Chapter 11 Tables

Table 11.1a. Demographic Characteristics of Rated Youth: Conners 4–Short Parent Calibration and Validation Samples

Demographic		Calibration		Validation
Demographic		N	%	N	%
Gender	Male	714	52.4	993	52.6
	Female	644	47.3	894	47.3
	Other	4	0.3	2	0.1
U.S. Race/Ethnicity	Hispanic	224	16.4	296	15.7
	Asian	59	4.3	76	4.0
	Black	139	10.2	173	9.2
	White	705	51.8	1,023	54.2
	Other	80	5.9	91	4.8
Canadian Race/Ethnicity	Not visible minority	43	3.2	162	8.6
Canadian Race/Ethnicity	Visible minority	112	8.2	68	3.6
U.S. Region	Northeast	197	14.5	301	15.9
	Midwest	307	22.5	378	20.0
	South	444	32.6	687	36.4
	West	259	19.0	293	15.5
Canadian Region	Central	99	7.3	142	7.5
	East	13	1.0	20	1.1
	West	43	3.2	68	3.6
Diagnosis	ADHD Inattentive	59	4.3	113	6.0
	ADHD Hyperactivity/Impulsivity	39	2.9	49	2.6
	ADHD Combined	93	6.8	207	11.0
	Anxiety	70	5.1	118	6.2
	Depression	24	1.8	40	2.1
	Other Diagnoses	80	5.9	190	10.1
	No Diagnosis	1,112	81.6	1,400	74.1
Age in years M (SD)		11.7 (3.5)		11.8 (3.5)
Total		1,362	100.0	1,889	100.0

Note. Anxiety includes Generalized Anxiety Disorder, Panic Disorder, Separation Anxiety, Specific Phobia, and Social Anxiety Disorder. Depression includes Major Depressive Disorder, Major Depressive Episode, and Persistent Depressive Disorder. Other Diagnoses include less frequently reported co-occurring diagnoses, such as Autism Spectrum Disorder and Learning Disorders. The sum of diagnoses is greater than the total N because youth with co-occurring diagnoses count towards more than one diagnostic group.

<< Back to Table 11.1b

Table 11.1b. Demographic Characteristics of Rated Youth: Conners 4–Short Teacher Calibration and Validation Samples

Demographic		Calibration		Validation
Demographic		N	%	N	%
Gender	Male	599	49.8	874	52.2
	Female	603	50.1	800	47.8
	Other	1	0.1	0	0.0
U.S. Race/Ethnicity	Hispanic	190	15.8	221	13.2
	Asian	46	3.8	51	3.0
	Black	157	13.1	219	13.1
	White	656	54.5	889	53.1
	Other	69	5.7	77	4.6
Canadian Race/Ethnicity	Not visible minority	69	5.7	142	8.5
Canadian Race/Ethnicity	Visible minority	16	1.3	75	4.5
U.S. Region	Northeast	196	16.3	399	23.8
	Midwest	269	22.4	302	18.0
	South	466	38.7	545	32.6
	West	187	15.5	211	12.6
Canadian Region	Central	43	3.6	139	8.3
	East	7	0.6	20	1.2
	West	35	2.9	58	3.5
Diagnosis	ADHD Inattentive	33	2.7	64	3.8
	ADHD Hyperactivity/Impulsivity	24	2.0	41	2.4
	ADHD Combined	46	3.8	113	6.8
	Anxiety	31	2.6	69	4.1
	Depression	17	1.4	31	1.9
	Other Diagnoses	84	7.0	162	9.7
	No Diagnosis	1,043	86.7	1,332	79.6
Age in years M (SD)		11.8 (3.6)		11.8 (3.6)
Total		1,203	100.0	1,674	100.0

Note. INA/EDF = Inattention/Executive Dysfunction; HYP = Hyperactivity; IMP = Impulsivity; EM DYS = Emotional Dysregulation; DEP = Depressed Mood; ANX = Anxious Thoughts; School = Schoolwork; Peer = Peer Interactions; ADHD-I = DSM ADHD Inattentive Symptoms; ADHD-HI = DSM ADHD Hyperactive/Impulsive Symptoms; ADHD-TOT = DSM Total ADHD Symptoms; ODD = DSM Oppositional Defiant Disorder Symptoms; CD = DSM Conduct Disorder Symptoms.

<< Back to Table 11.1c

Table 11.1c. Demographic Characteristics of Rated Youth: Conners 4–Short Self-Report Calibration and Validation Samples

Demographic		Calibration		Validation
Demographic		N	%	N	%
Gender	Male	293	49.2	494	49.9
	Female	302	50.7	494	49.9
	Other	1	0.2	2	0.2
U.S. Race/Ethnicity	Hispanic	115	19.3	171	17.3
	Asian	21	3.5	34	3.4
	Black	69	11.6	102	10.3
	White	38	6.4	499	50.4
	Other	291	48.8	48	4.8
Canadian Race/Ethnicity	Not visible minority	44	7.4	91	9.2
Canadian Race/Ethnicity	Visible minority	18	3.0	45	4.5
U.S. Region	Northeast	93	15.6	151	15.3
	Midwest	137	23.0	206	20.8
	South	200	33.6	330	33.3
	West	104	17.4	167	16.9
Canadian Region	Central	47	7.9	83	8.4
	East	5	0.8	9	0.9
	West	10	1.7	44	4.4
Diagnosis	ADHD Inattentive	23	3.9	62	6.3
	ADHD Hyperactivity/Impulsivity	12	2.0	23	2.3
	ADHD Combined	29	4.9	79	8.0
	Anxiety	13	2.2	146	14.7
	Depression	31	5.2	35	3.5
	Other Diagnoses	40	6.7	76	7.7
	No Diagnosis	491	82.4	754	76.2
Age in years M (SD)		12.8 (3.0)		12.8 (3.0)
Total		596	100.0	990	100.0

<< Back to Table 11.2a

Table 11.2a. Demographic Characteristics of Raters: Conners 4–Short Development and Validation Samples

Rater Demographic		Calibration		Validation
Rater Demographic		N	%	N	%
Gender	Male	387	28.4	526	27.8
	Female	975	71.6	1,362	72.1
	Other	0	0.0	1	0.1
U.S. Race/Ethnicity	Hispanic	224	16.4	296	15.7
	Asian	59	4.3	76	4.0
	Black	139	10.2	173	9.2
	White	705	51.8	1,023	54.2
	Other	80	5.9	91	4.8
Canadian Race/Ethnicity	Not visible minority	112	8.2	162	8.6
Canadian Race/Ethnicity	Visible minority	43	3.2	68	3.6
Parental Education Level	No high school diploma	112	8.2	142	7.5
	High school diploma/GED	269	19.8	333	17.6
	Some college or associate’s degree	412	30.2	542	28.7
	Bachelor’s degree	362	26.6	508	26.9
	Graduate or professional degree	207	15.2	364	19.3
Relation to Youth Being Rated	Biological mother	905	66.4	1,273	67.4
	Biological father	351	25.8	492	26.0
	Non-biological mother	45	3.3	55	2.9
	Non-biological father	22	1.6	20	1.1
	Other relative	29	2.1	40	2.1
	Other guardian	10	0.7	9	0.5
Age in years M (SD)		41.7 (8.6)		42.5 (8.3)
Total		1,362	100.0	1,889	100.0

<< Back to Table 11.2b

Table 11.2b. Demographic Characteristics of Raters: Conners 4–Short Teacher Development and Validation Samples

Rater Demographic		Calibration		Validation
Rater Demographic		N	%	N	%
Gender	Male	262	21.8	428	25.6
	Female	941	78.2	1,245	74.4
	Other	0	0.0	1	0.1
U.S. Race/Ethnicity	Hispanic	70	5.8	104	6.2
	Asian	35	2.9	32	1.9
	Black	71	5.9	80	4.8
	White	912	75.8	1,205	72.0
	Other	30	2.5	37	2.2
Canadian Race/Ethnicity	Not visible minority	75	6.2	181	10.8
Canadian Race/Ethnicity	Visible minority	10	0.8	35	2.1
Length of Relationship	More than 3 years	515	42.8	702	41.9
	1–3 years	521	43.3	607	36.3
	6–11 months	167	13.9	365	21.8
How well does the teacher know the student being rated?	Very well	661	54.9	899	53.7
How well does the teacher know the student being rated?	Moderately well	542	45.1	775	46.3
How often does the teacher interact with the student being rated?	Daily	1,030	85.6	1,397	83.5
	Weekly	166	13.8	262	15.7
	Monthly	7	0.6	15	0.9
Age in years M (SD)		42.6 (11.8)		42.1 (11.3)
Total		1,203	100.0	1,674	100.0

<< Back to Table 11.3

Table 11.3. Minimum and Maximum Potential Scale Length for Conners 4–Short

Scale		Full-Length Item Count			Minimum Short Item Count	Maximum Short Item Count
Scale		Parent	Teacher	Self-Report	All Forms	All Forms
Content Scales	Inattention/Executive Dysfunction	20	20	20	6	12
	Hyperactivity	11	11	11	4	6
	Impulsivity	9	9	9	4	6
	Emotional Dysregulation	8	8	8	4	5
Impairment & Functional Outcome Scales	Schoolwork	6	6	7	3	4
	Family Life	7	—	6	3	4
	Peer Relations	6	6	6	3	4

<< Back to Table 11.4

Table 11.4. Comparison of Short Form Options: Conners 4 Parent Family Life Scale

Form	Number of Items	Correlation with Full-Length	Internal Consistency		Goodness-of-Fit Statistics
Form	Number of Items	τ	α	ω	χ2	df	CFI	TLI	RMSEA (95% CI)	SRMR
Full-Length	7	—	.92	.92	4.43	9	1.00	1.00	.038 (.000, .038)	.009
Shortened Options	5	.82	.91	.92	1.29	5	1.00	1.00	.035 (.000, .035)	.005
Shortened Options	4	.87	.91	.91	0.85	2	1.00	1.00	.058 (.000, .058)	.005

Note. N = 1,362. τ = Kendall’s tau correlation coefficient; guidelines for interpreting |τ|: weak ≤ .20; medium = .21 to .34; strong ≥ .35.; CFI = Comparative Fit Index; TLI = Tucker-Lewis index; RMSEA = root mean square error of approximation; SRMR = standardized root mean square residual. All χ² results are non-significant; p > .05.

<< Back to Table 11.5

Table 11.5. Group Differences for Short Form Options: Conners 4 Parent Family Life Scale

Form	Number of Items	General Population vs. ADHD-Primarily Inattentive		General Population vs. ADHD-Primarily Hyperactive/Impulsive		General Population vs. ADHD-Combined
Form	Number of Items	Cliff’s d	95% CI	Cliff’s d	95% CI	Cliff’s d	95% CI
Full-Length	7	.49	.36, .60	.66	.52, .77	.72	.64, .79
Short Form Options	5	.43	.30, .55	.64	.48, .76	.69	.60, .76
Short Form Options	4	.47	.34, .58	.67	.53, .78	.69	.60, .77

Note. General Population N = 1,112; ADHD Inattentive N = 59; ADHD Hyperactive/Impulsive N = 39; ADHD Combined N = 93. Guidelines for interpreting Cliff’s |d|: negligible effect size < .15; small effect size = .15 to .32; medium effect size = .33 to .46; large effect size ≥ .47.

<< Back to Table 11.6

Table 11.6. IRT Parameters: Conners 4–Short Parent

Conners 4–Short Scale		Item Stem	Conners 4–Short Calibration Sample				Conners 4–Short Validation Sample				Conners 4–Full-Length Total Sample
Conners 4–Short Scale		Item Stem	a	b1	b2	b3	a	b1	b2	b3	a	b1	b2	b3
Content Scales	Inattention/ Executive Dysfunction	Getting too focused on some things	1.48	−0.41	1.25	2.38	1.37	−0.56	1.19	2.43	1.40	−0.49	1.22	2.42
		Having trouble getting started	2.58	−0.35	0.85	1.83	2.97	−0.36	0.79	1.65	2.79	−0.35	0.82	1.73
		Having trouble prioritizing	3.49	−0.20	0.87	1.68	3.78	−0.26	0.76	1.53	3.52	−0.24	0.81	1.61
		Having trouble changing tasks	3.09	0.28	1.35	2.10	2.66	0.23	1.32	2.18	2.73	0.25	1.34	2.17
		Having trouble staying focused	2.83	0.18	1.18	2.14	2.84	0.11	1.15	2.02	2.97	0.13	1.15	2.04
		Having trouble finishing tasks	2.59	0.12	1.18	1.99	2.58	0.05	1.12	1.81	2.57	0.08	1.15	1.89
		Avoiding effortful tasks	1.66	−0.98	0.54	1.89	1.71	−0.97	0.45	1.69	1.73	−0.96	0.48	1.76
		Having difficulty managing time	3.48	−0.17	0.80	1.67	3.15	−0.34	0.76	1.49	3.18	−0.27	0.79	1.58
		Having trouble concentrating	3.37	−0.17	0.87	1.70	3.27	−0.27	0.83	1.61	3.46	−0.23	0.84	1.64
		Having trouble staying organized	3.54	0.00	0.94	1.77	3.51	−0.08	0.92	1.54	3.43	−0.05	0.93	1.64
	Hyperactivity	Appearing restless	2.25	−0.28	1.11	2.16	2.59	−0.24	0.92	1.97	2.22	−0.27	1.03	2.12
		Needing to move around	2.42	−0.32	0.81	1.71	2.56	−0.34	0.74	1.61	2.49	−0.33	0.77	1.66
		Leaving their seat	1.93	0.02	1.26	2.27	2.06	−0.03	1.27	2.10	2.05	−0.01	1.25	2.15
		Fidgeting	3.89	0.03	1.00	1.68	3.78	0.00	0.90	1.60	3.25	0.01	0.97	1.69
		Being loud without knowing	1.57	−0.19	1.17	2.23	1.60	−0.17	1.06	2.05	1.83	−0.17	1.03	1.98
	Impulsivity	Intruding on others	2.65	0.61	1.56	2.43	2.70	0.52	1.61	2.46	2.53	0.55	1.63	2.53
		Acting before thinking	1.58	−0.61	1.04	2.08	1.68	−0.57	1.00	1.94	1.76	−0.56	0.98	1.94
		Blurting out answers	2.24	0.01	1.32	2.30	2.37	−0.01	1.30	2.18	2.27	−0.02	1.32	2.27
		Having difficulty waiting	2.47	0.15	1.28	2.11	2.52	0.15	1.31	2.04	2.39	0.14	1.32	2.12
		Interrupting others	3.00	0.05	1.07	1.88	3.14	−0.04	0.99	1.74	3.07	−0.02	1.02	1.82
	Emotional Dysregulation	Having trouble calming down	2.75	0.16	1.19	1.96	2.98	0.13	1.18	1.92	2.84	0.13	1.19	1.97
		Getting really angry	3.38	0.80	1.66	2.30	3.07	0.78	1.65	2.35	3.23	0.77	1.66	2.37
		Having trouble controlling their emotions	3.26	0.20	1.22	2.03	3.16	0.06	1.09	1.86	3.18	0.11	1.14	1.95
		Changing mood quickly	3.01	0.16	1.18	1.93	3.37	0.15	1.08	1.71	2.93	0.14	1.14	1.86
Impairment & Functional Outcome Scales	Schoolwork	Handing things in late	3.09	0.16	1.14	1.85	3.81	0.14	1.13	1.76	3.63	0.15	1.12	1.78
		Not knowing where or what their homework is	3.02	0.32	1.23	1.86	3.47	0.21	1.06	1.73	3.24	0.25	1.14	1.78
		Forgetting to turn in work	5.11	0.24	1.10	1.78	4.97	0.16	1.06	1.70	4.51	0.19	1.09	1.75
		Having trouble completing work	2.97	0.10	1.05	1.77	2.83	0.03	0.95	1.78	3.03	0.06	0.98	1.75
	Peer Interactions	People don’t want to be friends with them	3.86	0.92	1.83	2.39	4.22	0.86	1.68	2.19	4.73	0.87	1.68	2.17
		Being annoying to peers	3.06	0.51	1.63	2.61	3.33	0.40	1.45	2.30	2.67	0.48	1.58	2.52
		Having peers complain about them	3.27	0.76	1.72	2.56	3.24	0.74	1.79	2.55	2.83	0.78	1.80	2.61
		Having trouble making or keeping friends	2.81	0.79	1.51	2.26	2.90	0.68	1.41	2.04	3.52	0.70	1.38	1.98
	Family Life	Disrupting family activities	2.88	0.52	1.50	2.46	2.90	0.44	1.44	2.39	2.87	0.46	1.48	2.44
		Creating chaos for the family	5.16	0.61	1.39	1.95	5.56	0.55	1.27	1.79	4.84	0.57	1.35	1.89
		Creating stress for the family	4.76	0.47	1.32	1.97	5.26	0.35	1.20	1.79	4.85	0.39	1.26	1.89
		Making it difficult for the family to have fun	4.41	0.74	1.52	2.06	4.54	0.65	1.47	2.03	4.57	0.68	1.50	2.06

<< Back to Table 11.7

Table 11.7. IRT Parameters: Conners 4–Short Teacher

Conners 4–Short Scale		Item Stem	Conners 4–Short Calibration Sample				Conners 4–Short Validation Sample				Conners 4 –Full-Length Total Sample
Conners 4–Short Scale		Item Stem	a	b1	b2	b3	a	b1	b2	b3	a	b1	b2	b3
Content Scales	Inattention/Executive Dysfunction	Having trouble changing tasks	2.53	0.23	1.37	2.16	2.69	0.19	1.23	2.02	2.77	0.20	1.27	2.03
		Having trouble staying focused	3.19	−0.02	0.94	1.60	3.20	−0.05	0.88	1.69	3.62	−0.04	0.89	1.60
		Being forgetful	1.97	−0.34	1.44	2.45	1.98	−0.38	1.27	2.35	1.99	−0.37	1.34	2.38
		Having trouble listening	2.41	0.29	1.38	2.23	2.20	0.19	1.32	2.34	2.22	0.23	1.36	2.32
		Having trouble finishing tasks	3.21	0.13	1.07	1.63	3.14	0.02	0.98	1.67	3.10	0.06	1.02	1.66
		Having trouble following through on instructions	3.83	0.13	1.24	1.88	3.72	0.06	1.09	1.83	3.47	0.09	1.17	1.87
		Avoiding effortful tasks	2.24	−0.40	0.79	1.72	1.92	−0.39	0.88	1.82	2.04	−0.39	0.84	1.78
		Having trouble staying organized	3.63	0.05	0.99	1.72	3.65	−0.03	0.92	1.59	3.76	−0.01	0.95	1.63
		Making careless mistakes	2.94	−0.16	0.97	1.72	2.96	−0.16	0.97	1.79	2.70	−0.17	1.00	1.80
		Having trouble paying attention to details	4.22	−0.17	0.83	1.45	3.98	−0.22	0.71	1.49	3.76	−0.21	0.78	1.49
	Hyperactivity	Appearing restless	2.73	−0.03	1.12	2.00	2.95	−0.08	1.00	1.84	2.82	−0.07	1.05	1.92
		Having trouble sitting still	5.92	0.17	1.05	1.62	5.95	0.15	0.94	1.48	4.93	0.14	1.01	1.58
		Fidgeting	4.06	0.05	1.08	1.67	3.92	0.05	0.99	1.57	3.61	0.04	1.04	1.65
		Talking too much	1.90	−0.31	0.98	1.74	1.85	−0.34	0.92	1.72	2.00	−0.33	0.91	1.68
		Having trouble doing things quietly	2.46	0.41	1.34	2.05	2.46	0.39	1.25	1.99	2.65	0.38	1.27	1.99
	Impulsivity	Acting before thinking	1.76	−0.15	1.05	2.00	1.72	−0.17	1.02	2.04	1.76	−0.15	1.03	2.01
		Blurting out what comes to mind	2.69	0.19	1.19	1.82	2.61	0.13	1.13	1.88	2.75	0.14	1.14	1.84
		Using other people’s things without permission	2.09	0.90	1.88	2.86	2.08	0.82	1.88	2.62	2.08	0.85	1.89	2.72
		Having difficulty waiting	3.09	0.36	1.37	2.10	3.47	0.28	1.24	1.88	3.00	0.31	1.33	2.02
		Interrupting others	3.60	0.22	1.23	1.90	3.47	0.13	1.17	1.88	3.71	0.15	1.19	1.89
	Emotional Dysregulation	Having trouble calming down	3.32	0.42	1.28	1.96	3.49	0.42	1.24	1.88	3.37	0.42	1.27	1.93
		Getting really angry	3.25	1.08	1.72	2.30	3.97	0.96	1.59	2.13	4.03	0.99	1.62	2.18
		Having trouble controlling their emotions	3.48	0.57	1.53	2.11	3.88	0.48	1.36	1.86	3.52	0.52	1.44	1.99
		Changing mood quickly	3.39	0.56	1.46	2.12	4.21	0.48	1.29	1.95	3.47	0.52	1.39	2.08
Impairment & Functional Outcome Scales	Schoolwork	Handing things in late	4.32	−0.04	0.97	1.59	3.55	−0.11	0.93	1.57	4.09	−0.08	0.94	1.56
		Not knowing where or what their homework is	3.95	0.33	1.17	1.87	3.76	0.27	1.11	1.78	3.61	0.30	1.15	1.83
		Forgetting to turn in work	4.14	0.14	1.11	1.74	4.55	0.04	1.04	1.67	3.99	0.08	1.09	1.72
		Having trouble completing work	3.08	0.04	1.01	1.73	2.97	−0.05	0.92	1.63	3.23	−0.01	0.94	1.64
	Peer Interactions	People don’t want to be friends with them	3.60	0.88	1.66	2.30	4.24	0.70	1.51	2.15	5.60	0.75	1.49	2.08
		Being annoying to peers	3.66	0.36	1.37	1.95	3.91	0.31	1.28	1.89	2.78	0.35	1.40	2.05
		Having peers complain about them	4.44	0.57	1.40	1.96	4.15	0.49	1.31	1.97	3.2	0.56	1.42	2.07
		Having trouble making or keeping friends	2.63	0.79	1.60	2.32	2.95	0.67	1.47	2.18	3.59	0.69	1.44	2.09

<< Back to Table 11.8

Table 11.8. IRT Parameters: Conners 4–Short Self-Report

Conners 4–Short Scale		Item Stem	Conners 4–Short Calibration Sample				Conners 4–Short Validation Sample				Conners 4 –Full-Length Total Sample
Conners 4–Short Scale		Item Stem	a	b1	b2	b3	a	b1	b2	b3	a	b1	b2	b3
Content Scales	Inattention/ Executive Dysfunction	Having trouble paying attention to details	2.34	−0.13	1.34	2.12	2.31	0.02	1.32	2.33	2.28	−0.02	1.32	2.25
		Losing things	1.67	−0.62	1.35	2.50	1.59	−0.38	1.38	2.68	1.61	−0.46	1.37	2.61
		Having trouble getting started	1.56	−0.70	1.19	2.36	1.87	−0.37	1.01	2.25	1.90	−0.46	1.03	2.18
		Having trouble prioritizing	1.91	−0.23	1.38	2.25	2.19	−0.05	1.31	2.24	2.00	−0.11	1.35	2.27
		Avoiding things that make them think hard	1.80	−0.22	1.26	2.27	1.87	0.04	1.38	2.26	1.83	−0.05	1.33	2.26
		Having trouble changing tasks	2.09	−0.05	1.44	2.54	2.29	0.13	1.52	2.44	2.12	0.07	1.50	2.51
		Having trouble staying focused	2.08	−0.41	0.94	1.81	2.80	−0.23	0.85	1.54	2.82	−0.27	0.84	1.55
		Being distracted	1.87	−1.04	0.65	1.58	1.68	−1.00	0.68	1.65	1.87	−0.98	0.65	1.57
		Having trouble following through on instructions	2.01	−0.09	1.54	2.65	2.28	0.22	1.52	2.51	2.18	0.12	1.52	2.54
		Having trouble staying organized	1.68	−0.48	1.08	1.98	1.96	−0.25	1.00	1.89	1.86	−0.32	1.02	1.91
	Hyperactivity	Feeling restless	1.31	−0.40	1.49	2.60	1.25	−0.15	1.51	2.79	1.34	−0.23	1.47	2.63
		Having trouble sitting still	2.71	−0.27	0.79	1.49	3.00	−0.07	0.92	1.56	2.90	−0.14	0.88	1.53
		Having too much energy to sit still	2.63	−0.26	0.85	1.67	3.16	−0.12	0.83	1.52	2.56	−0.17	0.88	1.64
		Needing to move around	2.44	−0.47	0.87	1.62	2.31	−0.46	0.86	1.79	2.16	−0.48	0.90	1.78
		Talking too much	0.84	−1.41	0.73	2.15	1.13	−0.85	0.85	2.13	1.21	−0.91	0.72	1.88
	Impulsivity	Acting before thinking	1.53	−0.51	1.28	2.50	1.87	−0.28	1.33	2.33	1.90	−0.34	1.25	2.29
		Talking out of turn	1.69	−0.18	1.54	2.52	2.12	0.04	1.59	2.42	1.91	−0.04	1.58	2.47
		Deciding quickly without thinking	1.67	−0.62	1.28	2.45	1.37	−0.79	1.28	2.60	1.60	−0.69	1.22	2.42
		Having difficulty waiting	1.71	0.07	1.48	2.39	1.83	0.26	1.62	2.45	1.76	0.19	1.58	2.45
		Interrupting others	1.91	−0.03	1.57	2.33	2.28	0.09	1.70	2.62	1.91	0.05	1.72	2.60
	Emotional Dysregulation	Having trouble calming down	2.57	−0.19	1.10	1.84	2.55	0.00	1.30	2.09	2.27	−0.08	1.26	2.08
		Having trouble controlling their anger	2.69	0.28	1.38	1.99	2.31	0.41	1.53	2.22	2.77	0.34	1.41	2.05
		Having trouble controlling their emotions	1.72	−0.19	1.27	2.21	2.35	0.06	1.29	2.20	1.95	−0.03	1.31	2.26
		Changing mood quickly	1.21	−0.59	1.27	2.43	1.54	−0.40	1.15	2.20	1.55	−0.44	1.12	2.15
Impairment & Functional Outcome Scales	Schoolwork	Handing things in late	2.02	−0.20	1.33	2.23	2.53	−0.06	1.33	2.21	2.09	−0.11	1.37	2.30
		Not knowing where or what their homework is	1.87	0.28	1.58	2.42	1.98	0.44	1.65	2.52	1.99	0.38	1.61	2.45
		Forgetting to turn in work	2.56	0.03	1.35	2.18	2.90	0.20	1.33	2.10	2.39	0.15	1.39	2.22
		Having trouble completing work	1.34	−0.30	1.60	2.60	1.59	−0.06	1.44	2.44	1.89	−0.13	1.32	2.19
	Peer Interactions	People don’t want to be friends with them	3.71	0.60	1.57	2.29	2.67	0.71	1.78	2.56	2.93	0.67	1.71	2.46
		Feeling like they don’t fit in	1.80	−0.07	1.27	2.09	1.68	0.03	1.44	2.34	1.64	−0.01	1.41	2.30
		Being annoying to peers	1.13	0.06	1.81	2.92	1.27	0.40	1.96	3.02	1.47	0.25	1.69	2.63
		Having difficulty making friends	1.78	0.38	1.48	2.07	2.47	0.52	1.38	1.94	1.95	0.49	1.48	2.08
	Family Life	Feeling rejected by family	1.89	0.98	2.11	2.64	1.63	1.26	2.64	3.21	1.87	1.11	2.31	2.83
		Causing problems for family	2.34	0.27	1.66	2.49	2.79	0.44	1.60	2.27	2.68	0.38	1.61	2.31
		Creating stress for the family	2.38	−0.28	1.11	2.03	3.04	−0.22	1.17	1.85	2.52	−0.24	1.17	1.96
		Arguing with family	1.66	−0.53	1.21	2.30	1.84	−0.35	1.31	2.26	1.84	−0.40	1.25	2.23

The same criteria used in selecting the items for the Conners 4–Short scales was used to evaluate the shortened forms with the validation sample. Correlations were computed with Kendall’s tau to evaluate the relationship between the full-length and shortened forms. The full-length Conners 4 and Conners 4–Short showed very strong, positive, and statistically significant (p < .001) correlations for all scales, ranging from .77 to .90, across all forms (see Table 11.9).

<< Back to Table 11.9

Table 11.9. Correlations Between Conners 4 and Conners 4–Short Scales: Validation Sample

Scale		Correlations: Full-Length & Short (τ)
Scale		Parent	Teacher	Self-Report
Content Scales	Inattention/Executive Dysfunction	.90	.91	.88
	Hyperactivity	.86	.87	.86
	Impulsivity	.87	.89	.86
	Emotional Dysregulation	.85	.88	.85
Impairment & Functional Outcome Scales	Schoolwork	.86	.87	.81
	Peer Interactions	.77	.78	.77
	Family Life	.84	—	.86

Note. N = 1,889 Parent; N = 1,674 Teacher; N = 990 Self-Report. τ = tau correlation coefficient. All correlations significant, p < .001. Guidelines for interpreting |τ|: weak ≤ .20; medium = .21 to .34; strong ≥ .35.

<< Back to Table 11.10

Table 11.10. Internal Consistency of Conners 4–Short vs. Full-Length Conners 4 Content Scales: Validation Sample

Scale		Parent				Teacher				Self-Report
		Full		Short		Full		Short		Full		Short
		ω	α	ω	α	ω	α	ω	α	ω	α	ω	α
Content Scales	Inattention/ Executive Dysfunction	.97	.97	.94	.94	.97	.97	.94	.94	.94	.94	.89	.89
	Hyperactivity	.92	.92	.86	.86	.93	.93	.90	.90	.87	.87	.81	.80
	Impulsivity	.92	.92	.85	.85	.92	.92	.85	.85	.85	.84	.78	.78
	Emotional Dysregulation	.93	.93	.87	.87	.95	.95	.90	.90	.87	.87	.78	.78
Impairment & Functional Outcome Scales	Schoolwork	.90	.89	.91	.90	.91	.90	.90	.90	.81	.81	.79	.79
	Peer Interactions	.88	.88	.87	.87	.89	.89	.90	.90	.75	.74	.73	.73
	Family Life	.92	.92	.92	.91	—	—	—	—	.79	.78	.77	.77

Note. N = 1,889 Parent; N = 1,674 Teacher; N = 990 Self-Report. α = coefficient alpha; ω = coefficient omega; Full = full-length Conners 4; Short = Conners 4–Short.

<< Back to Table 11.11

Table 11.11. Clinical Group Differences: Conners 4–Short Validation Sample

Form	Scale	ADHD Inattentive vs. General Population				ADHD Hyperactive/Impulsive vs. General Population				ADHD Combined vs. General Population
		Full-Length		Short Form		Full-Length		Short Form		Full-Length		Short Form
		Cliff’s d	95% CI	Cliff’s d	95 % CI	Cliff’s d	95% CI	Cliff’s d	95% CI	Cliff’s d	95% CI	Cliff’s d	95% CI
Parent	Inattention/Executive Dysfunction	.80	.73, .85	.78	.70, .84	.79	.71, .86	.80	.70, .86	.88	.84, .91	.87	.83, .90
	Hyperactivity	.38	.27, .48	.44	.33, .54	.80	.67, .88	.81	.68, .88	.74	.68, .78	.77	.72, .81
	Impulsivity	.42	.31, .52	.41	.30, .50	.79	.67, .87	.75	.62, .85	.76	.70, .80	.71	.65, .76
	Emotional Dysregulation	.40	.29, .51	.44	.33, .53	.72	.62, .80	.69	.59, .77	.65	.59, .71	.65	.59, .70
	Schoolwork	.67	.58, .74	.66	.57, .73	.69	.59, .77	.64	.52, .74	.75	.69, .79	.70	.64, .75
	Family Life	.52	.42, .61	.48	.38, .57	.72	.60, .81	.70	.56, .80	.75	.69, .79	.73	.67, .78
	Peer Interactions	.45	.35, .54	.45	.34, .54	.61	.45, .73	.65	.51, .76	.62	.55, .68	.68	.62, .72
Teacher	Inattention/Executive Dysfunction	.54	.42, .64	.54	.42, .64	.56	.41, .68	.53	.36, .66	.55	.46, .63	.55	.46, .63
	Hyperactivity	.12	−.02, .27	.17	.02, .30	.53	.37, .66	.53	.38, .65	.40	.29, .49	.43	.33, .52
	Impulsivity	.18	.03, .32	.20	.06, .33	.52	.35, .65	.49	.33, .62	.46	.36, .54	.46	.36, .55
	Emotional Dysregulation	.15	.00, .29	.17	.02, .30	.45	.71, .86	.43	.70, .86	.33	.22, .44	.34	.24, .45
	Schoolwork	.51	.39, .62	.47	.33, .59	.50	.67, .88	.46	.68, .88	.46	.36, .55	.45	.35, .53
	Peer Interactions	.34	.21, .47	.26	.11, .40	.42	.67, .87	.43	.62, .85	.43	.31, .53	.44	.33, .54
Self-Report	Inattention/Executive Dysfunction	.64	.53,.73	.64	.53, .74	.50	.62, .80	.50	.59, .77	.55	.43, .65	.57	.45, .67
	Hyperactivity	.40	.26, .52	.40	.26, .52	.64	.59, .77	.60	.52, .74	.50	.37, .60	.48	.35, .60
	Impulsivity	.35	.20, .48	.37	.21, .50	.46	.45, .73	.39	.51, .76	.42	.30, .54	.43	.31, .54
	Emotional Dysregulation	.37	.22, .50	.39	.25, .51	.40	.60, .81	.31	.56, .80	.32	.19, .44	.31	.18, .43
	Schoolwork	.51	.38, .63	.47	.33, .58	.40	.41, .68	.28	.36, .66	.52	.41, .62	.46	.34, .56
	Peer Interactions	.35	.20, .49	.39	.24, .52	.49	.23, .69	.51	.29, .69	.29	.14, .42	.31	.17, .43
	Family Life	.37	.24, .48	.35	.22, .46	.28	.06, .48	.35	.14, .52	.39	.28, .50	.42	.30, .52

Note. Parent Samples: General Population N = 1,400; ADHD Inattentive N = 113; ADHD Hyperactive/Impulsive N = 49; ADHD Combined N = 207. Teacher Samples: General Population N = 1,332; ADHD Inattentive N = 64; ADHD Hyperactive/Impulsive N = 41; ADHD Combined N = 113. Self-Report Samples: General Population N = 754; ADHD Inattentive N = 62; ADHD Hyperactive/Impulsive N = 23; ADHD Combined N = 79. Guidelines for interpreting Cliff’s |d|: negligible effect size < .15; small effect size = .15 to .32; medium effect size = .33 to .46; large effect size ≥ .47. A positive Cliff’s d value indicates greater endorsement by the listed ADHD group, relative to the General Population group.

<< Back to Table 11.12

Table 11.12. Fit Statistics Comparison Between Full Version and Short-Form: Validation Sample

Scale	Form	Version	χ2	df	CFI	TLI	RMSEA	RMSEA 95% CI	SRMR
Content Scales	Parent	Full-length Conners 4	5426.57	1074	.967	.965	.053	.051, .054	.040
	Parent	Conners 4–Short	1103.77	246	.979	.976	.059	.057, .062	.036
	Teacher	Full-length Conners 4	7142.63	1074	.962	.960	.061	.059, .062	.051
	Teacher	Conners 4–Short	1506.41	246	.969	.965	.051	.070, .075	.044
	Self-Report	Full-length Conners 4	2640.35	1074	.962	.960	.042	.040, .044	.044
	Self-Report	Conners 4–Short	560.07	246	.972	.969	.051	.048, .055	.039
Impairment & Functional Outcome Scales	Parent	Full-length Conners 4	1018.19	149	.978	.975	.071	.068, .075	.046
	Parent	Conners 4–Short	248.03	51	.991	.989	.067	.061, .072	.033
	Teacher	Full-length Conners 4	553.93	53	.979	.974	.095	.090, .101	.054
	Teacher	Conners 4–Short	160.95	19	.990	.986	.093	.084, .103	.040
	Self-Report	Full-length Conners 4	559.30	149	.953	.946	.064	.059, .068	.061
	Self-Report	Conners 4–Short	204.94	51	.967	.958	.073	.065, .081	.056

Note. N = 1,889 Parent; N = 1,674 Teacher; N = 990 Self-Report. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual. All χ² are significant at p < .001.

<< Back to Table 11.13

Table 11.13. Internal Consistency: Conners 4–Short Parent Normative Samples

Conners 4–Short Scale		Number of Items	Age Group	Combined Gender				Males				Females
Conners 4–Short Scale		Number of Items	Age Group	N	α	ω	MIC	N	α	ω	MIC	N	α	ω	MIC
Content Scales	Inattention/Executive Dysfunction	10	6 to 7	260	.94	.96	.50	130	.94	.94	.51	130	.94	.94	.50
			8 to 9	260	.95	.95	.56	130	.96	.96	.60	130	.94	.94	.51
			10 to 11	260	.94	.94	.53	130	.94	.94	.53	130	.94	.94	.54
			12 to 13	260	.95	.95	.49	130	.96	.96	.51	130	.94	.94	.48
			14 to 15	260	.94	.95	.52	130	.94	.94	.50	130	.95	.95	.52
			16 to 18	260	.94	.94	.56	130	.94	.94	.60	130	.94	.94	.51
	Hyperactivity	5	6 to 7	260	.84	.85	.46	130	.84	.84	.46	130	.84	.85	.47
			8 to 9	260	.84	.85	.47	130	.87	.87	.50	130	.81	.81	.42
			10 to 11	260	.86	.87	.46	130	.86	.86	.45	130	.87	.87	.47
			12 to 13	260	.87	.87	.37	130	.88	.88	.36	130	.84	.85	.38
			14 to 15	260	.87	.87	.45	130	.87	.87	.44	130	.87	.87	.45
			16 to 18	260	.82	.83	.44	130	.82	.83	.50	130	.83	.83	.37
	Impulsivity	5	6 to 7	260	.87	.87	.45	130	.86	.86	.44	130	.89	.89	.46
			8 to 9	260	.86	.87	.46	130	.89	.89	.46	130	.83	.83	.46
			10 to 11	260	.87	.87	.53	130	.86	.86	.55	130	.87	.87	.52
			12 to 13	260	.87	.87	.36	130	.87	.87	.37	130	.87	.87	.35
			14 to 15	260	.91	.91	.48	130	.92	.92	.46	130	.90	.91	.51
			16 to 18	260	.83	.83	.46	130	.83	.84	.52	130	.83	.83	.38
	Emotional Dysregulation	4	6 to 7	260	.87	.88	.58	130	.87	.88	.58	130	.88	.88	.57
			8 to 9	260	.90	.90	.63	130	.91	.92	.67	130	.88	.88	.59
			10 to 11	260	.91	.91	.62	130	.92	.92	.69	130	.90	.91	.54
			12 to 13	260	.93	.93	.63	130	.94	.94	.63	130	.91	.91	.63
			14 to 15	260	.92	.92	.52	130	.94	.95	.51	130	.90	.90	.53
			16 to 18	260	.93	.93	.57	130	.93	.93	.60	130	.93	.93	.53
Impairment & Functional Outcome Scales	Schoolwork	4	6 to 7	260	.90	.90	.65	130	.90	.90	.55	130	.90	.90	.72
			8 to 9	260	.92	.92	.72	130	.93	.93	.76	130	.89	.90	.65
			10 to 11	260	.93	.93	.71	130	.89	.90	.77	130	.95	.95	.64
			12 to 13	260	.95	.95	.68	130	.96	.96	.71	130	.93	.93	.63
			14 to 15	260	.94	.94	.54	130	.96	.96	.56	130	.92	.92	.53
			16 to 18	260	.94	.94	.63	130	.94	.94	.66	130	.93	.93	.56
	Peer Interactions	4	6 to 7	260	.93	.93	.55	130	.93	.93	.56	130	.92	.92	.54
			8 to 9	260	.93	.93	.57	130	.93	.93	.60	130	.91	.91	.50
			10 to 11	260	.91	.92	.62	130	.93	.93	.65	130	.90	.91	.60
			12 to 13	260	.92	.92	.48	130	.92	.92	.56	130	.90	.90	.38
			14 to 15	260	.93	.93	.56	130	.95	.95	.59	130	.92	.92	.53
			16 to 18	260	.90	.90	.61	130	.92	.92	.64	130	.88	.89	.52
	Family Life	4	6 to 7	260	.94	.94	.65	130	.95	.95	.66	130	.94	.94	.65
			8 to 9	260	.94	.94	.72	130	.94	.94	.74	130	.94	.94	.70
			10 to 11	260	.94	.94	.69	130	.94	.94	.71	130	.94	.94	.67
			12 to 13	260	.96	.96	.68	130	.97	.97	.69	130	.96	.96	.66
			14 to 15	260	.95	.95	.67	130	.96	.96	.70	130	.94	.94	.66
			16 to 18	260	.95	.95	.64	130	.95	.95	.67	130	.95	.95	.62

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

<< Back to Table 11.14

Table 11.14. Internal Consistency: Conners 4–Short Teacher Normative Samples

Conners 4–Short Scale		Number of Items	Age Group	Combined Gender				Males				Females
Conners 4–Short Scale		Number of Items	Age Group	N	α	ω	MIC	N	α	ω	MIC	N	α	ω	MIC
Content Scales	Inattention/Executive Dysfunction	10	6 to 7	260	.95	.96	.60	130	.95	.95	.60	130	.95	.95	.57
			8 to 9	260	.95	.95	.57	130	.95	.95	.58	130	.95	.95	.55
			10 to 11	260	.96	.96	.60	130	.96	.96	.59	130	.95	.95	.58
			12 to 13	260	.96	.96	.60	130	.96	.96	.60	130	.95	.95	.55
			14 to 15	260	.96	.96	.58	130	.96	.96	.58	130	.95	.95	.57
			16 to 18	260	.96	.96	.59	130	.96	.96	.59	130	.96	.96	.56
	Hyperactivity	5	6 to 7	260	.93	.93	.63	130	.91	.92	.63	130	.95	.95	.61
			8 to 9	260	.92	.92	.57	130	.93	.93	.58	130	.90	.90	.55
			10 to 11	260	.93	.93	.66	130	.92	.93	.67	130	.93	.93	.65
			12 to 13	260	.91	.92	.58	130	.91	.92	.60	130	.92	.92	.51
			14 to 15	260	.94	.94	.66	130	.94	.94	.61	130	.94	.95	.70
			16 to 18	260	.92	.92	.60	130	.93	.93	.64	130	.90	.91	.53
	Impulsivity	5	6 to 7	260	.91	.92	.52	130	.91	.91	.54	130	.92	.92	.46
			8 to 9	260	.89	.89	.50	130	.90	.90	.46	130	.86	.87	.54
			10 to 11	260	.90	.90	.52	130	.90	.90	.53	130	.88	.88	.51
			12 to 13	260	.89	.90	.42	130	.87	.88	.44	130	.91	.91	.42
			14 to 15	260	.90	.90	.58	130	.90	.91	.58	130	.90	.90	.56
			16 to 18	260	.87	.88	.51	130	.88	.88	.56	130	.88	.88	.44
	Emotional Dysregulation	4	6 to 7	260	.96	.96	.69	130	.97	.97	.75	130	.95	.95	.58
			8 to 9	260	.95	.96	.63	130	.96	.96	.63	130	.95	.95	.62
			10 to 11	260	.95	.95	.62	130	.96	.96	.57	130	.92	.92	.67
			12 to 13	260	.93	.93	.57	130	.94	.94	.64	130	.93	.93	.49
			14 to 15	260	.94	.94	.72	130	.92	.92	.77	130	.95	.95	.66
			16 to 18	260	.92	.92	.71	130	.94	.94	.75	130	.89	.90	.64
Impairment & Functional Outcome Scales	Schoolwork	4	6 to 7	260	.92	.92	.71	130	.92	.92	.65	130	.91	.91	.77
			8 to 9	260	.93	.94	.68	130	.93	.94	.72	130	.93	.93	.61
			10 to 11	260	.94	.95	.75	130	.92	.92	.73	130	.97	.97	.76
			12 to 13	260	.94	.94	.63	130	.95	.95	.64	130	.92	.92	.59
			14 to 15	260	.96	.96	.63	130	.95	.95	.64	130	.96	.96	.58
			16 to 18	260	.93	.93	.69	130	.92	.92	.71	130	.92	.92	.66
	Peer Interactions	4	6 to 7	260	.94	.94	.76	130	.93	.93	.77	130	.95	.95	.73
			8 to 9	260	.95	.95	.63	130	.95	.95	.66	130	.95	.96	.61
			10 to 11	260	.96	.96	.50	130	.96	.96	.51	130	.96	.96	.46
			12 to 13	260	.93	.93	.54	130	.94	.94	.56	130	.92	.92	.50
			14 to 15	260	.89	.89	.66	130	.88	.89	.64	130	.88	.88	.70
			16 to 18	260	.90	.90	.71	130	.90	.90	.72	130	.90	.91	.68

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

<< Back to Table 11.15

Table 11.15. Internal Consistency: Conners 4–Short Self-Report Normative Samples

Conners 4–Short Scale		Number of Items	Age Group	Combined Gender				Males				Females
Conners 4–Short Scale		Number of Items	Age Group	N	α	ω	MIC	N	α	ω	MIC	N	α	ω	MIC
Content Scales	Inattention/Executive Dysfunction	20	8 to 9	220	.87	.87	.38	110	.88	.88	.38	110	.86	.86	.38
			10 to 11	220	.86	.86	.51	110	.86	.86	.56	110	.86	.86	.46
			12 to 13	220	.91	.91	.48	110	.93	.93	.52	110	.89	.89	.44
			14 to 15	220	.90	.90	.43	110	.92	.92	.45	110	.89	.89	.40
			16 to 18	220	.88	.88	.40	110	.89	.89	.43	110	.87	.87	.37
	Hyperactivity	11	8 to 9	220	.86	.87	.38	110	.87	.87	.36	110	.86	.87	.42
			10 to 11	220	.81	.82	.39	110	.79	.81	.44	110	.83	.84	.33
			12 to 13	220	.81	.83	.51	110	.84	.85	.51	110	.78	.79	.51
			14 to 15	220	.88	.88	.42	110	.88	.88	.39	110	.88	.88	.47
			16 to 18	220	.84	.84	.47	110	.81	.82	.48	110	.87	.87	.47
	Impulsivity	9	8 to 9	220	.82	.82	.39	110	.83	.84	.41	110	.80	.81	.38
			10 to 11	220	.82	.82	.35	110	.83	.83	.35	110	.81	.82	.35
			12 to 13	220	.80	.80	.46	110	.80	.81	.52	110	.80	.80	.41
			14 to 15	220	.86	.86	.34	110	.88	.88	.41	110	.83	.83	.28
			16 to 18	220	.80	.80	.38	110	.84	.85	.40	110	.75	.76	.35
	Emotional Dysregulation	8	8 to 9	220	.78	.79	.44	110	.81	.81	.50	110	.75	.78	.40
			10 to 11	220	.82	.83	.49	110	.85	.86	.48	110	.79	.80	.50
			12 to 13	220	.86	.87	.47	110	.86	.87	.46	110	.87	.87	.47
			14 to 15	220	.84	.84	.48	110	.84	.84	.50	110	.84	.84	.48
			16 to 18	220	.85	.85	.35	110	.86	.87	.40	110	.86	.86	.33
Impairment & Functional Outcome Scales	Schoolwork	6	8 to 9	220	.79	.79	.38	110	.82	.82	.42	110	.76	.77	.35
			10 to 11	220	.80	.81	.48	110	.81	.82	.48	110	.79	.79	.48
			12 to 13	220	.86	.86	.48	110	.85	.86	.49	110	.86	.86	.47
			14 to 15	220	.85	.85	.50	110	.84	.84	.53	110	.86	.86	.46
			16 to 18	220	.86	.86	.37	110	.88	.88	.42	110	.83	.83	.34
	Peer Interactions	6	8 to 9	220	.84	.84	.43	110	.82	.82	.41	110	.86	.86	.45
			10 to 11	220	.83	.83	.36	110	.82	.82	.34	110	.85	.85	.38
			12 to 13	220	.79	.81	.40	110	.80	.82	.45	110	.79	.80	.35
			14 to 15	220	.82	.83	.31	110	.84	.85	.26	110	.79	.80	.36
			16 to 18	220	.75	.77	.45	110	.73	.74	.41	110	.77	.79	.49
	Family Life	7	8 to 9	220	.80	.81	.47	110	.77	.78	.47	110	.83	.83	.47
			10 to 11	220	.86	.86	.41	110	.85	.86	.44	110	.87	.87	.37
			12 to 13	220	.82	.82	.54	110	.85	.85	.55	110	.77	.78	.53
			14 to 15	220	.89	.89	.50	110	.89	.89	.54	110	.89	.89	.47
			16 to 18	220	.87	.87	.38	110	.88	.88	.33	110	.86	.87	.44

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

<< Back to Table 11.16

Table 11.16. Internal Consistency: Conners 4–Short Parent ADHD Reference Samples

Conners 4–Short Scale		Number of Items	Age Group	Combined Gender				Males				Females
Conners 4–Short Scale		Number of Items	Age Group	N	α	ω	MIC	N	α	ω	MIC	N	α	ω	MIC
Content Scales	Inattention/Executive Dysfunction	10	6 to 12	358	.90	.90	.49	237	.90	.90	.47	121	.88	.89	.52
	Inattention/Executive Dysfunction	10	13 to 18	202	.93	.93	.40	131	.92	.92	.41	71	.94	.94	.37
	Hyperactivity	5	6 to 12	358	.87	.88	.48	237	.87	.88	.47	121	.86	.87	.51
	Hyperactivity	5	13 to 18	202	.86	.87	.49	131	.85	.86	.49	71	.88	.89	.49
	Impulsivity	5	6 to 12	358	.85	.85	.55	237	.84	.84	.56	121	.87	.88	.53
	Impulsivity	5	13 to 18	202	.90	.90	.46	131	.90	.90	.45	71	.89	.89	.51
	Emotional Dysregulation	4	6 to 12	358	.89	.89	.65	237	.89	.89	.62	121	.89	.89	.71
	Emotional Dysregulation	4	13 to 18	202	.92	.92	.59	131	.91	.91	.59	71	.94	.94	.57
Impairment & Functional Outcome Scales	Schoolwork	4	6 to 12	358	.90	.90	.68	237	.90	.90	.64	121	.91	.91	.76
	Schoolwork	4	13 to 18	202	.93	.93	.59	131	.93	.93	.61	71	.94	.94	.53
	Peer Interactions	4	6 to 12	358	.95	.95	.67	237	.95	.95	.66	121	.96	.96	.67
	Peer Interactions	4	13 to 18	202	.94	.94	.59	131	.92	.93	.59	71	.97	.97	.61
	Family Life	4	6 to 12	358	.88	.89	.71	237	.90	.90	.66	121	.85	.86	.79
	Family Life	4	13 to 18	202	.93	.93	.74	131	.91	.91	.73	71	.95	.95	.75

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

<< Back to Table 11.17

Table 11.17. Internal Consistency: Conners 4–Short Teacher ADHD Reference Samples

Conners 4–Short Scale		Number of Items	Age Group	Combined Gender				Males				Females
Conners 4–Short Scale		Number of Items	Age Group	N	α	ω	MIC	N	α	ω	MIC	N	α	ω	MIC
Content Scales	Inattention/Executive Dysfunction	10	6 to 12	188	.95	.95	.58	134	.93	.93	.56	54	.83	.85	.64
	Inattention/Executive Dysfunction	10	13 to 18	133	.93	.93	.49	93	.94	.95	.51	40	.93	.93	.45
	Hyperactivity	5	6 to 12	188	.92	.93	.63	134	.94	.94	.59	54	.79	.82	.75
	Hyperactivity	5	13 to 18	133	.88	.89	.66	93	.90	.91	.67	40	.89	.90	.64
	Impulsivity	5	6 to 12	188	.90	.91	.54	134	.88	.89	.53	54	.94	.94	.57
	Impulsivity	5	13 to 18	133	.95	.95	.53	93	.90	.90	.53	40	.96	.96	.54
	Emotional Dysregulation	4	6 to 12	188	.95	.95	.69	134	.95	.95	.73	54	.94	.94	.61
	Emotional Dysregulation	4	13 to 18	133	.90	.91	.72	93	.95	.95	.72	40	.90	.91	.75
Impairment & Functional Outcome Scales	Schoolwork	4	6 to 12	188	.94	.94	.71	134	.90	.91	.74	54	.92	.92	.64
	Schoolwork	4	13 to 18	133	.94	.94	.62	93	.95	.95	.62	40	.92	.93	.61
	Peer Interactions	4	6 to 12	188	.94	.94	.69	134	.95	.95	.68	54	.92	.93	.72
	Peer Interactions	4	13 to 18	133	.94	.94	.71	93	.93	.94	.73	40	.96	.97	.67

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

<< Back to Table 11.18

Table 11.18. Internal Consistency: Conners 4–Short Self-Report ADHD Reference Samples

Conners 4–Short Scale		Number of Items	Age Group	Combined Gender				Males				Females
Conners 4–Short Scale		Number of Items	Age Group	N	α	ω	MIC	N	α	ω	MIC	N	α	ω	MIC
Content Scales	Inattention/Executive Dysfunction	20	8 to 12	117	.87	.87	.39	72	.85	.85	.40	45	.89	.89	.34
	Inattention/Executive Dysfunction	20	13 to 18	112	.86	.86	.39	71	.87	.87	.36	40	.84	.84	.44
	Hyperactivity	11	8 to 12	117	.79	.79	.42	72	.78	.78	.37	45	.82	.82	.48
	Hyperactivity	11	13 to 18	112	.82	.84	.37	71	.78	.81	.35	40	.87	.88	.42
	Impulsivity	9	8 to 12	117	.83	.83	.42	72	.79	.79	.38	45	.85	.86	.48
	Impulsivity	9	13 to 18	112	.82	.82	.43	71	.80	.80	.37	40	.86	.86	.44
	Emotional Dysregulation	8	8 to 12	117	.81	.82	.46	72	.82	.83	.39	45	.80	.82	.52
	Emotional Dysregulation	8	13 to 18	112	.82	.83	.45	71	.79	.79	.45	40	.86	.87	.44
Impairment & Functional Outcome Scales	Schoolwork	6	8 to 12	117	.80	.80	.43	72	.75	.76	.47	45	.87	.88	.39
	Schoolwork	6	13 to 18	112	.80	.82	.41	71	.83	.83	.35	40	.77	.80	.52
	Peer Interactions	6	8 to 12	117	.84	.84	.36	72	.85	.85	.45	45	.82	.83	.24
	Peer Interactions	6	13 to 18	112	.77	.78	.46	71	.83	.84	.47	40	.63	.65	.43
	Family Life	7	8 to 12	117	.81	.81	.36	72	.78	.79	.43	45	.84	.84	.25
	Family Life	7	13 to 18	112	.78	.80	.40	71	.83	.85	.37	40	.67	.72	.41

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

<< Back to Table 11.19a

Table 11.19a. Standard Error of Measurement for T-scores: Conners 4–Short Normative Samples Content Scales

Conners 4–Short Scale	Age Group	Parent			Teacher			Self-Report
Conners 4–Short Scale	Age Group	Combined Gender	Males	Females	Combined Gender	Males	Females	Combined Gender	Males	Females
Inattention/ Executive Dysfunction	6 to 7	2.07	2.41	2.37	1.90	2.19	2.12	—	—	—
	8 to 9	2.20	2.01	2.42	2.14	2.14	2.25	3.59	3.44	3.74
	10 to 11	2.42	2.37	2.45	2.05	2.08	2.13	3.74	3.70	3.75
	12 to 13	2.18	2.01	2.38	2.10	2.06	2.19	2.94	2.67	3.24
	14 to 15	2.33	2.35	2.28	2.05	2.09	2.14	3.11	2.89	3.35
	16 to 18	2.45	2.40	2.48	1.99	2.04	2.05	3.43	3.25	3.62
Hyperactivity	6 to 7	3.93	3.96	3.87	2.58	2.90	2.21	—	—	—
	8 to 9	3.91	3.55	4.34	2.82	2.63	3.10	3.62	3.55	3.67
	10 to 11	3.67	3.76	3.54	2.61	2.73	2.61	4.24	4.35	4.00
	12 to 13	3.63	3.42	3.87	2.89	2.89	2.88	4.17	3.81	4.58
	14 to 15	3.61	3.64	3.58	2.36	2.41	2.33	3.45	3.43	3.40
	16 to 18	4.15	4.15	4.08	2.79	2.70	3.07	—	—	—
Impulsivity	6 to 7	3.56	3.70	3.37	2.89	2.98	2.87	3.94	4.26	3.58
	8 to 9	3.67	3.34	4.07	3.31	3.11	3.61	4.19	4.01	4.34
	10 to 11	3.62	3.70	3.57	3.18	3.12	3.46	4.22	4.08	4.27
	12 to 13	3.57	3.55	3.60	3.23	3.52	2.95	4.42	4.37	4.42
	14 to 15	3.00	2.81	3.04	3.09	3.07	3.08	3.78	3.48	4.07
	16 to 18	4.06	4.02	4.11	3.49	3.49	3.43	4.44	3.89	4.86
Emotional Dysregulation	6 to 7	3.53	3.53	3.51	2.03	1.81	2.33	—	—	—
	8 to 9	3.14	2.91	3.40	2.12	2.00	2.30	4.63	4.34	4.71
	10 to 11	2.96	2.85	3.07	2.29	1.96	2.85	4.16	3.80	4.51
	12 to 13	2.71	2.45	2.94	2.56	2.52	2.60	3.66	3.66	3.59
	14 to 15	2.75	2.33	3.22	2.54	2.80	2.26	4.01	4.04	4.00
	16 to 18	2.60	2.58	2.59	2.80	2.46	3.23	3.81	3.67	3.75

<< Back to Table 11.19b

Table 11.19b. Standard Error of Measurement for T-scores: Conners 4–Short Normative Samples Impairment & Functional Outcome Scales

Conners 4–Short Scale	Age Group	Parent			Teacher			Self-Report
Conners 4–Short Scale	Age Group	Combined Gender	Males	Females	Combined Gender	Males	Females	Combined Gender	Males	Females
Schoolwork	6 to 7	3.17	3.13	3.17	2.85	2.79	3.05	—	—	—
	8 to 9	2.88	2.66	3.23	2.54	2.54	2.61	4.55	4.22	4.83
	10 to 11	2.65	3.24	2.26	2.34	2.76	1.82	4.42	4.24	4.56
	12 to 13	2.31	2.07	2.69	2.46	2.16	2.83	3.77	3.78	3.70
	14 to 15	2.40	2.01	2.78	2.10	2.26	2.10	3.86	3.94	3.73
	16 to 18	2.45	2.35	2.59	2.73	2.78	2.83	3.74	3.44	4.10
Peer Interactions	6 to 7	2.71	2.55	2.86	2.44	2.57	2.15	—	—	—
	8 to 9	2.68	2.60	3.00	2.13	2.16	2.10	4.02	4.21	3.70
	10 to 11	2.91	2.58	3.07	1.93	1.88	1.99	4.08	4.29	3.86
	12 to 13	2.88	2.75	3.16	2.62	2.36	2.79	4.39	4.30	4.42
	14 to 15	2.60	2.29	2.84	3.33	3.34	3.44	4.18	3.83	4.45
	16 to 18	3.12	2.80	3.37	3.12	3.13	3.08	4.80	5.08	4.56
Family Life	6 to 7	2.39	2.26	2.42	—	—	—	—	—	—
	8 to 9	2.48	2.40	2.46	—	—	—	4.38	4.64	4.11
	10 to 11	2.40	2.36	2.41	—	—	—	3.69	3.75	3.57
	12 to 13	1.98	1.77	2.00	—	—	—	4.21	3.81	4.68
	14 to 15	2.23	2.06	2.36	—	—	—	3.30	3.30	3.31
	16 to 18	2.21	2.13	2.21	—	—	—	3.60	3.44	3.62

<< Back to Table 11.20

Table 11.20. Standard Error of Measurement for T-scores: Conners 4–Short ADHD Reference Sample

Conners 4–Short Scale		Age Group	Parent			Teacher			Self-Report
Conners 4–Short Scale		Age Group	Combined Gender	Males	Females	Combined Gender	Males	Females	Combined Gender	Males	Females
Content Scales	Inattention/Executive Dysfunction	6 to 12	3.19	3.09	3.36	2.23	2.58	3.90	3.65	3.82	3.34
	Inattention/Executive Dysfunction	13 to 18	2.68	2.75	2.49	2.56	2.34	2.63	3.69	3.58	3.98
	Hyperactivity	6 to 12	3.52	3.50	3.57	2.68	2.48	4.19	4.58	4.66	4.26
	Hyperactivity	13 to 18	3.63	3.72	3.39	3.35	3.01	3.22	4.04	4.40	3.49
	Impulsivity	6 to 12	3.83	3.98	3.49	3.06	3.34	2.47	4.08	4.56	3.80
	Impulsivity	13 to 18	3.20	3.11	3.34	2.26	3.19	1.87	4.19	4.42	3.70
	Emotional Dysregulation	6 to 12	3.28	3.24	3.31	2.28	2.33	2.47	4.21	4.18	4.29
	Emotional Dysregulation	13 to 18	2.82	2.99	2.36	3.07	2.16	3.05	4.12	4.55	3.56
Impairment & Functional Outcome Scales	Schoolwork	6 to 12	3.15	3.19	2.97	2.43	3.03	2.85	4.49	4.92	3.51
	Schoolwork	13 to 18	2.64	2.68	2.47	2.46	2.24	2.68	4.28	4.06	4.49
	Peer Interactions	6 to 12	2.22	2.26	2.09	2.46	2.31	2.68	4.00	3.87	4.08
	Peer Interactions	13 to 18	2.38	2.69	1.76	2.45	2.51	1.87	4.73	4.03	5.93
	Family Life	6 to 12	3.31	3.11	3.72	—	—	—	4.31	4.57	4.03
	Family Life	13 to 18	2.72	2.99	2.16	—	—	—	4.43	3.92	5.28

Note. Age Group intervals are 6 to 12 years and 13 to 18 years for Parent and Teacher, and 8 to 12 years and 13 to 18 years for Self-Report.

<< Back to Table 11.21

Table 11.21. Test-Retest Reliability: Conners 4–Short Parent

Conners 4–Short Scale		Obtained r	Corrected r	Time 1			Time 2
Conners 4–Short Scale		Obtained r	Corrected r	M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	.85	.93	46.9	45	8.1	46.0	44	7.8
	Hyperactivity	.71	.83	48.2	47	8.2	46.5	44	8.0
	Impulsivity	.80	.83	48.7	47	8.9	48.3	47	9.9
	Emotional Dysregulation	.75	.92	48.6	46	7.8	46.8	43	6.1
Impairment & Functional Outcome Scales	Schoolwork	.77	.93	46.5	43	7.3	46.2	43	6.4
	Peer Interactions	.84	.94	47.4	44	7.4	47.1	44	7.8
	Family Life	.77	.88	48.7	44	7.8	48.1	44	8.5

Note. N = 81. All correlations significant, p < .001. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

<< Back to Table 11.22

Table 11.22. Test-Retest Reliability: Conners 4–Short Teacher

Conners 4–Short Scale		Obtained r	Corrected r	Time 1			Time 2
Conners 4–Short Scale		Obtained r	Corrected r	M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	.86	.87	49.3	46	9.7	49.5	46	9.9
	Hyperactivity	.90	.87	50.6	48	10.3	49.5	45	10.9
	Impulsivity	.82	.78	49.9	48	10.2	49.8	45	10.9
	Emotional Dysregulation	.86	.90	48.3	44	8.3	48.8	44	9.9
Impairment & Functional Outcome Scales	Schoolwork	.86	.85	50.2	48	10.6	49.5	44	9.9
Impairment & Functional Outcome Scales	Peer Interactions	.81	.83	49.4	44	9.4	49.5	44	9.8

Note. N = 61. All correlations significant, p < .001. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

<< Back to Table 11.23

Table 11.23. Test-Retest Reliability Coefficients of T-scores: Conners 4–Short Self-Report

Conners 4–Short Scale		Obtained r	Corrected r	Time 1			Time 2
Conners 4–Short Scale		Obtained r	Corrected r	M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	.67	.74	48.5	48	8.4	47.8	47	9.7
	Hyperactivity	.67	.69	50.0	50	9.6	47.9	44	9.9
	Impulsivity	.61	.72	48.6	48	9.1	47.2	45	8.1
	Emotional Dysregulation	.62	.72	48.7	47	9.1	47.3	44	8.4
Impairment & Functional Outcome Scales	Schoolwork	.55	.66	49.6	48	8.4	48.3	46	9.0
	Peer Interactions	.46	.52	48.8	45	9.1	49.1	45	9.4
	Family Life	.62	.78	49.4	48	8.5	47.7	45	7.4

Note. N = 68. All correlations significant, p < .001. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

<< Back to Table 11.24

Table 11.24. Difference Between Time 1 and Time 2 T-scores: Conners 4–Short Parent

Conners 4–Short Scale		Percentage of Test-Retest Sample			M Differences	SD Differences
Conners 4–Short Scale		Time 1 ≥ 1 SD higher than Time 2	Scores differed by less than 1 SD	Time 2 ≥ 1 SD higher than Time 1	M Differences	SD Differences
Content Scales	Inattention/Executive Dysfunction	3.7	95.1	1.2	−0.9	−0.2
	Hyperactivity	8.6	88.9	2.5	−1.7	−0.2
	Impulsivity	4.9	91.4	3.7	−0.4	1.0
	Emotional Dysregulation	7.4	91.4	1.2	−1.8	−1.7
Impairment & Functional Outcome Scales	Schoolwork	2.5	96.3	1.2	−0.3	−0.9
	Peer Interactions	2.5	96.3	1.2	−0.3	0.4
	Family Life	3.7	93.8	2.5	−0.7	0.8

Note. N = 81. 1 SD is equivalent to 10 points for the Conners 4–Short. A positive M difference indicates that the parent’s ratings were higher at Time 2 than at Time 1.

<< Back to Table 11.25

Table 11.25. Difference Between Time 1 and Time 2 T-scores: Conners 4–Short Teacher

Conners 4–Short Scale		Percentage of Test-Retest Sample			M Differences	SD Differences
Conners 4–Short Scale		Time 1 ≥ 1 SD higher than Time 2	Scores differed by less than 1 SD	Time 2 ≥ 1 SD higher than Time 1	M Differences	SD Differences
Content Scales	Inattention/Executive Dysfunction	3.3	95.1	1.6	0.2	0.2
	Hyperactivity	3.3	93.4	3.3	−1.1	0.5
	Impulsivity	6.6	90.2	3.3	−0.1	0.7
	Emotional Dysregulation	3.3	90.2	6.6	0.4	1.6
Impairment & Functional Outcome Scales	Schoolwork	4.9	91.8	3.3	−0.8	−0.7
Impairment & Functional Outcome Scales	Peer Interactions	4.9	88.5	6.6	0.1	0.4

Note. N = 61. 1 SD is equivalent to 10 points for the Conners 4–Short. A positive M difference indicates that the teacher’s ratings were higher at Time 2 than at Time 1.

<< Back to Table 11.26

Table 11.26. Difference Between Time 1 and Time 2 T-scores: Conners 4–Short Self-Report

Conners 4–Short Scale		Percentage of Test-Retest Sample			M Differences	SD Differences
Conners 4–Short Scale		Time 1 ≥ 1 SD higher than Time 2	Scores differed by less than 1 SD	Time 2 ≥ 1 SD higher than Time 1	M Differences	SD Differences
Content Scales	Inattention/Executive Dysfunction	7.4	80.9	11.8	−0.7	1.3
	Hyperactivity	13.2	82.4	4.4	−2.1	0.3
	Impulsivity	13.2	77.9	8.8	−1.5	−1.0
	Emotional Dysregulation	13.2	82.4	4.4	−1.4	−0.7
Impairment & Functional Outcome Scales	Schoolwork	11.8	79.4	8.8	−1.3	0.7
	Peer Interactions	10.3	77.9	11.8	0.3	0.3
	Family Life	10.3	89.7	0.0	−1.6	−1.1

Note. N = 68. 1 SD is equivalent to 10 points for the Conners 4–Short. A positive M difference indicates that the youth’s self-report ratings were higher at Time 2 than at Time 1.

<< Back to Table 11.27

Table 11.27. Inter-Rater Reliability Study 1: Conners 4–Short Parent

Conners 4–Short Scale		Obtained r	Corrected r	Parent 1			Parent 2
Conners 4–Short Scale		Obtained r	Corrected r	M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	.79	.72	53.0	50	10.7	53.6	51	11.9
	Hyperactivity	.78	.72	52.8	51	11.3	51.3	48	10.7
	Impulsivity	.68	.69	51.5	49	9.2	52.4	50	10.7
	Emotional Dysregulation	.71	.67	50.9	50	9.5	52.9	50	11.8
Impairment & Functional Outcome Scales	Schoolwork	.84	.75	51.6	49	10.9	52.0	46	12.4
	Peer Interactions	.78	.81	50.4	44	9.0	51.4	47	10.2
	Family Life	.84	.76	52.4	48	11.6	51.8	44	11.2

Note. N = 68. All correlations significant, p < .001. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

<< Back to Table 11.28

Table 11.28. Inter-Rater Reliability Study 1: Conners 4–Short Teacher

Conners 4–Short Scale		Obtained r	Corrected r	p	Teacher 1			Teacher 2
Conners 4–Short Scale		Obtained r	Corrected r	p	M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	.53	.54	.001	61.7	63	10.0	60.0	61	9.8
	Hyperactivity	.59	.50	.002	56.2	55	11.8	55.7	54	10.8
	Impulsivity	.58	.49	.003	57.1	57	11.9	56.7	56	10.5
	Emotional Dysregulation	.80	.50	.003	57.6	51	15.2	57.3	48	15.4
Impairment & Functional Outcome Scales	Schoolwork	.21	.21	.232	60.4	58	10.2	56.7	57	10.0
Impairment & Functional Outcome Scales	Peer Interactions	.49	.29	.093	60.7	60	12.8	58.7	58	14.4

Note. N = 34. Reported p-values are for corrected r. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

<< Back to Table 11.29

Table 11.29. Difference Between Rater T-scores Study 1: Conners 4–Short Parent

Conners 4–Short Scale		Percentage of Inter-Rater Sample			Absolute M Differences	Absolute SD Differences
Conners 4–Short Scale		Parent 1 ≥ 1 SD higher than Parent 2	Scores differed by less than 1 SD	Parent 2 ≥ 1 SD higher than Parent 1	Absolute M Differences	Absolute SD Differences
Content Scales	Inattention/Executive Dysfunction	8.8	83.8	7.4	0.6	1.2
	Hyperactivity	10.3	86.8	2.9	1.5	0.6
	Impulsivity	7.4	80.9	11.8	0.9	1.4
	Emotional Dysregulation	8.8	77.9	13.2	1.9	2.3
Impairment & Functional Outcome Scales	Schoolwork	5.9	85.3	8.8	0.4	1.5
	Peer Interactions	7.4	82.4	10.3	1.0	1.1
	Family Life	10.3	86.8	2.9	0.6	0.4

Note. N = 68. 1 SD is equivalent to 10 points for the Conners 4–Short.

<< Back to Table 11.30

Table 11.30. Difference Between Rater T-scores Study 1: Conners 4–Short Teacher

Conners 4–Short Scale		Percentage of Inter-Rater Sample			Absolute M Differences	Absolute SD Differences
Conners 4–Short Scale		Teacher 1 ≥ 1 SD higher than Teacher 2	Scores differed by less than 1 SD	Teacher 2 ≥ 1 SD higher than Teacher 1	Absolute M Differences	Absolute SD Differences
Content Scales	Inattention/Executive Dysfunction	20.6	70.6	8.8	1.8	0.3
	Hyperactivity	20.6	67.6	11.8	0.5	1.0
	Impulsivity	17.6	67.6	14.7	0.4	1.4
	Emotional Dysregulation	17.6	67.6	14.7	0.3	0.2
Impairment & Functional Outcome Scales	Schoolwork	26.5	58.8	14.7	3.7	0.2
Impairment & Functional Outcome Scales	Peer Interactions	29.4	55.9	14.7	2.0	1.6

Note. N = 34. 1 SD is equivalent to 10 points for the Conners 4–Short.

<< Back to Table 11.31

Table 11.31. Inter-Rater Reliability Study 2: Conners 4–Short Parent/Teacher

Conners 4–Short Scale		Obtained r	Corrected r	p	Parent			Teacher
Conners 4–Short Scale		Obtained r	Corrected r	p	M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	.56	.53	< .001	63.2	63	10.6	58.6	59	10.2
	Hyperactivity	.32	.24	.058	60.2	58	12.7	54.7	53	10.7
	Impulsivity	.58	.48	< .001	59.1	60	12.5	54.3	52	10.3
	Emotional Dysregulation	.43	.33	.010	55.8	51	12.9	53.6	51	10.7
Impairment & Functional Outcome Scales	Schoolwork	.64	.53	< .001	61.8	60	11.4	58.5	58	11.7
Impairment & Functional Outcome Scales	Peer Interactions	.58	.40	.001	57.9	55	13.5	55.2	52	12.1

Note. N = 62. Reported p-values are for corrected r. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

<< Back to Table 11.32

Table 11.32. Inter-Rater Reliability Study 2: Conners 4–Short Parent/Self-Report

Conners 4–Short Scale		Obtained r	Corrected r	p	Parent			Teacher
Conners 4–Short Scale		Obtained r	Corrected r	p	M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	.56	.53	< .001	63.2	63	10.6	58.6	59	10.2
	Hyperactivity	.32	.24	.058	60.2	58	12.7	54.7	53	10.7
	Impulsivity	.58	.48	< .001	59.1	60	12.5	54.3	52	10.3
	Emotional Dysregulation	.43	.33	.010	55.8	51	12.9	53.6	51	10.7
Impairment & Functional Outcome Scales	Schoolwork	.64	.53	< .001	61.8	60	11.4	58.5	58	11.7
Impairment & Functional Outcome Scales	Peer Interactions	.58	.40	.001	57.9	55	13.5	55.2	52	12.1

Note. N = 62. Reported p-values are for corrected r. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

<< Back to Table 11.33

Table 11.33. Inter-Rater Reliability Study 2: Conners 4–Short Teacher/Self-Report

Conners 4–Short Scale		Obtained r	Corrected r	p	Teacher			Self-Report
Conners 4–Short Scale		Obtained r	Corrected r	p	M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	.21	.21	.095	58.6	59	10.2	60.0	59	9.3
	Hyperactivity	.22	.19	.138	54.7	53	10.7	59.3	61	11.0
	Impulsivity	.04	.03	.787	54.3	52	10.3	56.9	55	11.2
	Emotional Dysregulation	.21	.19	.129	53.6	51	10.7	54.4	55	9.9
Impairment & Functional Outcome Scales	Schoolwork	.25	.19	.132	58.5	58	11.7	56.9	56	11.4
Impairment & Functional Outcome Scales	Peer Interactions	.13	.09	.469	55.2	52	12.1	57.4	56	12.0

Note. N = 62. Reported p-values are for corrected r. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

<< Back to Table 11.34

Table 11.34. Differences Between Rater T-scores: Conners 4–Short Parent/Teacher

Conners 4–Short Scale		Percentage of Inter-Rater Sample			M Differences	SD Differences
Conners 4–Short Scale		Teacher ≥ 1 SD higher than Parent	Scores differed by less than 1 SD	Parent ≥ 1 SD higher than Teacher	M Differences	SD Differences
Content Scales	Inattention/Executive Dysfunction	4.8	71.0	24.2	−4.7	−0.4
	Hyperactivity	11.3	53.2	35.5	−5.5	−2.1
	Impulsivity	3.2	71.0	25.8	−4.8	−2.1
	Emotional Dysregulation	12.9	64.5	22.6	−2.1	−2.2
Impairment & Functional Outcome Scales	Schoolwork	8.1	69.4	22.6	−3.3	0.3
Impairment & Functional Outcome Scales	Peer Interactions	11.3	64.5	24.2	−2.6	−1.5

Note. N = 62. 1 SD is equivalent to 10 points for the Conners 4. A positive M difference indicates that the teacher’s ratings were higher than the parent’s ratings.

<< Back to Table 11.35

Table 11.35. Differences Between Rater T-scores: Conners 4–Short Parent/Self-Report

Conners 4–Short Scales		Percentage of Inter-Rater Sample			M Differences	SD Differences
Conners 4–Short Scales		Self-Report ≥ 1 SD higher than Parent	Scores differed by less than 1 SD	Parent ≥ 1 SD higher than Self-Report	M Differences	SD Differences
Content Scales	Inattention/Executive Dysfunction	12.9	56.5	30.6	−3.2	−1.3
	Hyperactivity	21.0	51.6	27.4	−0.9	−1.7
	Impulsivity	21.0	48.4	30.6	−2.2	−1.3
	Emotional Dysregulation	16.1	61.3	22.6	−1.4	−2.9
Impairment & Functional Outcome Scales	Schoolwork	11.3	56.5	32.3	−4.9	0.0
	Peer Interactions	25.8	50.0	24.2	−0.5	−1.6
	Family Life	25.8	59.7	14.5	−1.7	-5.0

Note. N = 62. 1 SD is equivalent to 10 points for the Conners 4. A positive M difference indicates that the youth’s self-report ratings were higher than the parent’s ratings.

<< Back to Table 11.36

Table 11.36. Difference Between Rater T-scores: Conners 4–Short Teacher/Self-Report

Conners 4–Short Scales		Percentage of Inter-Rater Sample			M Differences	SD Differences
Conners 4–Short Scales		Self-Report ≥ 1 SD higher than Teacher	Scores differed by less than 1 SD	Teacher ≥ 1 SD higher than Self-Report	M Differences	SD Differences
Content Scales	Inattention/Executive Dysfunction	16.1	62.9	21.0	1.5	−0.9
	Hyperactivity	11.3	54.8	33.9	4.6	0.3
	Impulsivity	17.7	53.2	29.0	2.6	0.9
	Emotional Dysregulation	17.7	56.5	25.8	0.7	−0.8
Impairment & Functional Outcome Scales	Schoolwork	29.0	54.8	16.1	−1.6	−0.3
Impairment & Functional Outcome Scales	Peer Interactions	19.4	50.0	30.6	2.2	−0.1

Note. N = 62. 1 SD is equivalent to 10 points for the Conners 4. A positive M difference indicates that the youth’s self-report ratings were higher than the teacher’s ratings.

<< Back to Table 11.37a

Table 11.37a. Differences between General Population and ADHD Groups: Conners 4-Short Parent

Conners 4–Short Scale			GenPop (N = 348)	ADHDin (N = 98)	ADHDhi (N = 57)	ADHDc (N = 193)	F (3, 692)	η2	Significant (p < .01) Tukey’s HSD Post Hoc Test Results
Content Scales	Inattention/ Executive Dysfunction	M	48.9	65.1	65.8	69.7	253.50	.52	ADHD (all groups) > GenPop ADHDc > ADHDin
	Inattention/ Executive Dysfunction	SD	8.9	10.8	8.6	8.8	253.50	.52	ADHD (all groups) > GenPop ADHDc > ADHDin
	Hyperactivity	M	48.8	58.7	69.0	68.5	200.58	.47	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
	Hyperactivity	SD	9.2	10.4	8.3	10.8	200.58	.47	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
	Impulsivity	M	49.0	58.6	68.0	66.2	139.38	.38	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
	Impulsivity	SD	9.2	12.0	10.3	11.7	139.38	.38	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
	Emotional Dysregulation	M	48.8	58.9	62.9	63.4	83.64	.27	ADHD (all groups) > GenPop
	Emotional Dysregulation	SD	9.3	13.6	14.6	12.0	83.64	.27	ADHD (all groups) > GenPop
Impairment & Functional Outcome Scales	Schoolwork	M	48.7	61.2	62.0	64.4	114.63	.33	ADHD (all groups) > GenPop
	Schoolwork	SD	8.9	12.0	12.2	11.4	114.63	.33	ADHD (all groups) > GenPop
	Peer Interactions	M	48.4	59.0	65.7	66.0	111.65	.33	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
	Peer Interactions	SD	7.7	13.4	16.6	14.5	111.65	.33	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
	Family Life	M	48.9	59.0	66.8	66.7	115.11	.33	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
	Family Life	SD	8.8	13.3	14.7	14.0	115.11	.33	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin

Note. All F tests statistically significant, p < .001. GenPop = youth from the general population; ADHDin = youth diagnosed with ADHD Predominantly Inattentive Presentation; ADHDhi = youth diagnosed with ADHD Predominantly Hyperactive/Impulsive Presentation; ADHDc = youth diagnosed with ADHD Combined Presentation. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14.

<< Back to Table 11.37b

Table 11.37b. Differences between General Population and ADHD Groups: Conners 4-Short Parent Effect Sizes

Conners 4–Short Scale		GenPop vs. ADHDin	GenPop vs. ADHDhi	GenPop vs. ADHDc	ADHDin vs. ADHDhi	ADHDin vs. ADHDc	ADHDhi vs. ADHDc
Content Scales	Inattention/Executive Dysfunction	1.74	1.90	2.35	0.06	0.49	0.46
	Hyperactivity	1.05	2.24	2.01	1.08	0.92	−0.06
	Impulsivity	0.97	2.03	1.70	0.83	0.65	−0.15
	Emotional Dysregulation	0.98	1.38	1.41	0.28	0.35	0.04
Impairment & Functional Outcome Scales	Schoolwork	1.30	1.42	1.60	0.07	0.28	0.20
	Peer Interactions	1.15	1.83	1.65	0.46	0.49	0.02
	Family Life	1.01	1.82	1.63	0.57	0.56	−0.01

Note. GenPop = youth from the general population (N = 348); ADHDin = youth diagnosed with ADHD Predominantly Inattentive Presentation (N = 98); ADHDhi = youth diagnosed with ADHD Predominantly Hyperactive/Impulsive Presentation (N = 57); ADHDc = youth diagnosed with ADHD Combined Presentation (N = 193). Values presented are Cohen’s d effect sizes; guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. Cohen’s d values for which the corresponding post-hoc test was statistically significant (p < .01) are shaded in grey. A positive Cohen’s d value indicates that the second group listed scored higher than the first group listed.

<< Back to Table 11.38a

Table 11.38a. Differences between General Population and ADHD Groups: Conners 4-Short Teacher

Conners 4–Short Scale			GenPop (N = 310)	ADHDin (N = 92)	ADHDhi (N = 62)	ADHDc (N = 156)	F (3, 616)	η2	Significant (p < .01) Tukey’s HSD Post Hoc Test Results
Content Scales	Inattention/ Executive Dysfunction	M	49.9	60.1	60.7	60.1	56.36	.22	ADHD (all groups) > GenPop
	Inattention/ Executive Dysfunction	SD	9.3	10.4	10.8	10.3	56.36	.22	ADHD (all groups) > GenPop
	Hyperactivity	M	50.6	53.0	60.8	57.8	25.72	.11	ADHDhi, ADHDc > GenPop ADHDhi, ADHDc > ADHDin
	Hyperactivity	SD	10.1	10.8	11.1	11.8	25.72	.11	ADHDhi, ADHDc > GenPop ADHDhi, ADHDc > ADHDin
	Impulsivity	M	50.0	52.8	60.9	58.4	33.02	.14	ADHDhi, ADHDc > GenPop ADHDhi, ADHDc > ADHDin
	Impulsivity	SD	9.5	10.8	11.6	11.7	33.02	.14	ADHDhi, ADHDc > GenPop ADHDhi, ADHDc > ADHDin
	Emotional Dysregulation	M	49.4	53.0	58.0	57.1	20.58	.09	ADHDhi, ADHDc > GenPop
	Emotional Dysregulation	SD	9.0	11.9	13.3	14.3	20.58	.09	ADHDhi, ADHDc > GenPop
Impairment & Functional Outcome Scales	Schoolwork	M	49.5	59.5	59.6	57.7	39.22	.16	ADHD (all groups) > GenPop
	Schoolwork	SD	9.6	12.2	12.1	10.7	39.22	.16	ADHD (all groups) > GenPop
	Peer Interactions	M	49.8	54.5	61.1	58.9	29.65	.13	ADHD (all groups) > GenPop ADHDhi > ADHDin
	Peer Interactions	SD	9.8	12.1	14.3	13.9	29.65	.13	ADHD (all groups) > GenPop ADHDhi > ADHDin

<< Back to Table 11.38b

Table 11.38b. Differences between General Population and ADHD Groups: Conners 4-Short Teacher Effect Sizes

Conners 4–Short Scale		GenPop vs. ADHDin	GenPop vs. ADHDhi	GenPop vs. ADHDc	ADHDin vs. ADHDhi	ADHDin vs. ADHDc	ADHDhi vs. ADHDc
Content Scales	Inattention/Executive Dysfunction	1.07	1.13	1.06	0.05	−0.01	−0.06
	Hyperactivity	0.24	1.00	0.68	0.73	0.43	−0.26
	Impulsivity	0.28	1.10	0.82	0.73	0.50	−0.21
	Emotional Dysregulation	0.36	0.87	0.69	0.41	0.31	−0.07
Impairment & Functional Outcome Scales	Schoolwork	0.98	1.01	0.82	0.01	−0.16	−0.17
Impairment & Functional Outcome Scales	Peer Interactions	0.46	1.06	0.80	0.51	0.33	−0.16

Note. GenPop = youth from the general population (N = 310); ADHDin = youth diagnosed with ADHD Predominantly Inattentive Presentation (N = 92); ADHDhi = youth diagnosed with ADHD Predominantly Hyperactive/Impulsive Presentation (N = 62); ADHDc = youth diagnosed with ADHD Combined Presentation (N = 156). Values presented are Cohen's d effect sizes; guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. Cohen's d values for which the corresponding post-hoc test was statistically significant (p < .01) are shaded in grey. A positive Cohen's d value indicates that the second group listed scored higher than the first group listed.

<< Back to Table 11.39a

Table 11.39a. Differences between General Population and ADHD Groups: Conners 4-Short Self-Report

Conners 4–Short Scale			GenPop (N = 158)	ADHDin (N = 58)	ADHDhi (N = 36)	ADHDc (N = 76)	F (3, 324)	η2	Significant (p < .01) Tukey’s HSD Post Hoc Test Results
Content Scales	Inattention/ Executive Dysfunction	M	47.9	60.3	59.9	59.5	36.54	.25	ADHD (all groups) > GenPop
	Inattention/ Executive Dysfunction	SD	9.6	11.3	10.9	10.8	36.54	.25	ADHD (all groups) > GenPop
	Hyperactivity	M	48.4	55.9	62.0	58.9	28.10	.21	ADHD (all groups) > GenPop
	Hyperactivity	SD	10.1	10.6	9.5	11.7	28.10	.21	ADHD (all groups) > GenPop
	Impulsivity	M	48.8	55.6	59.6	57.0	16.41	.13	ADHD (all groups) > GenPop
	Impulsivity	SD	9.9	10.2	12.8	12.7	16.41	.13	ADHD (all groups) > GenPop
	Emotional Dysregulation	M	48.5	54.9	56.0	56.6	12.71	.11	ADHD (all groups) > GenPop
	Emotional Dysregulation	SD	10.2	9.6	10.9	13.2	12.71	.11	ADHD (all groups) > GenPop
Impairment & Functional Outcome Scales	Schoolwork	M	49.1	57.0	57.2	56.4	13.73	.11	ADHD (all groups) > GenPop
	Schoolwork	SD	10.0	12.0	12.4	11.0	13.73	.11	ADHD (all groups) > GenPop
	Peer Interactions	M	48.8	55.2	56.6	57.2	13.22	.11	ADHD (all groups) > GenPop
	Peer Interactions	SD	9.4	11.7	11.5	13.1	13.22	.11	ADHD (all groups) > GenPop
	Family Life	M	48.3	52.4	55.6	56.9	15.90	.13	ADHDhi, ADHDc > GenPop
	Family Life	SD	9.4	8.5	9.1	11.3	15.90	.13	ADHDhi, ADHDc > GenPop

<< Back to Table 11.39b

Table 11.39b. Differences between General Population and ADHD Groups: Conners 4-Short Self-Report Effect Sizes

Conners 4–Short Scale		GenPop vs. ADHDin	GenPop vs. ADHDhi	GenPop vs. ADHDc	ADHDin vs. ADHDhi	ADHDin vs. ADHDc	ADHDhi vs. ADHDc
Content Scales	Inattention/Executive Dysfunction	1.23	1.23	1.17	−0.03	−0.07	−0.04
	Hyperactivity	0.75	1.37	0.99	0.60	0.26	−0.28
	Impulsivity	0.69	1.04	0.75	0.36	0.12	−0.21
	Emotional Dysregulation	0.64	0.73	0.72	0.12	0.15	0.04
Impairment & Functional Outcome Scales	Schoolwork	0.75	0.78	0.71	0.02	−0.05	−0.07
	Peer Interactions	0.64	0.79	0.78	0.12	0.15	0.05
	Family Life	0.45	0.79	0.86	0.37	0.45	0.12

Note. GenPop = youth from the general population (N = 158); ADHDin = youth diagnosed with ADHD Predominantly Inattentive Presentation (N = 58); ADHDhi = youth diagnosed with ADHD Predominantly Hyperactive/Impulsive Presentation (N = 36); ADHDc = youth diagnosed with ADHD Combined Presentation (N = 76). Values presented are Cohen's d effect sizes; guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. Cohen's d values for which the corresponding post-hoc test was statistically significant (p < .01) are shaded in grey. A positive Cohen's d value indicates that the second group listed scored higher than the first group listed.

<< Back to Table 11.40

Table 11.40. Differences between ADHD and Depression/Anxiety Groups: Conners 4–Short Parent

Conners 4–Short Scale			ADHD (N = 438)	Depression/ Anxiety (N = 107)	Cohen’s d	F (1, 543)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	67.1	57.7	0.96	79.01	< .001	.13
		SD	9.5	11.1
	Hyperactivity	M	65.1	54.6	0.90	69.15	< .001	.11
		SD	11.6	11.6
	Impulsivity	M	62.7	52.9	0.79	54.06	< .001	.09
		SD	12.4	11.9
	Emotional Dysregulation	M	59.9	60.3	0.04	0.12	.734	.00
		SD	12.6	11.9
Impairment & Functional Outcome Scales	Schoolwork	M	63.0	54.5	0.73	45.22	< .001	.08
		SD	11.7	12.2
	Peer Interactions	M	61.9	56.9	0.35	10.56	.001	.02
		SD	14.9	12.7
	Family Life	M	62.1	57.4	0.34	10.19	.001	.02
		SD	14.1	12.3

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates higher scores for the ADHD group than the Depression/Anxiety group.

<< Back to Table 11.41

Table 11.41. Differences between ADHD and Depression/Anxiety Groups: Conners 4–Short Teacher

Conners 4–Short Scale			ADHD (N = 264)	Depression/ Anxiety (N = 76)	Cohen’s d	F (1, 338)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	60.2	55.6	0.44	11.12	.001	.03
		SD	10.5	11.2
	Hyperactivity	M	57.3	49.3	0.72	30.30	< .001	.08
		SD	11.7	8.8
	Impulsivity	M	57.4	51.8	0.47	13.17	< .001	.04
		SD	11.9	10.8
	Emotional Dysregulation	M	55.3	56.8	0.11	0.76	.383	.00
		SD	13.0	13.1
Impairment & Functional Outcome Scales	Schoolwork	M	58.9	54.7	0.37	7.99	.005	.02
		SD	11.6	11.1
	Peer Interactions	M	58.0	57.5	0.04	0.08	.778	.00
		SD	13.8	12.4

<< Back to Table 11.42

Table 11.42. Differences between ADHD and Depression/Anxiety Groups: Conners 4–Short Self-Report

Conners 4–Short Scale			ADHD (N = 187)	Depression/Anxiety (N = 76)	Cohen’s d	F (1 ,263)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	60.3	53.8	0.62	20.68	< .001	.07
		SD	10.5	10.4
	Hyperactivity	M	58.8	53.1	0.53	15.02	< .001	.05
		SD	10.6	11.2
	Impulsivity	M	57.3	51.2	0.55	16.18	< .001	.06
		SD	11.5	10.3
	Emotional Dysregulation	M	54.9	57.3	0.23	2.77	.097	.01
		SD	10.8	10.7
Impairment & Functional Outcome Scales	Schoolwork	M	56.9	52.2	0.42	9.24	.003	.03
		SD	11.3	11.9
	Peer Interactions	M	55.1	59.8	0.39	8.13	.005	.03
		SD	11.6	13.3
	Family Life	M	54.9	54.6	0.02	0.03	.867	.00
		SD	9.9	11.3

<< Back to Table 11.43

Table 11.43. Classification Accuracy Statistics: Conners 4–Short

Form	Overall Correct Classification Rate (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Parent	84.9	86.2	83.6	84.0	85.8	.69
Teacher	73.8	76.2	71.4	72.7	75.0	.48
Self-Report	72.8	74.9	70.7	71.8	73.8	.45

Note. Predictor Scales = Content Scales + Impairment & Functional Outcome Scales. Classification accuracy is based on classifying youth with ADHD and youth in the general population.

<< Back to Table 11.44

Table 11.44. Classification Accuracy Statistics Adjusted for Base Rates: Conners 4–Short

Form	10% Base Rate		60% Base Rate		70% Base Rate		80% Base Rate
Form	PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)
Parent	51.3	96.8	86.3	83.4	88.0	81.2	89.4	79.1
Teacher	34.8	93.8	76.2	71.4	78.9	68.2	81.0	65.2
Self-Report	33.8	93.4	75.4	70.1	78.1	66.7	80.3	63.7

Note. PPV = Positive Predictive Value. NPV = Negative Predictive Value. Predictor Scales = Content Scales + Impairment & Functional Outcome Scales. Classification accuracy is based on classifying youth with ADHD and youth in the general population.

<< Back to Table 11.45

Table 11.45. Measurement Invariance by Gender: Conners 4–Short Parent

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	3112.90***	492	.057	.979	.977	.036	—
	Threshold	3170.92***	516	.056	.979	.978	.036	configural v. threshold	30.00	24	.000
	Loading	3167.86***	536	.055	.979	.979	.036	threshold v. loading	43.29**	20	.000
	Intercept	3217.90***	556	.054	.979	.979	.036	loading v. intercept	87.96***	20	.000
Impairment & Functional Outcome Scales	Configural	2085.01***	298	.061	.974	.970	.041	—
	Threshold	2101.14***	310	.060	.974	.971	.041	configural v. threshold	6.60	12	.000
	Loading	1511.12***	326	.047	.983	.982	.043	threshold v. loading	30.95*	16	.009
	Intercept	1520.71***	342	.046	.983	.983	.043	loading v. intercept	33.47**	16	.000

Note. N = 1,706 males; N = 1,539 females. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.46

Table 11.46. Measurement Invariance by Gender: Conners 4–Short Teacher

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	4001.17***	492	.070	.971	.968	.045	—
	Threshold	4068.43***	516	.069	.971	.969	.045	configural v. threshold	27.35	24	.000
	Loading	4039.52***	536	.067	.971	.970	.045	threshold v. loading	25.46	20	.000
	Intercept	4050.19***	556	.066	.971	.971	.045	loading v. intercept	93.19***	20	.000
Impairment & Functional Outcome Scales	Configural	1206.16***	106	.085	.972	.966	.051	—
	Threshold	1246.32***	114	.083	.971	.967	.051	configural v. threshold	21.36*	8	.001
	Loading	1044.64***	124	.072	.977	.975	.054	threshold v. loading	40.33***	10	.006
	Intercept	1124.80***	134	.072	.975	.975	.055	loading v. intercept	91.04***	10	.002

Note. N = 1,473 males; N = 1,404 females. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.47

Table 11.47. Measurement Invariance by Gender: Conners 4–Short Self-Report

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	1526.73***	492	.052	.970	.966	.042	—
	Threshold	1563.56***	516	.051	.970	.968	.042	configural v. threshold	28.32	24	.000
	Loading	1538.01***	536	.049	.971	.970	.042	threshold v. loading	19.73	20	.001
	Intercept	1616.16***	556	.049	.969	.970	.043	loading v. intercept	84.65***	20	.002
Impairment & Functional Outcome Scales	Configural	1249.48***	298	.064	.933	.923	.059	—
	Threshold	1271.93***	310	.063	.932	.925	.059	configural v. threshold	11.52	12	.001
	Loading	1195.11***	326	.058	.938	.935	.062	threshold v. loading	43.82***	16	.006
	Intercept	1265.21***	342	.058	.935	.935	.063	loading v. intercept	81.02***	16	.003

Note. N = 787 males; N = 796 females. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.48

Table 11.48. Differential Test Functioning Effect Sizes by Gender

Conners 4–Short Scales		Parent	Teacher	Self-Report
Content Scales	Inattention/Executive Dysfunction	.02	−.01	−.02
	Hyperactivity	.03	−.04	.07
	Impulsivity	.02	.03	−.05
	Emotional Dysregulation	−.03	.01	−.06
Impairment & Functional Outcome Scales	Schoolwork	.01	−.02	−.03
	Peer Interactions	.00	.08	.03
	Family Life	.03	—	−.01

Note. Values presented are expected test score standardized differences (ETSSD); guidelines for interpreting |ETSSD|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. Positive ETSSD values indicate that female youth received higher scores than male youth who had the same level of the construct being measured.

<< Back to Table 11.49

Table 11.49. Group Differences by Gender (Male vs. Female): Conners 4–Short Parent

Conners 4–Short Scale			Male (N = 492)	Female (N = 492)	Cohen’s d	F (1, 916)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	50.0	49.4	0.06	0.84	.360	.00
		SD	10.1	9.9
	Hyperactivity	M	49.9	49.0	0.09	1.90	.168	.00
		SD	10.0	9.4
	Impulsivity	M	49.3	49.8	−0.04	0.39	.530	.00
		SD	10.0	10.4
	Emotional Dysregulation	M	49.6	50.1	−0.05	0.57	.449	.00
		SD	10.2	9.9
Impairment & Functional Outcome Scales	Schoolwork	M	50.6	49.3	0.12	3.45	.064	.00
		SD	10.8	9.7
	Peer Interactions	M	50.2	49.5	0.07	1.07	.302	.00
		SD	10.7	9.4
	Family Life	M	49.9	49.8	0.01	0.01	.911	.00
		SD	10.1	10.0

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of males resulted in higher scores than ratings of females.

<< Back to Table 11.50

Table 11.50. Group Differences by Gender (Male vs. Female): Conners 4–Short Teacher

Conners 4–Short Scale			Male (N = 644)	Female (N = 644)	Cohen’s d	F (1, 1180)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	52.0	47.9	0.41	50.41	< .001	.04
		SD	10.6	8.9
	Hyperactivity	M	51.8	47.8	0.41	48.55	< .001	.04
		SD	10.6	8.9
	Impulsivity	M	51.3	48.6	0.27	21.47	< .001	.02
		SD	10.6	9.3
	Emotional Dysregulation	M	50.5	49.3	0.03	4.61	.032	.00
		SD	10.6	9.3
Impairment & Functional Outcome Scales	Schoolwork	M	51.7	48.4	0.34	33.64	< .001	.03
		SD	10.7	9.0
	Peer Interactions	M	51.1	48.5	0.25	18.83	< .001	.02
		SD	11.1	9.0

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of males resulted in higher scores than ratings of females.

<< Back to Table 11.51

Table 11.51. Group Differences by Gender (Male vs. Female): Conners 4–Short Self-Report

Conners 4–Short Scale			Male (N = 322)	Female (N = 322)	Cohen’s d	F (1, 580)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	50.5	49.6	0.09	1.16	.282	.00
		SD	10.7	9.5
	Hyperactivity	M	50.7	50.2	0.05	0.37	.545	.00
		SD	10.3	9.6
	Impulsivity	M	50.1	50.0	0.01	0.03	.869	.00
		SD	10.5	10.0
	Emotional Dysregulation	M	49.9	49.9	0.00	0.00	.995	.00
		SD	10.1	9.6
Impairment & Functional Outcome Scales	Schoolwork	M	50.5	49.1	0.14	2.83	.093	.00
		SD	10.8	9.1
	Peer Interactions	M	50.0	50.1	−0.01	0.03	.874	.00
		SD	9.8	10.1
	Family Life	M	50.4	49.6	0.02	0.77	.381	.00
		SD	10.5	10.5

<< Back to Table 11.52

Table 11.52. Measurement Invariance U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Parent

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	2280.31***	492	.057	.981	.979	.037	—
	Threshold	2319.20***	516	.056	.981	.98	.037	configural v. threshold	31.67	24	.000
	Loading	2270.16***	536	.054	.982	.981	.037	threshold v. loading	18.86	20	.001
	Intercept	2225.16***	556	.052	.982	.982	.037	loading v. intercept	32.35*	20	.000
Impairment & Functional Outcome Scales	Configural	1581.21***	298	.062	.976	.972	.042
	Threshold	1588.85***	310	.061	.976	.974	.042	configural v. threshold	11.01	12	.000
	Loading	1128.59***	326	.047	.985	.984	.044	threshold v. loading	21.95	16	.009
	Intercept	1135.04***	342	.045	.985	.985	.044	loading v. intercept	29.06*	16	.000

Note. N = 520 Hispanic youth; N = 1,728 White youth. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.53

Table 11.53. Measurement Invariance by U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Teacher

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	2732.80***	492	.068	.975	.971	.046	—
	Threshold	2772.51***	516	.067	.974	.973	.046	configural v. threshold	27.99	24	.001
	Loading	2750.03***	536	.065	.975	.974	.046	threshold v. loading	27.40	20	.001
	Intercept	2702.38***	556	.063	.976	.976	.046	loading v. intercept	36.85*	20	.001
Impairment & Functional Outcome Scales	Configural	725.89***	106	.077	.978	.973	.049	—
	Threshold	735.41***	114	.075	.978	.975	.049	configural v. threshold	6.59	8	.000
	Loading	554.06***	124	.060	.985	.984	.051	threshold v. loading	14.77	10	.007
	Intercept	548.24***	134	.056	.986	.986	.051	loading v. intercept	7.13	10	.001

Note. N = 411 Hispanic youth; N = 1,545 White youth. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.54

Table 11.54. Measurement Invariance by U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Self-Report

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	1148.28***	492	.050	.970	.966	.046	—
	Threshold	1182.56***	516	.049	.969	.967	.046	configural v. threshold	33.81	24	.001
	Loading	1204.66***	536	.048	.969	.968	.046	threshold v. loading	37.68**	20	.000
	Intercept	1197.03***	556	.046	.970	.971	.046	loading v. intercept	28.13	20	.001
Impairment & Functional Outcome Scales	Configural	911.34***	298	.062	.933	.923	.062	—
	Threshold	929.10***	310	.061	.933	.926	.062	configural v. threshold	14.93	12	.000
	Loading	908.57***	326	.058	.937	.934	.067	threshold v. loading	35.77**	16	.004
	Intercept	914.85***	342	.056	.938	.938	.068	loading v. intercept	23.43	16	.001

Note. N = 286 Hispanic youth; N = 791 White youth. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.55

Table 11.55. Measurement Invariance by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Parent

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	1982.74***	492	.055	.982	.979	.038	—
	Threshold	2005.96***	516	.053	.982	.98	.038	configural v. threshold	28.26	24	.000
	Loading	1953.43***	536	.051	.983	.982	.038	threshold v. loading	21.20	20	.001
	Intercept	1903.98***	556	.049	.983	.984	.038	loading v. intercept	30.60	20	.000
Impairment & Functional Outcome Scales	Configural	1497.02***	298	.063	.976	.973	.044	—
	Threshold	1498.06***	310	.061	.976	.974	.044	configural v. threshold	16.10	12	.000
	Loading	1140.97***	326	.050	.984	.983	.045	threshold v. loading	25.64	16	.008
	Intercept	1159.19***	342	.048	.984	.984	.046	loading v. intercept	36.85**	16	.000

Note. N = 312 Black youth; N = 1,728 White youth. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.56

Table 11.56. Measurement Invariance by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Teacher

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	2725.09***	492	.069	.974	.971	.045	—
	Threshold	2763.50***	516	.067	.974	.972	.045	configural v. threshold	21.60	24	.000
	Loading	2761.92***	536	.066	.974	.974	.045	threshold v. loading	31.47*	20	.000
	Intercept	2775.09***	556	.064	.974	.975	.045	loading v. intercept	47.20**	20	.000
Impairment & Functional Outcome Scales	Configural	745.48***	106	.079	.977	.972	.047	—
	Threshold	767.14***	114	.077	.977	.973	.047	configural v. threshold	11.78	8	.000
	Loading	562.59***	124	.061	.984	.983	.049	threshold v. loading	13.01	10	.007
	Intercept	601.51***	134	.060	.983	.984	.050	loading v. intercept	34.00**	10	.001

Note. N = 376 Black youth; N = 1,545 White youth. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.57

Table 11.57. Measurement Invariance by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Self-Report

Conners 4–Short Scales	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	1060.38***	492	.049	.973	.969	.047	—
	Threshold	1081.32***	516	.048	.973	.971	.047	configural v. threshold	22.16	24	.000
	Loading	1072.19***	536	.046	.974	.973	.047	threshold v. loading	23.70	20	.001
	Intercept	1051.09***	556	.043	.976	.976	.047	loading v. intercept	21.65	20	.002
Impairment & Functional Outcome Scales	Configural	850.65***	298	.062	.932	.922	.063	—
	Threshold	863.04***	310	.061	.932	.925	.063	configural v. threshold	9.07	12	.000
	Loading	759.92***	326	.053	.946	.944	.066	threshold v. loading	19.66	16	.014
	Intercept	766.08***	342	.051	.948	.948	.066	loading v. intercept	21.23	16	.002

Note. N = 171 Black youth; N = 791 White youth. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.58

Table 11.58. Differential Test Functioning Effect Sizes by U.S. Race/Ethnicity

Conners 4–Short Scale		Hispanic/White Comparisons			Black/White Comparisons
Conners 4–Short Scale		Parent	Teacher	Self-Report	Parent	Teacher	Self-Report
Content Scales	Inattention/Executive Dysfunction	.01	.01	.01	.02	−.01	−.03
	Hyperactivity	−.01	.03	−.02	−.04	.07	.04
	Impulsivity	.04	.03	.06	.04	.05	.01
	Emotional Dysregulation	.03	−.01	.04	−.02	−.02	−.02
Impairment & Functional Outcome Scales	Schoolwork	.03	.01	−.03	.08	−.02	−.04
	Peer Interactions	−.02	−.02	.06	−.01	.00	.06
	Family Life	−.03	—	.03	−.06	—	.11

Note. Values presented are expected test score standardized differences (ETSSD); guidelines for interpreting |ETSSD|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. Positive ETSSD values indicate that Black or Hispanic youth received higher scores than White youth who had the same level of the construct being measured.

<< Back to Table 11.59

Table 11.59. Group Difference by U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Parent

Conners 4–Short Scale			White (N = 187)	Hispanic (N = 187)	Cohen’s d	F (1, 338)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	50.1	49.1	0.10	0.97	.325	.00
		SD	10.1	9.3
	Hyperactivity	M	50.2	49.2	0.11	1.16	.281	.00
		SD	9.8	9.5
	Impulsivity	M	50.0	49.8	0.02	0.05	.826	.00
		SD	9.8	9.6
	Emotional Dysregulation	M	49.8	48.8	0.11	1.03	.310	.00
		SD	9.7	8.9
Impairment & Functional Outcome Scales	Schoolwork	M	50.5	50.2	0.03	0.06	.807	.00
		SD	10.2	10.0
	Peer Interactions	M	49.8	49.3	0.05	0.22	.637	.00
		SD	9.4	9.8
	Family Life	M	49.6	49.5	0.01	0.02	.890	.00
		SD	10.0	10.0

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of White youth resulted in higher scores than ratings of Hispanic youth.

<< Back to Table 11.60

Table 11.60. Group Difference by U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Teacher

Conners 4–Short Scale			White (N = 150)	Hispanic (N = 150)	Cohen’s d	F (1, 282)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	48.8	49.9	−0.10	0.76	.383	.00
		SD	9.5	10.6
	Hyperactivity	M	49.7	50.2	−0.04	0.15	.703	.00
		SD	9.4	10.6
	Impulsivity	M	49.0	50.0	−0.10	0.73	.393	.00
		SD	8.8	11.0
	Emotional Dysregulation	M	48.6	50.9	−0.25	4.38	.037	.02
		SD	7.6	11.2
Impairment & Functional Outcome Scales	Schoolwork	M	47.9	50.6	−0.27	5.45	.020	.02
		SD	9.7	10.5
	Peer Interactions	M	48.3	50.5	−0.23	3.96	.048	.01
		SD	8.2	10.8

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of White youth resulted in higher scores than ratings of Hispanic youth.

<< Back to Table 11.61

Table 11.61. Group Difference by U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Self-Report

Conners 4–Short Scale			White (N = 141)	Hispanic (N = 141)	Cohen’s d	F (1, 260)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	49.3	50.2	−0.09	0.60	.439	.00
		SD	10.2	8.8
	Hyperactivity	M	50.4	49.5	0.10	0.67	.412	.00
		SD	9.3	8.2
	Impulsivity	M	49.8	50.0	−0.02	0.03	.854	.00
		SD	10.8	9.0
	Emotional Dysregulation	M	50.1	50.1	0.00	0.00	.998	.00
		SD	10.8	9.2
Impairment & Functional Outcome Scales	Schoolwork	M	48.9	50.7	−0.19	2.56	.111	.01
		SD	9.3	9.2
	Peer Interactions	M	49.3	49.9	−0.06	0.24	.622	.00
		SD	9.9	9.7
	Family Life	M	49.6	49.3	0.14	0.05	.817	.00
		SD	9.5	8.5

<< Back to Table 11.62

Table 11.62. Group Difference by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Parent

Conners 4–Short Scale			White (N = 176)	Black (N = 176)	Cohen’s d	F (1, 320)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	49.8	48.9	0.09	0.72	.396	.00
		SD	9.6	10.2
	Hyperactivity	M	50.1	49.1	0.10	0.83	.364	.00
		SD	9.5	10.4
	Impulsivity	M	49.1	49.7	−0.06	0.28	.597	.00
		SD	8.9	10.8
	Emotional Dysregulation	M	48.9	49.8	−0.09	0.67	.413	.00
		SD	8.7	10.6
Impairment & Functional Outcome Scales	Schoolwork	M	49.8	49.3	0.06	0.28	.595	.00
		SD	9.7	9.8
	Peer Interactions	M	49.6	49.6	−0.01	0.00	.953	.00
		SD	9.6	10.1
	Family Life	M	48.7	49.6	−0.09	0.76	.384	.00
		SD	7.9	10.7

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of White youth resulted in higher scores than ratings of Black youth.

<< Back to Table 11.63

Table 11.63. Group Difference by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Teacher

Conners 4–Short Scale			White (N = 192)	Black (N = 192)	Cohen’s d	F (1, 350)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	49.7	53.2	−0.34	10.94	.001	.03
		SD	9.9	10.4
	Hyperactivity	M	49.7	53.2	−0.34	11.13	.001	.03
		SD	9.3	11.3
	Impulsivity	M	49.7	53.7	−0.38	13.78	< .001	.03
		SD	9.2	11.7
	Emotional Dysregulation	M	50.3	53.0	−0.23	4.80	.029	.01
		SD	10.1	12.4
Impairment & Functional Outcome Scales	Schoolwork	M	48.7	52.7	−0.40	15.65	< .001	.04
		SD	9.4	10.5
	Peer Interactions	M	50.2	52.6	−0.21	4.27	.040	.01
		SD	10.3	12.0

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of White youth resulted in higher scores than ratings of Black youth.

<< Back to Table 11.64

Table 11.64. Group Difference by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Self-Report

Conners 4–Short Scale			White (N = 129)	Black (N = 129)	Cohen’s d	F (1, 236)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	50.7	50.0	0.06	0.23	.631	.00
		SD	10.1	11.0
	Hyperactivity	M	51.6	51.0	0.06	0.22	.638	.00
		SD	9.9	11.3
	Impulsivity	M	51.0	49.8	0.11	0.81	.369	.00
		SD	10.7	10.7
	Emotional Dysregulation	M	51.1	51.4	−0.03	0.06	.803	.00
		SD	11.0	10.9
Impairment & Functional Outcome Scales	Schoolwork	M	50.5	50.7	−0.02	0.04	.845	.00
		SD	10.2	11.5
	Peer Interactions	M	50.0	51.3	−0.13	1.16	.282	.00
		SD	9.9	10.2
	Family Life	M	50.0	52.1	0.28	2.14	.144	.01
		SD	9.8	12.2

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that White youth had higher scores than Black youth.

<< Back to Table 11.65

Table 11.65. Group Difference by U.S. Race/Ethnicity (White vs. Asian): Conners 4–Short Parent

Conners 4–Short Scale			White (N = 129)	Black (N = 129)	Cohen’s d	F (1, 236)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	50.7	50.0	0.06	0.23	.631	.00
		SD	10.1	11.0
	Hyperactivity	M	51.6	51.0	0.06	0.22	.638	.00
		SD	9.9	11.3
	Impulsivity	M	51.0	49.8	0.11	0.81	.369	.00
		SD	10.7	10.7
	Emotional Dysregulation	M	49.6	46.8	0.31	2.32	.131	.02
		SD	10.1	7.9
Impairment & Functional Outcome Scales	Schoolwork	M	50.5	50.7	−0.02	0.04	.845	.00
		SD	10.2	11.5
	Peer Interactions	M	50.0	51.3	−0.13	1.16	.282	.00
		SD	9.9	10.2
	Family Life	M	50.0	52.1	0.28	2.14	.144	.01
		SD	9.8	12.2

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of White youth resulted in higher scores than ratings of Asian youth.

<< Back to Table 11.66

Table 11.66. Group Difference by U.S. Race/Ethnicity (White vs. Asian): Conners 4–Short Teacher

Conners 4–Short Scale			White (N = 43)	Asian (N = 43)	Cohen’s d	F (1, 78)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	48.1	45.9	0.28	1.58	.212	.02
		SD	8.5	8.0
	Hyperactivity	M	48.9	47.6	0.17	0.58	.448	.01
		SD	8.5	7.4
	Impulsivity	M	49.1	46.0	0.41	3.57	.062	.04
		SD	8.6	6.5
	Emotional Dysregulation	M	49.5	46.5	0.42	3.49	.065	.04
		SD	8.0	6.4
Impairment & Functional Outcome Scales	Schoolwork	M	46.5	45.4	0.14	0.44	.511	.01
		SD	8.5	7.4
	Peer Interactions	M	49.9	47.0	0.35	2.54	.115	.03
		SD	9.5	7.3

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of White youth resulted in higher scores than ratings of Asian youth.

<< Back to Table 11.67

Table 11.67. Group Difference by U.S. Race/Ethnicity (White vs. Asian): Conners 4–Short Self-Report

Conners 4–Short Scale			White (N = 43)	Asian (N = 43)	Cohen’s d	F (1, 46)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	49.7	48.5	0.15	0.46	.499	.01
		SD	8.1	7.6
	Hyperactivity	M	54.4	51.0	0.33	2.11	.150	.03
		SD	10.8	10.4
	Impulsivity	M	50.4	50.9	−0.05	0.06	.815	.00
		SD	9.7	9.3
	Emotional Dysregulation	M	53.2	49.9	0.38	2.89	.093	.04
		SD	10.1	7.4
Impairment & Functional Outcome Scales	Schoolwork	M	50.5	47.9	0.34	2.26	.137	.03
		SD	8.4	6.7
	Peer Interactions	M	55.8	53.6	0.19	0.71	.402	.01
		SD	12.2	10.3
	Family Life	M	55.3	52.0	−0.08	2.32	.132	.03
		SD	9.8	9.9

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that White youth had higher scores than Asian youth.

<< Back to Table 11.68

Table 11.68. Measurement Invariance by Country of Residence: Conners 4–Short Parent

Conners 4–Short Scale	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	2840.64***	492	.055	.981	.978	.036	—
	Threshold	2875.84***	516	.053	.981	.979	.036	configural v. threshold	30.89	24	.000
	Loading	2818.11***	536	.051	.981	.981	.036	threshold v. loading	21.27	20	.000
	Intercept	2762.14***	556	.050	.982	.982	.036	loading v. intercept	23.39	20	.001
Impairment & Functional Outcome Scales	Configural	1904.24***	298	.058	.977	.973	.040	—
	Threshold	1902.16***	310	.057	.977	.975	.040	configural v. threshold	11.54	12	.000
	Loading	1177.94***	326	.040	.988	.987	.041	threshold v. loading	16.38	16	.011
	Intercept	1173.81***	342	.039	.988	.988	.041	loading v. intercept	17.68	16	.000

Note. N = 2,838 Americans; N = 376 Canadians. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.69

Table 11.69. Measurement Invariance by Country of Residence: Conners 4–Short Teacher

Conners 4–Short Scale	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	3617.09***	492	.067	.976	.973	.043	—
	Threshold	3612.63***	516	.065	.976	.974	.043	configural v. threshold	24.61	24	.000
	Loading	3507.60***	536	.062	.977	.976	.043	threshold v. loading	24.59	20	.001
	Intercept	3349.20***	556	.059	.978	.978	.043	loading v. intercept	24.84	20	.001
Impairment & Functional Outcome Scales	Configural	1170.28***	106	.084	.975	.968	.051	—
	Threshold	1167.78***	114	.080	.975	.971	.051	configural v. threshold	7.84	8	.000
	Loading	760.56***	124	.060	.985	.984	.051	threshold v. loading	10.67	10	.010
	Intercept	762.16***	134	.057	.985	.985	.051	loading v. intercept	11.64	10	.000

Note. N = 2,563 Americans; N = 301 Canadians. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.70

Table 11.70. Measurement Invariance by Country of Residence: Conners 4–Short Self-Report

Conners 4–Short Scale	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	1379.07***	492	.048	.974	.97	.042	—
	Threshold	1397.47***	516	.047	.974	.972	.042	configural v. threshold	23.42	24	.000
	Loading	1351.98***	536	.044	.976	.975	.042	threshold v. loading	21.53	20	.002
	Intercept	1331.91***	556	.042	.977	.977	.042	loading v. intercept	26.35	20	.001
Impairment & Functional Outcome Scales	Configural	1166.16***	298	.061	.938	.929	.060	—
	Threshold	1179.99***	310	.060	.938	.932	.060	configural v. threshold	11.66	12	.000
	Loading	988.51***	326	.051	.953	.951	.060	threshold v. loading	16.60	16	.015
	Intercept	990.67***	342	.049	.954	.954	.061	loading v. intercept	22.85	16	.001

Note. N = 1,357 Americans; N = 199 Canadians. RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.71

Table 11.71. Differential Test Functioning Effect Sizes by Country of Residence

Conners 4–Short Scale		Parent	Teacher	Self-Report
Content Scales	Inattention/Executive Dysfunction	.00	−.03	−.02
	Hyperactivity	−.02	−.02	.02
	Impulsivity	.02	.01	−.05
	Emotional Dysregulation	.02	.01	.00
Impairment & Functional Outcome Scales	Schoolwork	.04	−.03	.06
	Peer Interactions	−.01	.00	.05
	Family Life	−.01	—	−.03

Note. Values presented are expected test score standardized differences (ETSSD); guidelines for interpreting |ETSSD|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. Positive ETSSD values indicate that Canadian youth received higher scores than American youth who had the same level of the construct being measured.

<< Back to Table 11.72

Table 11.72. Group Differences by Country of Residence: Conners 4–Short Parent

Conners 4–Short Scale			U.S. (N = 74)	Canada (N = 74)	Cohen’s d	F (1, 132)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	51.4	50.5	0.09	0.27	.606	.00
		SD	10.4	10.1
	Hyperactivity	M	51.0	50.7	0.03	0.04	.850	.00
		SD	9.2	11.3
	Impulsivity	M	49.4	51.1	−0.19	1.27	.262	.01
		SD	8.8	9.7
	Emotional Dysregulation	M	51.1	50.5	0.02	0.11	.738	.00
		SD	10.8	9.9
Impairment & Functional Outcome Scales	Schoolwork	M	51.1	50.4	0.06	0.15	.701	.00
		SD	11.3	8.7
	Peer Interactions	M	50.2	49.7	0.05	0.08	.784	.00
		SD	9.9	8.9
	Family Life	M	50.5	50.5	0.00	0.00	1.00	.00
		SD	10.7	10.1

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of American youth resulted in higher scores than ratings of Canadian youth.

<< Back to Table 11.73

Table 11.73. Group Differences by Country of Residence: Conners 4–Short Teacher

Conners 4–Short Scale			U.S. (N = 119)	Canada (N = 119)	Cohen’s d	F (1, 222)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	49.3	48.6	0.06	0.24	.622	.00
		SD	10.4	9.3
	Hyperactivity	M	50.3	48.7	0.16	1.60	.207	.01
		SD	9.9	9.1
	Impulsivity	M	49.2	48.7	0.05	0.15	.701	.00
		SD	9.2	9.1
	Emotional Dysregulation	M	49.6	49.0	0.08	0.33	.567	.00
		SD	8.8	8.8
Impairment & Functional Outcome Scales	Schoolwork	M	48.5	48.4	0.01	0.01	.921	.00
		SD	10.4	9.5
	Peer Interactions	M	49.0	49.1	−0.01	0.01	.925	.00
		SD	8.5	9.7

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that ratings of American youth resulted in higher scores than ratings of Canadian youth.

<< Back to Table 11.74

Table 11.74. Group Differences by Country of Residence: Conners 4–Short Self-Report

Conners 4–Short Scale			U.S. (N = 80)	Canada (N = 80)	Cohen’s d	F (1, 144)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	50.3	50.0	0.03	0.04	.844	.00
		SD	9.6	8.6
	Hyperactivity	M	52.0	49.8	0.23	2.17	.142	.01
		SD	9.1	10.2
	Impulsivity	M	51.2	49.7	0.15	0.89	.348	.01
		SD	11.0	8.8
	Emotional Dysregulation	M	50.6	49.7	0.09	0.33	.564	.00
		SD	9.9	9.8
Impairment & Functional Outcome Scales	Schoolwork	M	51.1	49.6	0.15	0.95	.332	.01
		SD	9.9	9.8
	Peer Interactions	M	50.9	50.6	0.03	0.04	.838	.00
		SD	9.5	9.5
	Family Life	M	50.9	49.1	0.02	1.54	.216	.01
		SD	9.5	8.2

Note. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14. Guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. A positive Cohen’s d value indicates that American youth had higher scores than Canadian youth.

<< Back to Table 11.75

Table 11.75. Measurement Invariance by Parental Education Level: Conners 4–Short Parent

Conners 4–Short Scale	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	3094.02***	492	.057	.979	.977	.036	—
	Threshold	3145.93***	516	.056	.979	.977	.036	configural v. threshold	33.62	24	.000
	Loading	3116.10***	536	.055	.979	.979	.036	threshold v. loading	32.01*	20	.000
	Intercept	3167.33***	556	.054	.979	.979	.036	loading v. intercept	82.21***	20	.000
Impairment & Functional Outcome Scales	Configural	2077.64***	298	.061	.975	.971	.041	—
	Threshold	2096.36***	310	.060	.975	.972	.041	configural v. threshold	15.30	12	.000
	Loading	1503.73***	326	.047	.983	.983	.043	threshold v. loading	32.05*	16	.010
	Intercept	1522.08***	342	.046	.983	.983	.043	loading v. intercept	41.25**	16	.000

Note. N = 855 youth with a PEL of high school education or less (Group 1; PEL 1 and PEL 2); N = 2,385 youth with a PEL of post-secondary education (Group 2; PEL 3, PEL 4, and PEL 5). RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; RMSEA = Root mean square error of approximation; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.76

Table 11.76. Measurement Invariance by Parental Education Level: Conners 4–Short Self-Report

Conners 4–Short Scale	Model	χ2	df	RMSEA	CFI	TLI	SRMR	Comparison	Satorra-Bentler χ2	df	∆CFI
Content Scales	Configural	1553.54***	492	.052	.969	.965	.043	—
	Threshold	1585.36***	516	.051	.968	.966	.043	configural v. threshold	22.68	24	.001
	Loading	1558.84***	536	.049	.970	.969	.043	threshold v. loading	21.13	20	.002
	Intercept	1534.92***	556	.047	.971	.971	.043	loading v. intercept	24.58	20	.001
Impairment & Functional Outcome Scales	Configural	1215.79***	298	.062	.935	.925	.058	—
	Threshold	1236.76***	310	.061	.934	.927	.058	configural v. threshold	10.63	12	.000
	Loading	1071.43***	326	.054	.947	.944	.059	threshold v. loading	19.06	16	.010
	Intercept	1064.94***	342	.052	.949	.949	.059	loading v. intercept	17.39	16	.000

Note. N = 530 youth with a PEL of high school education or less (Group 1; PEL 1 and PEL 2); N = 1,057 youth with a PEL of post-secondary education (Group 2; PEL 3, PEL 4, and PEL 5). RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; RMSEA = Root mean square error of approximation; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

<< Back to Table 11.77

Table 11.77. Differential Test Functioning Effect Sizes by Parental Education Level

Conners 4–Short Scale		Parent	Self-Report
Content Scales	Inattention/Executive Dysfunction	.04	−.01
	Hyperactivity	−.05	.02
	Impulsivity	.06	−.05
	Emotional Dysregulation	.02	.02
Impairment & Functional Outcome Scales	Schoolwork	−.04	.04
	Peer Interactions	.02	.05
	Family Life	−.02	.02

Note. Values presented are expected test score standardized differences (ETSSD); guidelines for interpreting |ETSSD|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80. Positive ETSSD values indicate that higher scores would be observed for youth whose parents do not have post-secondary education (PEL 1 and PEL 2) relative to youth whose parents have post-secondary education.

<< Back to Table 11.78a

Table 11.78a. Group Differences by Parental Education Level: Conners 4–Short Parent

Conners 4–Short Scale			PEL 1 (N = 192)	PEL 2 (N = 412)	PEL 3 (N = 453)	PEL 4 (N = 309)	PEL 5 (N = 194)	F (4, 1540)	p	Partial η2
Content Scales	Inattention/ Executive Dysfunction	EMM	56.1	54.8	55.3	54.9	54.9	0.72	.580	.00
	Inattention/ Executive Dysfunction	SD	12.0	14.5	14.5	12.1	11.2	0.72	.580	.00
	Hyperactivity	EMM	55.5	54.3	53.8	53.9	53.0	1.72	.143	.00
	Hyperactivity	SD	12.5	15.2	15.1	12.6	11.6	1.72	.143	.00
	Impulsivity	EMM	55.5	53.6	52.9	53.6	53.0	2.61	.034	.01
	Impulsivity	SD	12.7	15.3	15.2	12.7	11.7	2.61	.034	.01
	Emotional Dysregulation	EMM	55.0	53.7	52.9	53.6	53.4	1.68	.152	.00
	Emotional Dysregulation	SD	12.6	15.2	15.1	12.7	11.7	1.68	.152	.00
Impairment & Functional Outcome Scales	Schoolwork	EMM	55.2	53.7	54.6	53.6	53.4	1.53	.192	.00
	Schoolwork	SD	12.4	15.0	14.9	12.5	11.5	1.53	.192	.00
	Peer Interactions	EMM	56.5	54.4	53.6	54.2	54.1	2.99	.018	.01
	Peer Interactions	SD	12.6	15.2	15.1	12.6	11.6	2.99	.018	.01
	Family Life	EMM	56.2	53.6	53.5	53.9	54.4	2.97	.019	.01
	Family Life	SD	12.5	15.1	15.0	12.6	11.6	2.97	.019	.01

Note. EMM = estimated marginal means. PEL = Parental education level; PEL 1 = No high school diploma; PEL 2 = High school diploma/GED; PEL 3 = Some college or associate’s degree; PEL 4 = Bachelor’s degree; PEL 5 = Graduate or professional degree. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14.

<< Back to Table 11.78b

Table 11.78b. Group Differences by Parental Education Level: Conners 4–Short Parent Effect Sizes

Conners 4–Short Scale		PEL1 vs. PEL2	PEL1 vs. PEL3	PEL1 vs. PEL4	PEL1 vs. PEL5	PEL2 vs. PEL3	PEL2 vs. PEL4	PEL2 vs. PEL5	PEL3 vs. PEL4	PEL3 vs. PEL5	PEL4 vs. PEL5
Content Scales	Inattention/Executive Dysfunction	0.09	0.06	0.10	0.10	−0.03	0.00	−0.01	0.03	0.03	−0.01
	Hyperactivity	0.09	0.12	0.12	0.21	0.03	0.02	0.09	−0.01	0.06	0.08
	Impulsivity	0.13	0.19	0.15	0.21	0.05	0.00	0.04	−0.05	−0.01	0.04
	Emotional Dysregulation	0.09	0.15	0.12	0.14	0.05	0.01	0.02	−0.05	−0.03	0.02
Impairment & Functional Outcome Scales	Schoolwork	0.11	0.05	0.13	0.16	−0.06	0.01	0.03	0.07	0.09	0.02
	Peer Interactions	0.15	0.20	0.19	0.20	0.05	0.01	0.02	−0.04	−0.04	0.00
	Family Life	0.18	0.19	0.18	0.15	0.01	−0.02	−0.06	−0.03	−0.07	−0.04

Note. PEL = Parental education level; PEL 1 = No high school diploma; PEL 2 = High school diploma/GED; PEL 3 = Some college or associate’s degree; PEL 4 = Bachelor’s degree; PEL 5 = Graduate or professional degree. Values presented are Cohen’s d effect size estimates; guidelines for interpreting Cohen’s |d|: negligible effect size < 0.20; small effect size = 0.20 to 0.49; medium effect size = 0.50 to 0.79; large effect size ≥ 0.80.

<< Back to Table 11.79a

Table 11.79a. Group Differences by Parental Education Level: Conners 4–Short Self-Report

Conners 4–Short Scale			PEL 1 (N = 136)	PEL 2 (N = 284)	PEL 3 (N = 318)	PEL 4 (N = 215)	PEL 5 (N = 147)	F (4, 1084)	p	Partial η2
Content Scales	Inattention/ Executive Dysfunction	EMM	52.9	53.6	53.2	52.5	53.2	0.42	.793	.00
	Inattention/ Executive Dysfunction	SD	11.9	13.5	14.0	12.2	11.6	0.42	.793	.00
	Hyperactivity	EMM	51.6	52.9	51.6	52.1	53.2	1.16	.325	.00
	Hyperactivity	SD	12.1	13.6	14.1	12.4	11.7	1.16	.325	.00
	Impulsivity	EMM	52.8	51.7	52.0	51.4	51.9	0.41	.802	.00
	Impulsivity	SD	12.2	13.8	14.2	12.5	11.8	0.41	.802	.00
	Emotional Dysregulation	EMM	51.7	51.2	52.1	51.7	52.9	0.80	.526	.00
	Emotional Dysregulation	SD	12.2	13.8	14.3	12.5	11.9	0.80	.526	.00
Impairment & Functional Outcome Scales	Schoolwork	EMM	52.7	52.3	52.7	51.1	51.8	1.01	.402	.00
	Schoolwork	SD	12.1	13.7	14.2	12.4	11.8	1.01	.402	.00
	Peer Interactions	EMM	52.1	51.9	51.8	52.2	51.5	0.11	.977	.00
	Peer Interactions	SD	12.2	13.8	14.2	12.5	11.8	0.11	.977	.00
	Family Life	EMM	51.4	51.4	52.1	51.8	51.9	0.24	.918	.00
	Family Life	SD	12.4	14.0	14.5	12.7	12.0	0.24	.918	.00

Note. EMM = estimated marginal means; PEL = Parental education level; PEL 1 = No high school diploma; PEL 2 = High school diploma/GED; PEL 3 = Some college or associate’s degree; PEL 4 = Bachelor’s degree; PEL 5 = Graduate or professional degree. Guidelines for interpreting η²: negligible effect size < .01; small effect size = .01 to .59; medium effect size = .06 to .13; large effect size ≥ .14.

<< Back to Table 11.79b

Table 11.79b. Group Differences by Parental Education Level: Conners 4–Short Self-Report Effect Sizes

Conners 4–Short Scale		PEL1 vs. PEL2	PEL1 vs. PEL3	PEL1 vs. PEL4	PEL1 vs. PEL5	PEL2 vs. PEL3	PEL2 vs. PEL4	PEL2 vs. PEL5	PEL3 vs. PEL4	PEL3 vs. PEL5	PEL4 vs. PEL5
Content Scales	Inattention/Executive Dysfunction	−0.03	−0.02	0.03	−0.02	0.01	0.06	0.01	0.05	0.00	−0.06
	Hyperactivity	−0.10	−0.01	−0.05	−0.14	0.09	0.06	−0.02	−0.04	−0.12	−0.09
	Impulsivity	0.09	0.06	0.11	0.07	−0.03	0.01	−0.03	0.04	0.00	−0.04
	Emotional Dysregulation	0.01	−0.03	0.00	−0.10	−0.04	−0.02	−0.11	0.03	−0.06	−0.10
Impairment & Functional Outcome Scales	Schoolwork	0.02	0.00	0.13	0.08	−0.02	0.10	0.05	0.12	0.07	−0.05
	Peer Interactions	0.01	0.02	0.00	0.05	0.01	−0.01	0.04	−0.03	0.02	0.05
	Family Life	0.01	−0.05	−0.03	−0.04	−0.05	−0.03	−0.04	0.02	0.02	−0.01