|
|
Impulsivity |
9 |
9 |
8 |
8 |
7 |
8 |
8 |
7 |
7 |
6 |
9 |
8 |
8 |
9 |
7 |
|
|
Emotional Dysregulation |
7 |
7 |
6 |
6 |
5 |
7 |
7 |
6 |
6 |
6 |
7 |
7 |
6 |
6 |
6 |
|
|
Depressed Mood |
9 |
9 |
9 |
9 |
8 |
8 |
9 |
8 |
7 |
9 |
9 |
10 |
9 |
8 |
10 |
|
|
Anxious Thoughts |
8 |
9 |
8 |
8 |
9 |
8 |
9 |
9 |
8 |
10 |
9 |
10 |
9 |
9 |
10 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
9 |
9 |
7 |
8 |
7 |
10 |
9 |
8 |
8 |
7 |
10 |
10 |
8 |
9 |
7 |
|
Peer Interactions |
10 |
11 |
7 |
7 |
8 |
10 |
11 |
9 |
7 |
10 |
11 |
11 |
8 |
7 |
9 |
|
|
Family Life |
9 |
— |
— |
6 |
— |
8 |
— |
— |
6 |
— |
8 |
— |
— |
6 |
— |
|
|
DSM |
ADHD Inattentive Symptoms |
7 |
7 |
6 |
6 |
6 |
7 |
7 |
6 |
7 |
6 |
8 |
8 |
7 |
7 |
6 |
|
ADHD Hyperactive/ |
8 |
8 |
7 |
7 |
7 |
8 |
7 |
6 |
6 |
6 |
9 |
9 |
8 |
8 |
7 |
|
|
Total ADHD Symptoms |
6 |
6 |
5 |
5 |
5 |
6 |
6 |
5 |
6 |
5 |
7 |
7 |
6 |
6 |
6 |
|
|
Oppositional Defiant Disorder Symptoms |
7 |
7 |
6 |
6 |
6 |
7 |
7 |
6 |
6 |
6 |
7 |
7 |
6 |
6 |
6 |
|
|
Conduct Disorder Symptoms |
10 |
10 |
9 |
9 |
9 |
10 |
9 |
10 |
10 |
9 |
9 |
8 |
8 |
9 |
6 |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.1e |
Table E.1e. Conners 4 Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample Gender Specific–Females (Ages 6 to 11)
|
Scale |
6 to 7 |
8 to 9 |
10 to 11 |
|||||||||||
|
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
5 |
5 |
5 |
7 |
6 |
5 |
6 |
5 |
6 |
6 |
5 |
5 |
5 |
|
Hyperactivity |
7 |
8 |
6 |
9 |
9 |
7 |
9 |
7 |
8 |
8 |
7 |
8 |
7 |
|
|
Impulsivity |
7 |
8 |
6 |
10 |
9 |
7 |
9 |
7 |
10 |
9 |
8 |
8 |
7 |
|
|
Emotional Dysregulation |
7 |
7 |
6 |
9 |
9 |
7 |
7 |
6 |
8 |
8 |
7 |
7 |
6 |
|
|
Depressed Mood |
8 |
8 |
9 |
11 |
10 |
8 |
10 |
8 |
10 |
9 |
9 |
10 |
8 |
|
|
Anxious Thoughts |
9 |
9 |
8 |
10 |
9 |
9 |
10 |
9 |
9 |
9 |
9 |
9 |
9 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
9 |
10 |
8 |
11 |
11 |
9 |
10 |
7 |
11 |
10 |
8 |
9 |
6 |
|
Peer Interactions |
8 |
10 |
7 |
10 |
9 |
8 |
10 |
7 |
10 |
10 |
7 |
8 |
7 |
|
|
Family Life |
— |
7 |
— |
10 |
— |
— |
8 |
— |
9 |
— |
— |
7 |
— |
|
|
DSM |
ADHD Inattentive Symptoms |
7 |
7 |
6 |
9 |
9 |
7 |
8 |
6 |
8 |
8 |
6 |
7 |
6 |
|
ADHD Hyperactive/ |
6 |
7 |
5 |
9 |
8 |
6 |
8 |
6 |
8 |
8 |
7 |
7 |
7 |
|
|
Total ADHD Symptoms |
5 |
6 |
5 |
7 |
7 |
5 |
7 |
5 |
7 |
6 |
6 |
6 |
5 |
|
|
Oppositional Defiant Disorder Symptoms |
6 |
7 |
5 |
9 |
8 |
6 |
7 |
5 |
8 |
7 |
6 |
7 |
5 |
|
|
Conduct Disorder Symptoms |
8 |
6 |
9 |
7 |
8 |
8 |
6 |
8 |
7 |
9 |
9 |
6 |
11 |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.1f |
Table E.1f. Conners 4 Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample Gender Specific–Females (Ages 12 to 18)
|
Scale |
12 to 13 |
14 to 15 |
16 to 18 |
|||||||||||||
|
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
6 |
6 |
5 |
5 |
5 |
6 |
6 |
5 |
5 |
5 |
6 |
6 |
5 |
5 |
5 |
|
Hyperactivity |
9 |
9 |
8 |
8 |
7 |
8 |
8 |
7 |
8 |
6 |
9 |
8 |
8 |
8 |
7 |
|
|
Impulsivity |
9 |
9 |
7 |
8 |
7 |
9 |
8 |
7 |
7 |
7 |
10 |
9 |
8 |
8 |
7 |
|
|
Emotional Dysregulation |
8 |
7 |
6 |
7 |
6 |
8 |
7 |
7 |
7 |
6 |
8 |
8 |
6 |
6 |
6 |
|
|
Depressed Mood |
9 |
9 |
8 |
9 |
8 |
8 |
8 |
8 |
8 |
9 |
9 |
9 |
9 |
10 |
9 |
|
|
Anxious Thoughts |
8 |
10 |
11 |
9 |
12 |
8 |
8 |
9 |
9 |
9 |
8 |
8 |
9 |
9 |
9 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
10 |
9 |
8 |
9 |
7 |
10 |
9 |
8 |
9 |
7 |
11 |
10 |
9 |
11 |
8 |
|
Peer Interactions |
11 |
10 |
8 |
8 |
8 |
11 |
11 |
9 |
9 |
10 |
10 |
11 |
8 |
7 |
9 |
|
|
Family Life |
10 |
— |
— |
6 |
— |
9 |
— |
— |
7 |
— |
10 |
— |
— |
8 |
— |
|
|
DSM |
ADHD Inattentive Symptoms |
8 |
8 |
7 |
7 |
6 |
8 |
7 |
6 |
7 |
6 |
8 |
8 |
7 |
7 |
6 |
|
ADHD Hyperactive/ |
9 |
9 |
7 |
8 |
6 |
8 |
8 |
6 |
7 |
6 |
9 |
8 |
7 |
8 |
6 |
|
|
Total ADHD Symptoms |
7 |
6 |
5 |
6 |
5 |
6 |
6 |
5 |
5 |
5 |
7 |
7 |
6 |
6 |
6 |
|
|
Oppositional Defiant Disorder Symptoms |
8 |
7 |
5 |
6 |
5 |
8 |
7 |
6 |
7 |
6 |
9 |
8 |
7 |
7 |
6 |
|
|
Conduct Disorder Symptoms |
8 |
7 |
6 |
7 |
5 |
10 |
11 |
6 |
5 |
7 |
11 |
10 |
11 |
12 |
10 |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.2a |
Table E.2a. Conners 4-Short Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample–Combined Gender (Ages 6 to 11)
|
Conners 4–Short Scale |
6 to 7 |
8 to 9 |
10 to 11 |
|||||||||||
|
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
6 |
6 |
6 |
9 |
9 |
7 |
7 |
6 |
9 |
9 |
7 |
7 |
6 |
|
Hyperactivity |
10 |
11 |
8 |
11 |
9 |
10 |
11 |
8 |
11 |
10 |
9 |
11 |
8 |
|
|
Impulsivity |
9 |
10 |
9 |
11 |
11 |
10 |
11 |
10 |
11 |
11 |
10 |
11 |
9 |
|
|
Emotional Dysregulation |
8 |
10 |
6 |
11 |
10 |
8 |
9 |
6 |
11 |
10 |
8 |
9 |
7 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
9 |
9 |
8 |
11 |
11 |
8 |
8 |
8 |
11 |
10 |
7 |
8 |
7 |
|
Peer Interactions |
8 |
8 |
7 |
10 |
9 |
7 |
8 |
6 |
10 |
9 |
7 |
9 |
6 |
|
|
Family Life |
— |
7 |
— |
10 |
— |
— |
7 |
— |
9 |
— |
— |
7 |
— |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.2b |
Table E.2b. Conners 4-Short Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample–Combined Gender (Ages 12 to 18)
|
Conners 4–Short Scale |
12 to 13 |
14 to 15 |
16 to 18 |
|||||||||||||
|
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
8 |
8 |
6 |
7 |
6 |
8 |
8 |
7 |
7 |
6 |
9 |
8 |
7 |
7 |
6 |
|
Hyperactivity |
11 |
10 |
10 |
11 |
9 |
10 |
9 |
9 |
11 |
7 |
9 |
6 |
10 |
12 |
8 |
|
|
Impulsivity |
12 |
11 |
10 |
10 |
9 |
10 |
10 |
9 |
9 |
9 |
12 |
12 |
11 |
12 |
10 |
|
|
Emotional Dysregulation |
9 |
9 |
8 |
8 |
8 |
10 |
10 |
8 |
8 |
8 |
10 |
10 |
8 |
8 |
8 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
9 |
9 |
7 |
7 |
7 |
9 |
9 |
7 |
7 |
6 |
9 |
10 |
8 |
7 |
8 |
|
Peer Interactions |
11 |
11 |
8 |
8 |
8 |
10 |
11 |
9 |
8 |
10 |
12 |
12 |
9 |
9 |
9 |
|
|
Family Life |
10 |
— |
— |
6 |
— |
8 |
— |
— |
7 |
— |
9 |
— |
— |
7 |
— |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.2c |
Table E.2c. Conners 4-Short Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample Gender Specific–Males (Ages 6 to 11)
|
Conners 4–Short Scale |
6 to 7 |
8 to 9 |
10 to 11 |
|||||||||||
|
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
7 |
7 |
7 |
8 |
8 |
6 |
6 |
6 |
9 |
9 |
7 |
7 |
6 |
|
Hyperactivity |
10 |
11 |
9 |
10 |
9 |
9 |
10 |
8 |
12 |
11 |
10 |
11 |
8 |
|
|
Impulsivity |
10 |
11 |
9 |
11 |
10 |
9 |
10 |
9 |
11 |
11 |
10 |
11 |
9 |
|
|
Emotional Dysregulation |
8 |
10 |
6 |
11 |
10 |
7 |
9 |
6 |
10 |
9 |
7 |
8 |
6 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
9 |
9 |
8 |
10 |
10 |
8 |
8 |
8 |
11 |
10 |
9 |
9 |
8 |
|
Peer Interactions |
8 |
8 |
8 |
10 |
10 |
7 |
8 |
6 |
10 |
10 |
7 |
8 |
6 |
|
|
Family Life |
— |
7 |
— |
11 |
— |
— |
7 |
— |
9 |
— |
— |
7 |
— |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.2d |
Table E.2d. Conners 4–Short Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample Gender Specific–Males (Ages 12 to 18)
|
Conners 4–Short Scale |
12 to 13 |
14 to 15 |
16 to 18 |
|||||||||||||
|
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
7 |
7 |
6 |
6 |
6 |
8 |
7 |
7 |
7 |
6 |
8 |
8 |
7 |
7 |
6 |
|
Hyperactivity |
11 |
10 |
9 |
10 |
9 |
10 |
9 |
9 |
11 |
7 |
9 |
6 |
10 |
12 |
8 |
|
|
Impulsivity |
12 |
11 |
10 |
10 |
10 |
9 |
10 |
9 |
8 |
9 |
11 |
11 |
11 |
12 |
10 |
|
|
Emotional Dysregulation |
9 |
9 |
7 |
7 |
7 |
10 |
10 |
8 |
7 |
8 |
9 |
9 |
7 |
8 |
7 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
9 |
9 |
6 |
6 |
6 |
9 |
9 |
6 |
6 |
7 |
9 |
9 |
8 |
7 |
8 |
|
Peer Interactions |
11 |
10 |
8 |
8 |
7 |
9 |
10 |
8 |
7 |
10 |
12 |
12 |
9 |
8 |
9 |
|
|
Family Life |
9 |
— |
— |
5 |
— |
8 |
— |
— |
6 |
— |
8 |
— |
— |
6 |
— |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.2e |
Table E.2e. Conners 4–Short Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample Gender Specific–Females (Ages 6 to 11)
|
Conners 4–Short Scale |
6 to 7 |
8 to 9 |
10 to 11 |
|||||||||||
|
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
7 |
7 |
6 |
9 |
9 |
7 |
7 |
7 |
9 |
9 |
7 |
7 |
6 |
|
Hyperactivity |
9 |
11 |
7 |
12 |
10 |
11 |
13 |
9 |
11 |
10 |
9 |
10 |
8 |
|
|
Impulsivity |
9 |
10 |
8 |
12 |
12 |
11 |
12 |
11 |
11 |
11 |
10 |
10 |
10 |
|
|
Emotional Dysregulation |
9 |
10 |
7 |
12 |
11 |
9 |
10 |
7 |
11 |
11 |
9 |
9 |
8 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
9 |
9 |
9 |
12 |
11 |
9 |
9 |
8 |
10 |
10 |
6 |
7 |
6 |
|
Peer Interactions |
8 |
8 |
6 |
10 |
9 |
8 |
9 |
6 |
10 |
9 |
8 |
9 |
6 |
|
|
Family Life |
— |
7 |
— |
10 |
— |
— |
7 |
— |
9 |
— |
— |
7 |
— |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.2f |
Table E.2f. Conners 4–Short Critical Values Denoting Statistically Significant Differences Between Raters: Normative Sample Gender Specific–Females (Ages 12 to 18)
|
Conners 4–Short Scale |
12 to 13 |
14 to 15 |
16 to 18 |
|||||||||||||
|
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
P-S |
T-S |
P-T |
P-P |
T-T |
||
|
Content Scales |
Inattention/Executive Dysfunction |
8 |
8 |
7 |
7 |
7 |
8 |
8 |
7 |
7 |
6 |
9 |
9 |
7 |
7 |
6 |
|
Hyperactivity |
12 |
11 |
10 |
11 |
8 |
10 |
9 |
9 |
10 |
7 |
9 |
7 |
11 |
12 |
9 |
|
|
Impulsivity |
12 |
11 |
10 |
10 |
9 |
10 |
11 |
9 |
9 |
9 |
13 |
12 |
11 |
12 |
10 |
|
|
Emotional Dysregulation |
10 |
9 |
8 |
9 |
8 |
11 |
10 |
8 |
9 |
7 |
9 |
10 |
9 |
8 |
9 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
9 |
10 |
8 |
8 |
8 |
10 |
9 |
7 |
8 |
6 |
10 |
10 |
8 |
8 |
8 |
|
Peer Interactions |
11 |
11 |
9 |
9 |
8 |
11 |
12 |
9 |
8 |
10 |
12 |
11 |
9 |
10 |
9 |
|
|
Family Life |
10 |
— |
— |
6 |
— |
8 |
— |
— |
7 |
— |
9 |
— |
— |
7 |
— |
|
Note. P = Parent; T = Teacher; S = Self-Report.
| << Back to Table E.3 |
Table E.3. Conners 4 Minimum Values Needed for Significance When Comparing Pre-test to Post-test T-scores: 95% Reliable Change Index (RCI)
|
Scale |
Parent |
Teacher |
Self-Report |
|
|
Content Scales |
Inattention/Executive Dysfunction |
7 |
10 |
16 |
|
Hyperactivity |
9 |
9 |
13 |
|
|
Impulsivity |
9 |
13 |
15 |
|
|
Emotional Dysregulation |
7 |
9 |
13 |
|
|
Depressed Mood |
12 |
10 |
14 |
|
|
Anxious Thoughts |
10 |
12 |
14 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
6 |
10 |
15 |
|
Peer Interactions |
5 |
8 |
15 |
|
|
Family Life |
9 |
— |
11 |
|
|
DSM Symptom Scales |
ADHD Inattentive Symptoms |
7 |
11 |
17 |
|
ADHD Hyperactive/Impulsive Symptoms |
7 |
9 |
13 |
|
|
Total ADHD Symptoms |
6 |
9 |
14 |
|
|
Oppositional Defiant Disorder Symptoms |
9 |
9 |
15 |
|
|
Conduct Disorder Symptoms |
3 |
5 |
16 |
|
| << Back to Table E.4 |
Table E.4. Conners 4–Short Minimum Values Needed for Significance When Comparing Pre-test to Post-test T-scores: 95% Reliable Change Index (RCI)
|
Conners 4–Short Scale |
Parent |
Teacher |
Self-Report |
|
|
Content Scales |
Inattention/Executive Dysfunction |
8 |
10 |
15 |
|
Hyperactivity |
12 |
10 |
16 |
|
|
Impulsivity |
12 |
13 |
15 |
|
|
Emotional Dysregulation |
8 |
9 |
15 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
8 |
11 |
17 |
|
Peer Interactions |
7 |
12 |
20 |
|
|
Family Life |
10 |
— |
14 |
|
In most cases, the minimum values needed for significance should be used when comparing T-scores. Using the minimum values needed for significance when comparing raw scores is appropriate when a youth changed norm groups across administrations (i.e., had a birthday). Raw score critical values can be found in Tables E.5 and E.6 for the full-length Conners 4 and Conners 4–Short, respectively.
| << Back to Table E.5 |
Table E.5. Conners 4 Minimum Values Needed for Significance When Comparing Pre-test to Post-test Raw Scores: 95% Reliable Change Index (RCI)
|
Scale |
Parent |
Teacher |
Self-Report |
|
|
Content Scales |
Inattention/Executive Dysfunction |
9 |
13 |
17 |
|
Hyperactivity |
6 |
7 |
8 |
|
|
Impulsivity |
5 |
7 |
7 |
|
|
Emotional Dysregulation |
5 |
5 |
7 |
|
|
Depressed Mood |
4 |
3 |
5 |
|
|
Anxious Thoughts |
3 |
3 |
6 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
3 |
4 |
6 |
|
Peer Interactions |
2 |
3 |
5 |
|
|
Family Life |
4 |
— |
4 |
|
|
DSM Symptom Scales |
ADHD Inattentive Symptoms |
6 |
8 |
11 |
|
ADHD Hyperactive/Impulsive Symptoms |
6 |
7 |
8 |
|
|
Total ADHD Symptoms |
9 |
13 |
17 |
|
|
Oppositional Defiant Disorder Symptoms |
6 |
6 |
8 |
|
|
Conduct Disorder Symptoms |
3 |
3 |
7 |
|
| << Back to Table E.6 |
Table E.6. Conners 4–Short Minimum Values Needed for Significance When Comparing Pre-test to Post-test Raw Scores: 95% Reliable Change Index (RCI)
|
Conners 4–Short Scale |
Parent |
Teacher |
Self-Report |
|
|
Content Scales |
Inattention/Executive Dysfunction |
6 |
7 |
9 |
|
Hyperactivity |
4 |
4 |
6 |
|
|
Impulsivity |
4 |
4 |
5 |
|
|
Emotional Dysregulation |
3 |
0 |
4 |
|
|
Impairment & Functional Outcome Scales |
Schoolwork |
3 |
4 |
4 |
|
Peer Interactions |
2 |
3 |
5 |
|
|
Family Life |
3 |
— |
4 |
|