Chapter 12 Tables |
| << Back to Table 12.1 |
Table 12.1. Demographic Characteristics of Rated Youth: Conners 4–ADHD Index Parent Training and Validation Samples
|
Demographic |
Training |
Validation |
|||||||
|
General Population |
ADHD |
General Population |
ADHD |
||||||
|
N |
% |
N |
% |
N |
% |
N |
% |
||
|
Gender |
Male |
266 |
68.0 |
265 |
67.8 |
96 |
60.4 |
98 |
61.3 |
|
Female |
125 |
32.0 |
126 |
32.2 |
63 |
39.6 |
62 |
38.8 |
|
|
U.S. Race/Ethnicity |
Hispanic |
36 |
9.2 |
33 |
8.4 |
13 |
8.2 |
12 |
7.5 |
|
Asian |
4 |
1.0 |
3 |
0.8 |
2 |
1.3 |
2 |
1.3 |
|
|
Black |
14 |
3.6 |
13 |
3.3 |
4 |
2.5 |
4 |
2.5 |
|
|
White |
277 |
70.8 |
269 |
68.8 |
114 |
71.7 |
113 |
70.6 |
|
|
Other |
16 |
4.1 |
23 |
5.9 |
4 |
2.5 |
7 |
4.4 |
|
|
Canadian Race/Ethnicity |
Not visible minority |
37 |
9.5 |
47 |
12.0 |
18 |
11.3 |
20 |
12.5 |
|
Visible minority |
7 |
1.8 |
3 |
0.8 |
4 |
2.5 |
2 |
1.3 |
|
|
Parental Education Level |
No high school diploma |
8 |
2.0 |
7 |
1.8 |
1 |
0.6 |
0 |
0.0 |
|
High school diploma/GED |
35 |
9.0 |
32 |
8.2 |
18 |
11.3 |
17 |
10.6 |
|
|
Some college or associate’s degree |
92 |
23.5 |
89 |
22.8 |
46 |
28.9 |
46 |
28.8 |
|
|
Bachelor’s degree |
149 |
38.1 |
135 |
34.5 |
46 |
28.9 |
43 |
26.9 |
|
|
Graduate or professional degree |
107 |
27.4 |
128 |
32.7 |
48 |
30.2 |
54 |
33.8 |
|
|
U.S. Region |
Northeast |
67 |
17.1 |
60 |
15.3 |
26 |
16.4 |
22 |
13.8 |
|
Midwest |
85 |
21.7 |
97 |
24.8 |
24 |
15.1 |
40 |
25.0 |
|
|
South |
136 |
34.8 |
142 |
36.3 |
65 |
40.9 |
55 |
34.4 |
|
|
West |
59 |
15.1 |
42 |
10.7 |
22 |
13.8 |
21 |
13.1 |
|
|
Canadian Region |
Central |
27 |
6.9 |
27 |
6.9 |
12 |
7.5 |
13 |
8.1 |
|
East |
3 |
0.8 |
7 |
1.8 |
3 |
1.9 |
2 |
1.3 |
|
|
West |
14 |
3.6 |
16 |
4.1 |
7 |
4.4 |
7 |
4.4 |
|
|
Language(s) Spoken |
English only |
391 |
100.0 |
391 |
100.0 |
159 |
100.0 |
160 |
100.0 |
|
English & Non-English |
0 |
0.0 |
0 |
0.0 |
0 |
0.0 |
0 |
0.0 |
|
|
Diagnosis |
ADHD Inattentive |
0 |
0.0 |
120 |
30.7 |
0 |
0.0 |
49 |
30.6 |
|
ADHD Combined |
0 |
0.0 |
209 |
53.5 |
0 |
0.0 |
86 |
53.8 |
|
|
ADHD Hyperactive/Impulsive |
0 |
0.0 |
62 |
15.9 |
0 |
0.0 |
25 |
15.6 |
|
|
Anxiety |
0 |
0.0 |
82 |
21.0 |
0 |
0.0 |
29 |
18.1 |
|
|
Depression |
0 |
0.0 |
19 |
4.9 |
0 |
0.0 |
7 |
4.4 |
|
|
Other Diagnoses |
0 |
0.0 |
130 |
33.2 |
0 |
0.0 |
58 |
36.3 |
|
|
No Diagnosis |
391 |
100.0 |
0 |
0.0 |
159 |
100.0 |
0 |
0.0 |
|
|
Age in years M (SD) |
11.4 (3.0) |
11.4 (3.0) |
11.4 (3.0) |
11.4 (3.0) |
|||||
|
Total |
391 |
100.0 |
391 |
100.0 |
159 |
100.0 |
160 |
100.0 |
|
Note. Anxiety includes Generalized Anxiety Disorder, Panic Disorder, 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 12.2 |
Table 12.2. Demographic Characteristics of Raters: Conners 4–ADHD Index Parent Training and Validation Samples
|
Rater Demographic |
Training |
Validation |
|||||||
|
General Population |
ADHD |
General Population |
ADHD |
||||||
|
N |
% |
N |
% |
N |
% |
N |
% |
||
|
Gender |
Male |
146 |
37.3 |
32 |
8.2 |
65 |
40.9 |
12 |
7.5 |
|
Female |
245 |
62.7 |
359 |
91.8 |
94 |
59.1 |
148 |
92.5 |
|
|
U.S. Race/Ethnicity |
Hispanic |
35 |
9.0 |
28 |
7.2 |
11 |
6.9 |
10 |
6.3 |
|
Asian |
8 |
2.0 |
4 |
1.0 |
2 |
1.3 |
2 |
1.3 |
|
|
Black |
15 |
3.8 |
18 |
4.6 |
5 |
3.1 |
3 |
1.9 |
|
|
White |
280 |
71.6 |
289 |
73.9 |
117 |
73.6 |
119 |
74.4 |
|
|
Other |
9 |
2.3 |
2 |
0.5 |
2 |
1.3 |
4 |
2.5 |
|
|
Canadian Race/Ethnicity |
Not visible minority |
36 |
9.2 |
47 |
12.0 |
18 |
11.3 |
20 |
12.5 |
|
Visible minority |
8 |
2.0 |
3 |
0.8 |
4 |
2.5 |
2 |
1.3 |
|
|
Relation to Youth Being Rated |
Biological mother |
233 |
59.6 |
333 |
85.2 |
89 |
56.0 |
132 |
82.5 |
|
Biological father |
138 |
35.3 |
27 |
6.9 |
59 |
37.1 |
11 |
6.9 |
|
|
Non-biological mother |
6 |
1.5 |
20 |
5.1 |
2 |
1.3 |
17 |
10.6 |
|
|
Non-biological father |
6 |
1.5 |
5 |
1.3 |
5 |
3.1 |
0 |
0.0 |
|
|
Other relative |
8 |
2.0 |
6 |
1.5 |
3 |
1.9 |
0 |
0.0 |
|
|
Other guardian |
0 |
0.0 |
0 |
0.0 |
1 |
0.6 |
0 |
0.0 |
|
|
Age in years M (SD) |
42.3 (8.5) |
42.1 (6.6) |
41.7 (8.3) |
42.1 (6.9) |
|||||
|
Total |
391 |
100.0 |
391 |
100.0 |
159 |
100.0 |
160 |
100.0 |
|
| << Back to Table 12.3 |
Table 12.3. Demographic Characteristics of Rated Youth: Conners 4–ADHD Index Teacher Training and Validation Samples
|
Demographic |
Training |
Validation |
|||||||
|
General Population |
ADHD |
General Population |
ADHD |
||||||
|
N |
% |
N |
% |
N |
% |
N |
% |
||
|
Gender |
Male |
62 |
26.5 |
62 |
26.5 |
55 |
63.2 |
55 |
63.2 |
|
Female |
172 |
73.5 |
172 |
73.5 |
32 |
36.8 |
32 |
36.8 |
|
|
U.S. Race/Ethnicity |
Hispanic |
14 |
6.0 |
14 |
6.0 |
5 |
5.7 |
5 |
5.7 |
|
Asian |
0 |
0.0 |
0 |
0.0 |
1 |
1.1 |
1 |
1.1 |
|
|
Black |
22 |
9.4 |
22 |
9.4 |
14 |
16.1 |
14 |
16.1 |
|
|
White |
156 |
66.7 |
173 |
73.9 |
52 |
59.8 |
60 |
69.0 |
|
|
Other |
9 |
3.8 |
13 |
5.6 |
4 |
4.6 |
3 |
3.4 |
|
|
Canadian Race/Ethnicity |
Not visible minority |
28 |
12.0 |
12 |
5.1 |
10 |
11.5 |
2 |
2.3 |
|
Visible minority |
5 |
2.1 |
0 |
0.0 |
1 |
1.1 |
2 |
2.3 |
|
|
U.S. Region |
Northeast |
44 |
18.8 |
84 |
35.9 |
18 |
20.7 |
26 |
29.9 |
|
Midwest |
43 |
18.4 |
44 |
18.8 |
18 |
20.7 |
21 |
24.1 |
|
|
South |
92 |
39.3 |
81 |
34.6 |
27 |
31.0 |
29 |
33.3 |
|
|
West |
22 |
9.4 |
13 |
5.6 |
13 |
14.9 |
7 |
8.0 |
|
|
Canadian Region |
East |
4 |
1.7 |
0 |
0.0 |
3 |
3.4 |
0 |
0.0 |
|
Central |
21 |
9.0 |
9 |
3.8 |
5 |
5.7 |
3 |
3.4 |
|
|
West |
8 |
3.4 |
3 |
1.3 |
3 |
3.4 |
1 |
1.1 |
|
|
Language(s) Spoken |
English only |
234 |
100.0 |
234 |
100.0 |
87 |
100.0 |
87 |
100.0 |
|
English & Non-English |
0 |
0.0 |
0 |
0.0 |
0 |
0.0 |
0 |
0.0 |
|
|
Diagnosis |
ADHD Inattentive |
0 |
0.0 |
71 |
30.3 |
0 |
0.0 |
26 |
29.9 |
|
ADHD Combined |
0 |
0.0 |
114 |
48.7 |
0 |
0.0 |
45 |
51.7 |
|
|
ADHD Hyperactive/Impulsive |
0 |
0.0 |
49 |
20.9 |
0 |
0.0 |
16 |
18.4 |
|
|
Anxiety |
0 |
0.0 |
38 |
16.2 |
0 |
0.0 |
13 |
14.9 |
|
|
Depression |
0 |
0.0 |
11 |
4.7 |
0 |
0.0 |
5 |
5.7 |
|
|
Other Diagnoses |
0 |
0.0 |
93 |
39.7 |
0 |
0.0 |
36 |
41.4 |
|
|
No Diagnosis |
234 |
100.0 |
0 |
0.0 |
87 |
100.0 |
0 |
0.0 |
|
|
Age in years M (SD) |
11.8 (3.2) |
11.8 (3.1) |
11.6 (3.1) |
11.6 (3.1) |
|||||
|
Total |
234 |
100.0 |
234 |
100.0 |
87 |
100.0 |
87 |
100.0 |
|
Note. Anxiety includes Generalized Anxiety Disorder, Panic Disorder, 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 12.4 |
Table 12.4. Demographic Characteristics of Raters: Conners 4–ADHD Index Teacher Training and Validation Samples
|
Rater Demographic |
Training |
Validation |
|||||||
|
General Population |
ADHD |
General Population |
ADHD |
||||||
|
N |
% |
N |
% |
N |
% |
N |
% |
||
|
Gender |
Male |
72 |
30.8 |
41 |
17.5 |
26 |
29.9 |
17 |
19.5 |
|
Female |
162 |
69.2 |
193 |
82.5 |
61 |
70.1 |
70 |
80.5 |
|
|
U.S. Race/Ethnicity |
Hispanic |
7 |
3.0 |
6 |
2.6 |
3 |
3.4 |
4 |
4.6 |
|
Asian |
2 |
0.9 |
0 |
0.0 |
2 |
2.3 |
1 |
1.1 |
|
|
Black |
9 |
3.8 |
10 |
4.3 |
5 |
5.7 |
5 |
5.7 |
|
|
White |
183 |
78.2 |
201 |
85.9 |
60 |
69.0 |
72 |
82.8 |
|
|
Other |
0 |
0.0 |
5 |
2.1 |
7 |
8.0 |
1 |
1.1 |
|
|
Canadian Race/Ethnicity |
Not visible minority |
26 |
11.1 |
12 |
5.1 |
10 |
11.5 |
4 |
4.6 |
|
Visible minority |
7 |
3.0 |
0 |
0.0 |
0 |
0.0 |
0 |
0.0 |
|
|
Length of Relationship |
1–5 months |
39 |
16.7 |
56 |
23.9 |
18 |
20.7 |
16 |
18.4 |
|
6–11 months |
95 |
40.6 |
90 |
38.5 |
41 |
47.1 |
38 |
43.7 |
|
|
1–3 years |
100 |
42.7 |
88 |
37.6 |
28 |
32.2 |
33 |
37.9 |
|
|
How well does the teacher know the student being rated? |
Moderately well |
108 |
46.2 |
112 |
47.9 |
46 |
52.9 |
40 |
46.0 |
|
Very well |
126 |
53.8 |
122 |
52.1 |
41 |
47.1 |
47 |
54.0 |
|
|
How often does the teacher interact with the student being rated? |
Monthly |
3 |
1.3 |
4 |
1.7 |
1 |
1.1 |
0 |
0.0 |
|
Weekly |
36 |
15.4 |
37 |
15.8 |
14 |
16.1 |
14 |
16.1 |
|
|
Daily |
195 |
83.3 |
193 |
82.5 |
72 |
82.8 |
73 |
83.9 |
|
|
Age in years M (SD) |
43.0 (11.6) |
40.2 (10.3) |
43.3 (13.2) |
38.6 (11.2) |
|||||
|
Total |
234 |
100.0 |
234 |
100.0 |
87 |
100.0 |
87 |
100.0 |
|
| << Back to Table 12.5 |
Table 12.5. Demographic Characteristics: Conners 4–ADHD Index Self-Report Training and Validation Samples
|
Demographic |
Training |
Validation |
|||||||
|
General Population |
ADHD |
General Population |
ADHD |
||||||
|
N |
% |
N |
% |
N |
% |
N |
% |
||
|
Gender |
Male |
107 |
62.9 |
106 |
62.4 |
37 |
62.7 |
37 |
62.7 |
|
Female |
63 |
37.1 |
63 |
37.1 |
22 |
37.3 |
22 |
37.3 |
|
|
Other |
0 |
0.0 |
1 |
0.6 |
0 |
0.0 |
0 |
0.0 |
|
|
U.S. Race/Ethnicity |
Hispanic |
20 |
11.8 |
11 |
6.5 |
7 |
11.9 |
5 |
8.5 |
|
Asian |
1 |
0.6 |
1 |
0.6 |
0 |
0.0 |
0 |
0.0 |
|
|
Black |
10 |
5.9 |
12 |
7.1 |
1 |
1.7 |
3 |
5.1 |
|
|
White |
109 |
64.1 |
123 |
72.4 |
37 |
62.7 |
43 |
72.9 |
|
|
Other |
6 |
3.5 |
12 |
7.1 |
0 |
0.0 |
4 |
6.8 |
|
|
Canadian Race/Ethnicity |
Not visible minority |
23 |
13.5 |
11 |
6.5 |
10 |
16.9 |
4 |
6.8 |
|
Visible minority |
1 |
0.6 |
0 |
0.0 |
4 |
6.8 |
0 |
0.0 |
|
|
Parental Education Level |
No high school diploma |
5 |
2.9 |
5 |
2.9 |
0 |
0.0 |
0 |
0.0 |
|
High school diploma/GED |
29 |
17.1 |
30 |
17.6 |
11 |
18.6 |
11 |
18.6 |
|
|
Some college or associate’s degree |
43 |
25.3 |
34 |
20.0 |
15 |
25.4 |
13 |
22.0 |
|
|
Bachelor’s degree |
52 |
30.6 |
55 |
32.4 |
18 |
30.5 |
17 |
28.8 |
|
|
Graduate or professional degree |
41 |
24.1 |
46 |
27.1 |
15 |
25.4 |
18 |
30.5 |
|
|
U.S. Region |
Northeast |
29 |
17.1 |
35 |
20.6 |
7 |
11.9 |
7 |
11.9 |
|
Midwest |
32 |
18.8 |
46 |
27.1 |
16 |
27.1 |
13 |
22.0 |
|
|
South |
50 |
29.4 |
69 |
40.6 |
14 |
23.7 |
30 |
50.8 |
|
|
West |
35 |
20.6 |
9 |
5.3 |
8 |
13.6 |
5 |
8.5 |
|
|
Canadian Region |
Central |
17 |
10.0 |
8 |
4.7 |
12 |
20.3 |
1 |
1.7 |
|
East |
3 |
1.8 |
0 |
0.0 |
1 |
1.7 |
1 |
1.7 |
|
|
West |
4 |
2.4 |
3 |
1.8 |
1 |
1.7 |
2 |
3.4 |
|
|
Language(s) Spoken |
English only |
170 |
100.0 |
170 |
100.0 |
59 |
100.0 |
59 |
100.0 |
|
English & Non-English |
0 |
0.0 |
0 |
0.0 |
0 |
0.0 |
0 |
0.0 |
|
|
Diagnosis |
ADHD Inattentive |
0 |
0.0 |
63 |
37.1 |
0 |
0.0 |
22 |
37.3 |
|
ADHD Combined |
0 |
0.0 |
79 |
46.5 |
0 |
0.0 |
29 |
49.2 |
|
|
ADHD Hyperactive/Impulsive |
0 |
0.0 |
28 |
16.5 |
0 |
0.0 |
8 |
13.6 |
|
|
Anxiety |
0 |
0.0 |
31 |
18.2 |
0 |
0.0 |
5 |
8.5 |
|
|
Depression |
0 |
0.0 |
10 |
5.9 |
0 |
0.0 |
1 |
1.7 |
|
|
Other Diagnoses |
0 |
0.0 |
51 |
30.0 |
0 |
0.0 |
19 |
32.2 |
|
|
No Diagnosis |
170 |
100.0 |
0 |
0.0 |
59 |
100.0 |
0 |
0.0 |
|
|
Age in years M (SD) |
12.6 (2.8) |
12.6 (2.8) |
12.6 (2.7) |
12.5 (2.7) |
|||||
|
Total |
170 |
100.0 |
170 |
100.0 |
59 |
100.0 |
59 |
100.0 |
|
Note. Anxiety includes Generalized Anxiety Disorder, Panic Disorder, 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 12.6 |
Table 12.6. Candidate Items: Conners 4–ADHD Index Parent
|
Originating Scale |
Item Stem |
12-item Solution |
10-item Solution |
|
Inattention/Executive Dysfunction |
Having trouble prioritizing |
X |
X |
|
Inattention/Executive Dysfunction |
Having a short attention span |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble changing tasks |
X |
X |
|
Inattention/Executive Dysfunction |
Being distracted |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble following through on instructions |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble getting back on task |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble concentrating |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble staying organized |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble staying focused |
X |
|
|
Hyperactivity |
Appearing restless |
X |
|
|
Impulsivity |
Being impulsive |
X |
X |
|
Schoolwork |
Not checking work for mistakes |
X |
X |
| << Back to Table 12.7 |
Table 12.7. Candidate Items: Conners 4–ADHD Index Teacher
|
Originating Scale |
Item Stem |
12-item Solution |
10-item Solution |
|
Inattention/Executive Dysfunction |
Having trouble staying organized |
X |
X |
|
Inattention/Executive Dysfunction |
Having a short attention span |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble concentrating |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble paying attention to details |
X |
X |
|
Inattention/Executive Dysfunction |
Being forgetful |
X |
X |
|
Inattention/Executive Dysfunction |
Getting too focused on some things |
X |
|
|
Hyperactivity |
Having trouble doing things quietly |
X |
X |
|
Hyperactivity |
Running or climbing when not supposed to |
X |
X |
|
Impulsivity |
Acting before thinking |
X |
|
|
Peer Interactions |
Having trouble interacting with peers |
X |
X |
|
Schoolwork |
Not checking work for mistakes |
X |
X |
|
Schoolwork |
Handing in incomplete work |
X |
X |
| << Back to Table 12.8 |
Table 12.8. Candidate Items: Conners 4–ADHD Index Self-Report
|
Originating Scale |
Item Stem |
12-item Solution |
10-item Solution |
|
Inattention/Executive Dysfunction |
Being distracted |
X |
X |
|
Inattention/Executive Dysfunction |
Having a short attention span |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble staying organized |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble paying attention to details |
X |
X |
|
Inattention/Executive Dysfunction |
Having trouble concentrating |
X |
X |
|
Family Life |
Creating stress for the family |
X |
X |
|
Hyperactivity |
Feeling restless |
X |
X |
|
Peer Interactions |
People don’t want to be friends with them |
X |
X |
|
Peer Interactions |
Feeling like they don’t fit in |
X |
X |
|
Schoolwork |
Having trouble knowing what to do |
X |
X |
|
Hyperactivity |
Being loud without knowing |
X |
|
|
Impulsivity |
Deciding quickly without thinking |
X |
|
| << Back to Table 12.9 |
Table 12.9. Classification Accuracy: Conners 4–ADHD Index Training Sample
|
Form |
Item Solution Tested |
Overall |
Sensitivity |
Specificity |
Positive Predictive Value (%) |
Negative Predictive Value (%) |
Kappa |
|
Parent |
All items |
97.2 |
96.4 |
98.0 |
97.9 |
96.5 |
.94 |
|
12-item |
89.0 |
91.0 |
87.0 |
87.5 |
90.7 |
.78 |
|
|
10-item |
89.1 |
90.3 |
88.0 |
88.3 |
90.1 |
.78 |
|
|
Teacher |
All items |
92.3 |
89.7 |
94.9 |
94.6 |
90.2 |
.85 |
|
12-item |
82.7 |
82.5 |
82.9 |
82.8 |
82.6 |
.65 |
|
|
10-item |
78.8 |
78.2 |
79.5 |
79.2 |
78.5 |
.58 |
|
|
Self-Report |
All items |
84.7 |
84.1 |
85.3 |
85.1 |
84.3 |
.69 |
|
12-item |
83.2 |
82.4 |
84.1 |
83.8 |
82.7 |
.67 |
|
|
10-item |
82.6 |
80.6 |
84.7 |
84.0 |
81.4 |
.65 |
Note. N = 782 Parent; N = 468 Teacher; N = 340 Self-Report.
| << Back to Table 12.10 |
Table 12.10. Classification Accuracy: Conners 4–ADHD Index Validation Sample
|
Form |
Overall Accuracy (%) |
Sensitivity (%) |
Specificity (%) |
Positive |
Negative |
Kappa |
|
Parent |
86.8 |
87.5 |
86.2 |
86.4 |
87.3 |
.74 |
|
Teacher |
71.3 |
67.8 |
74.7 |
72.8 |
69.9 |
.43 |
|
Self-Report |
62.7 |
67.8 |
57.6 |
61.5 |
64.2 |
.25 |
Note. N = 319 Parent; N = 174 Teacher; N = 118 Self-Report.
| << Back to Table 12.11 |
Table 12.11. Classification Accuracy of Raw Score Methods for the Conners 4–ADHD Index: Validation Sample
|
Form |
Raw Score Method |
Overall |
Sensitivity |
Specificity |
Positive |
Negative |
Kappa |
|
Parent |
Sum |
86.8 |
86.3 |
87.4 |
87.3 |
86.3 |
.74 |
|
Boosted |
86.2 |
92.5 |
79.9 |
82.2 |
91.4 |
.72 |
|
|
Teacher |
Sum |
71.8 |
77.0 |
66.7 |
69.8 |
74.4 |
.44 |
|
Boosted |
71.8 |
74.7 |
69.0 |
70.7 |
73.2 |
.44 |
|
|
Self-Report |
Sum |
67.8 |
84.7 |
50.8 |
63.3 |
76.9 |
.36 |
|
Boosted |
73.7 |
81.4 |
66.1 |
70.6 |
78.0 |
.48 |
Note. N = 319 Parent; N = 174 Teacher; N = 118 Self-Report.
| << Back to Table 12.12 |
Table 12.12. Final Selected Items for the Conners 4–ADHD Index Parent
|
Originating Scale |
Item Stem |
|
Inattention/Executive Dysfunction |
Having trouble prioritizing |
|
Inattention/Executive Dysfunction |
Having a short attention span |
|
Inattention/Executive Dysfunction |
Having trouble changing tasks |
|
Inattention/Executive Dysfunction |
Being distracted |
|
Inattention/Executive Dysfunction |
Having trouble following through on instructions |
|
Inattention/Executive Dysfunction |
Having trouble getting back on task |
|
Inattention/Executive Dysfunction |
Having trouble concentrating |
|
Inattention/Executive Dysfunction |
Having trouble staying organized |
|
Inattention/Executive Dysfunction |
Having trouble staying focused |
|
Hyperactivity |
Appearing restless |
|
Impulsivity |
Being impulsive |
|
Schoolwork |
Not checking work for mistakes |
| << Back to Table 12.13 |
Table 12.13. Final Selected Items for the Conners 4–ADHD Index Teacher
|
Originating Scale |
Item Stem |
|
Inattention/Executive Dysfunction |
Having trouble staying organized* |
|
Inattention/Executive Dysfunction |
Having a short attention span* |
|
Inattention/Executive Dysfunction |
Having trouble concentrating |
|
Inattention/Executive Dysfunction |
Having trouble paying attention to details |
|
Inattention/Executive Dysfunction |
Being forgetful |
|
Inattention/Executive Dysfunction |
Getting too focused on some things |
|
Hyperactivity |
Having trouble doing things quietly |
|
Hyperactivity |
Running or climbing when not supposed to |
|
Impulsivity |
Acting before thinking |
|
Peer Interactions |
Having trouble interacting with peers |
|
Schoolwork |
Not checking work for mistakes* |
|
Schoolwork |
Handing in incomplete work |
Note. * denotes item is boosted (weighted double) for scoring.
| << Back to Table 12.14 |
Table 12.14. Final Selected Items for the Conners 4–ADHD Index Self-Report
|
Originating Scale |
Item Stem |
|
Inattention/Executive Dysfunction |
Being distracted* |
|
Inattention/Executive Dysfunction |
Having a short attention span* |
|
Inattention/Executive Dysfunction |
Having trouble staying organized |
|
Inattention/Executive Dysfunction |
Having trouble paying attention to details |
|
Inattention/Executive Dysfunction |
Having trouble concentrating |
|
Family Life |
Creating stress for the family |
|
Hyperactivity |
Feeling restless |
|
Peer Interactions |
People don’t want to be friends with them |
|
Peer Interactions |
Feeling like they don’t fit in |
|
Schoolwork |
Having trouble knowing what to do |
|
Hyperactivity |
Being loud without knowing |
|
Impulsivity |
Deciding quickly without thinking |
Note. * denotes item is boosted (weighted double) for scoring.
| << Back to Table 12.15 |
Table 12.15. Internal Consistency: Conners 4–ADHD Index Normative Sample
|
Form |
Age Group |
Combined Gender |
Males |
Females |
|||||||||
|
N |
α |
ω |
MIC |
N |
α |
ω |
MIC |
N |
α |
ω |
MIC |
||
|
Parent |
6 to 7 |
260 |
.92 |
.92 |
.51 |
130 |
.92 |
.93 |
.48 |
130 |
.92 |
.92 |
.53 |
|
8 to 9 |
260 |
.93 |
.94 |
.55 |
130 |
.94 |
.94 |
.57 |
130 |
.92 |
.92 |
.51 |
|
|
10 to 11 |
260 |
.93 |
.93 |
.53 |
130 |
.92 |
.92 |
.52 |
130 |
.93 |
.93 |
.53 |
|
|
12 to 13 |
260 |
.94 |
.94 |
.47 |
130 |
.94 |
.94 |
.48 |
130 |
.93 |
.93 |
.46 |
|
|
14 to 15 |
260 |
.93 |
.93 |
.49 |
130 |
.93 |
.93 |
.50 |
130 |
.93 |
.94 |
.49 |
|
|
16 to 18 |
260 |
.92 |
.92 |
.54 |
130 |
.92 |
.92 |
.58 |
130 |
.91 |
.91 |
.48 |
|
|
Teacher |
6 to 7 |
260 |
.91 |
.92 |
.43 |
130 |
.92 |
.92 |
.43 |
130 |
.90 |
.91 |
.39 |
|
8 to 9 |
260 |
.90 |
.90 |
.40 |
130 |
.90 |
.91 |
.37 |
130 |
.88 |
.88 |
.43 |
|
|
10 to 11 |
260 |
.90 |
.91 |
.39 |
130 |
.90 |
.91 |
.39 |
130 |
.89 |
.89 |
.36 |
|
|
12 to 13 |
260 |
.89 |
.90 |
.38 |
130 |
.88 |
.89 |
.40 |
130 |
.90 |
.91 |
.33 |
|
|
14 to 15 |
260 |
.88 |
.89 |
.47 |
130 |
.89 |
.90 |
.48 |
130 |
.87 |
.88 |
.44 |
|
|
16 to 18 |
260 |
.88 |
.89 |
.42 |
130 |
.89 |
.90 |
.43 |
130 |
.86 |
.86 |
.37 |
|
|
Self-Report |
8 to 9 |
220 |
.87 |
.87 |
.32 |
110 |
.88 |
.88 |
.32 |
110 |
.86 |
.86 |
.33 |
|
10 to 11 |
220 |
.85 |
.86 |
.37 |
110 |
.85 |
.85 |
.35 |
110 |
.86 |
.86 |
.39 |
|
|
12 to 13 |
220 |
.88 |
.88 |
.41 |
110 |
.87 |
.87 |
.42 |
110 |
.88 |
.89 |
.40 |
|
|
14 to 15 |
220 |
.89 |
.89 |
.35 |
110 |
.90 |
.90 |
.35 |
110 |
.89 |
.89 |
.36 |
|
|
16 to 18 |
220 |
.87 |
.87 |
.36 |
110 |
.86 |
.87 |
.37 |
110 |
.87 |
.87 |
.33 |
|
Note. α = alpha, ω = omega, and MIC = mean inter-item correlation.
| << Back to Table 12.16 |
Table 12.16. Internal Consistency: Conners 4–ADHD Index ADHD Reference Samples
|
Form |
Age Group |
Combined Gender |
Males |
Females |
|||||||||
|
N |
α |
ω |
MIC |
N |
α |
ω |
MIC |
N |
α |
ω |
MIC |
||
|
Parent |
6 to 12 |
358 |
.88 |
.88 |
.43 |
237 |
.88 |
.88 |
.43 |
121 |
.87 |
.87 |
.45 |
|
13 to 18 |
202 |
.90 |
.90 |
.37 |
131 |
.90 |
.90 |
.38 |
71 |
.91 |
.91 |
.36 |
|
|
Teacher |
6 to 12 |
188 |
.85 |
.86 |
.37 |
134 |
.85 |
.86 |
.36 |
54 |
.84 |
.85 |
.39 |
|
13 to 18 |
133 |
.87 |
.88 |
.32 |
93 |
.87 |
.88 |
.33 |
40 |
.88 |
.89 |
.30 |
|
|
Self-Report |
8 to 12 |
117 |
.83 |
.83 |
.28 |
72 |
.82 |
.82 |
.26 |
45 |
.84 |
.85 |
.28 |
|
13 to 18 |
112 |
.82 |
.83 |
.28 |
71 |
.81 |
.81 |
.27 |
40 |
.83 |
.84 |
.31 |
|
Note. α = alpha, ω = omega, and MIC = mean inter-item correlation.
| << Back to Table 12.17 |
Table 12.17. Standard Error of Measurement for Raw Scores: Conners 4–ADHD Index
|
Sample |
Age Group |
Parent |
Teacher |
Self-Report |
||||||
|
Combined Gender |
Males |
Females |
Combined Gender |
Males |
Females |
Combined Gender |
Males |
Females |
||
|
Normative Sample |
6 to 7 |
2.75 |
2.73 |
2.76 |
2.91 |
2.86 |
3.04 |
— |
— |
— |
|
8 to 9 |
2.53 |
2.35 |
2.80 |
3.15 |
3.08 |
3.43 |
3.59 |
3.48 |
3.73 |
|
|
10 to 11 |
2.70 |
2.80 |
2.59 |
3.08 |
3.04 |
3.33 |
3.80 |
3.83 |
3.76 |
|
|
12 to 13 |
2.48 |
2.35 |
2.65 |
3.20 |
3.36 |
3.05 |
3.48 |
3.54 |
3.37 |
|
|
14 to 15 |
2.58 |
2.62 |
2.55 |
3.27 |
3.22 |
3.45 |
3.25 |
3.18 |
3.31 |
|
|
16 to 18 |
2.88 |
2.84 |
2.93 |
3.32 |
3.20 |
3.68 |
3.60 |
3.61 |
3.57 |
|
|
ADHD |
6 to 12* |
3.47 |
3.43 |
3.57 |
3.77 |
3.71 |
3.89 |
4.11 |
4.23 |
3.83 |
|
13 to 18 |
3.10 |
3.13 |
2.98 |
3.46 |
3.50 |
3.33 |
4.13 |
4.32 |
4.05 |
|
Note. * = Age Group is 8 to 12 for Self-Report.
| << Back to Table 12.18 |
Table 12.18. Test-Retest Reliability: Conners 4–ADHD Index
|
Form |
r |
Time 1 |
Time 2 |
||||
|
M |
Mdn |
SD |
M |
Mdn |
SD |
||
|
Parent |
.91 |
6.8 |
5 |
6.1 |
6.0 |
4 |
6.4 |
|
Teacher |
.89 |
11.7 |
9 |
9.7 |
11.3 |
8 |
10.0 |
|
Self-Report |
.66 |
10.1 |
9 |
6.8 |
9.7 |
8 |
7.4 |
Note. N = 81 Parent; N = 61 Teacher; N = 68 Self-Report. 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 12.19 |
Table 12.19. Percentage of Change in Probability Score Range: Conners 4–ADHD Index Test-Retest
|
Form |
Administration |
Percentage of Sample Within Each Score Range |
Cliff’s d |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
|||
|
Parent |
Time 1 |
77.5 |
12.7 |
2.8 |
1.4 |
5.6 |
.09 |
|
Time 2 |
87.3 |
2.8 |
4.2 |
0.0 |
5.6 |
||
|
Teacher |
Time 1 |
33.3 |
31.3 |
6.3 |
20.8 |
8.3 |
.03 |
|
Time 2 |
37.5 |
27.1 |
10.4 |
12.5 |
12.5 |
||
|
Self-Report |
Time 1 |
21.8 |
54.5 |
3.6 |
20.0 |
0.0 |
.08 |
|
Time 2 |
30.9 |
45.5 |
10.9 |
9.1 |
3.6 |
||
Note. N = 81 Parent; N = 61 Teacher; N = 68 Self-Report. 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 that the proportion of Time 1 scores were higher overall than at Time 2.
| << Back to Table 12.20 |
Table 12.20. Inter-Rater Reliability Study 1: Conners 4–ADHD Index
|
Form |
r |
Rater 1 |
Rater 2 |
||||
|
M |
Mdn |
SD |
M |
Mdn |
SD |
||
|
Parent |
.83 |
10.9 |
10 |
7.8 |
11.4 |
9 |
8.7 |
|
Teacher |
.62 |
22.6 |
22 |
9.8 |
22.2 |
22 |
9.3 |
Note. N = 68 for Parent rater pairs; N = 34 for Teacher rater pairs. 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 12.21 |
Table 12.21. Percentage of Change in Probability Score Range: Conners 4–ADHD Index Inter-Rater Study 1
|
Form |
Rater |
Percentage of Sample Within Each Score Range |
Cliff’s d |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
|||
|
Parent |
Parent 1 |
62.3 |
14.8 |
3.3 |
6.6 |
13.1 |
−.01 |
|
Parent 2 |
62.3 |
14.8 |
3.3 |
3.3 |
16.4 |
||
|
Teacher |
Teacher 1 |
0.0 |
25.8 |
6.5 |
38.7 |
29.0 |
.00 |
|
Teacher 2 |
3.2 |
19.4 |
9.7 |
38.7 |
29.0 |
||
Note. N = 68 for Parent rater pairs and N = 34 for Teacher rater pairs. 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 that the proportion of Parent 1/Teacher 1 scores were higher overall than Parent 2/Teacher 2 scores.
| << Back to Table 12.22 |
Table 12.22. Inter-Rater Reliability Study 2: Conners 4–ADHD Index
|
Form |
r |
p |
Rater 1 |
Rater 2 |
||||
|
M |
Mdn |
SD |
M |
Mdn |
SD |
|||
|
Parent/Teacher |
.48 |
< .001 |
17.5 |
18 |
7.2 |
20.2 |
21 |
9.8 |
|
Parent/Self-Report |
.21 |
.104 |
17.5 |
18 |
7.2 |
20.1 |
20 |
7.3 |
|
Teacher/Self-Report |
.11 |
.413 |
20.2 |
21 |
9.8 |
20.1 |
20 |
7.3 |
Note. N = 62 for all forms. 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 12.23 |
Table 12.23. Percentage of Change in Probability Score Range: Conners 4–ADHD Index Inter-Rater Study 2
|
Form |
Rater |
Percentage of Sample Within Each Score Range |
Cliff’s d |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
|||
|
Parent/Teacher |
Parent |
15.5 |
5.2 |
6.9 |
13.8 |
58.6 |
.27 |
|
Teacher |
3.4 |
28.8 |
1.7 |
44.1 |
22.0 |
||
|
Parent/Self-Report |
Parent |
15.5 |
5.2 |
6.9 |
13.8 |
58.6 |
.20 |
|
Self-Report |
1.7 |
17.2 |
12.1 |
41.4 |
27.6 |
||
|
Teacher/Self-Report |
Teacher |
3.4 |
28.8 |
1.7 |
44.1 |
22.0 |
−.10 |
|
Self-Report |
1.7 |
17.2 |
12.1 |
41.4 |
27.6 |
||
Note. N = 62 for all forms. 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 that the proportion of scores for the first form listed in each pair were higher overall than the second form listed.
| << Back to Table 12.24 |
Table 12.24. Distribution of Conners 4–ADHD Index Probability Scores
|
Probability Score |
Parent |
Teacher |
Self-Report |
||||
|
Range |
Guideline |
General |
ADHD |
General |
ADHD |
General |
ADHD |
|
1% to 9% |
Very Low |
72.2 |
4.6 |
31.5 |
2.0 |
24.8 |
2.4 |
|
10% to 39% |
Low |
13.5 |
7.2 |
40.5 |
21.3 |
45.9 |
20.2 |
|
40% to 59% |
Borderline |
2.9 |
5.3 |
6.9 |
8.3 |
9.0 |
11.5 |
|
60% to 89% |
High |
4.8 |
11.8 |
14.6 |
42.3 |
15.1 |
38.0 |
|
90% to 99% |
Very High |
6.7 |
71.0 |
6.5 |
26.0 |
5.2 |
27.9 |
Note. Parent N = 2,204 for General Population and N = 525 for ADHD Reference Sample. Teacher N = 2,079 for General Population and N = 300 for ADHD Reference Sample. Self-Report N = 1,056 for General Population and N = 208 for ADHD Reference Sample. Note that only complete cases from the Total Sample were used in these analyses.
| << Back to Table 12.25 |
Table 12.25. Classification Accuracy Statistics: Conners 4–ADHD Index
|
Rater |
Overall Correct Classification Rate (%) |
Sensitivity |
Specificity |
Positive |
Negative |
Kappa |
|
Parent |
85.7 |
82.9 |
88.5 |
87.8 |
83.8 |
.71 |
|
Teacher |
73.6 |
68.3 |
78.8 |
76.4 |
71.3 |
.47 |
|
Self-Report |
72.8 |
65.9 |
79.7 |
76.5 |
70.0 |
.46 |
| << Back to Table 12.26 |
Table 12.26. Classification Accuracy Statistics Adjusted for Base Rates: Conners 4–ADHD Index
|
Rater |
10% Base Rate |
60% Base Rate |
70% Base Rate |
80% Base Rate |
||||
|
PPV (%) |
NPV (%) |
PPV (%) |
NPV (%) |
PPV (%) |
NPV (%) |
PPV (%) |
NPV (%) |
|
|
Parent |
59.1 |
96.3 |
89.7 |
81.1 |
91.0 |
78.7 |
92.0 |
76.3 |
|
Teacher |
39.2 |
92.6 |
79.5 |
67.5 |
81.9 |
64.0 |
83.8 |
60.9 |
|
Self-Report |
39.4 |
92.1 |
79.6 |
66.1 |
82.0 |
62.5 |
83.9 |
59.4 |
Note. PPV = Positive Predictive Value. NPV = Negative Predictive Value.
| << Back to Table 12.27 |
Table 12.27. Group Differences by Gender: Conners 4–ADHD Index
|
Form |
Gender |
Percentage of Normative Samples in Probability Score Category |
Cliff’s d |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
|||
|
Parent |
Male |
67.5 |
13.1 |
3.5 |
6.3 |
9.6 |
.03 |
|
Female |
71.0 |
12.0 |
2.4 |
3.7 |
10.9 |
||
|
Teacher |
Male |
19.8 |
39.3 |
7.8 |
22.8 |
10.3 |
.25 |
|
Female |
35.0 |
42.6 |
6.1 |
11.3 |
4.9 |
||
|
Self-Report |
Male |
21.3 |
42.3 |
9.3 |
19.2 |
7.9 |
.05 |
|
Female |
24.4 |
42.6 |
9.3 |
16.8 |
6.9 |
||
Note. N = 492 Parent; N = 644 Teacher; N = 322 Self-Report. 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 that the proportion of male scores were higher overall than female scores.
| << Back to Table 12.28 |
Table 12.28. Group Differences by U.S. Race/Ethnicity: White vs. Hispanic
|
Form |
Race/Ethnicity of |
Percentage of Matched Samples in Probability Score Category |
Cliff’s d |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
|||
|
Parent |
White |
67.6 |
9.4 |
4.7 |
7.1 |
11.2 |
.05 |
|
Hispanic |
70.6 |
14.1 |
2.4 |
5.3 |
7.6 |
||
|
Teacher |
White |
33.1 |
38.7 |
6.3 |
14.1 |
7.7 |
−.03 |
|
Hispanic |
32.4 |
36.6 |
4.2 |
16.2 |
10.6 |
||
|
Self-Report |
White |
25.2 |
42.7 |
10.7 |
16.0 |
5.3 |
−.03 |
|
Hispanic |
20.6 |
48.1 |
9.2 |
16.8 |
5.3 |
||
Note. N = 187 Parent; N = 150 Teacher; N = 141 Self-Report. 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 that the proportion of scores for White youth were higher overall than scores for Hispanic youth.
| << Back to Table 12.29 |
Table 12.29. Group Difference by U.S. Race/Ethnicity: White vs. Black
|
Form |
Race/Ethnicity of Youth Being Rated |
Percentage of Matched Samples in Probability Score Category |
Cliff’s d |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
|||
|
Parent |
White |
68.3 |
10.6 |
6.8 |
6.2 |
8.1 |
−.06 |
|
Black |
72.7 |
11.8 |
3.7 |
2.5 |
9.3 |
||
|
Teacher |
White |
28.4 |
38.6 |
7.4 |
16.5 |
9.1 |
−.19 |
|
Black |
13.1 |
42.0 |
9.7 |
24.4 |
10.8 |
||
|
Self-Report |
White |
21.0 |
41.2 |
10.9 |
16.8 |
10.1 |
.06 |
|
Black |
28.6 |
37.0 |
5.0 |
19.3 |
10.1 |
||
Note. N = 176 Parent; N = 192 Teacher; N = 129 Self-Report. 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 that the proportion of scores for White youth were higher overall than scores for Black youth.
| << Back to Table 12.30 |
Table 12.30. Group Difference by U.S. Race/Ethnicity: White vs. Asian
|
Form |
Race/Ethnicity of Youth Being Rated |
Percentage of Matched Samples in Probability Score Category |
Cliff’s d |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
|||
|
Parent |
White |
72.9 |
8.3 |
6.3 |
10.4 |
2.1 |
.03 |
|
Asian |
72.9 |
18.8 |
4.2 |
0.0 |
4.2 |
||
|
Teacher |
White |
32.5 |
45.0 |
5.0 |
12.5 |
5.0 |
.18 |
|
Asian |
50.0 |
35.0 |
2.5 |
7.5 |
5.0 |
||
|
Self-Report |
White |
50.0 |
20.0 |
2.5 |
17.5 |
10.0 |
−.12 |
|
Asian |
60.0 |
22.5 |
2.5 |
5.0 |
10.0 |
||
Note. N = 51 Parent; N = 43 Teacher; N = 27 Self-Report. 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 that the proportion of scores for White youth were higher overall than scores for Asian youth.
| << Back to Table 12.31 |
Table 12.31. Group Differences by Country of Residence: Conners 4–ADHD Index
|
Form |
Country of |
Percentage of Matched Samples in Probability Score Category |
Cliff’s d |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
|||
|
Parent |
U.S. |
59.7 |
16.4 |
7.5 |
7.5 |
9.0 |
−.09 |
|
Canada |
64.2 |
17.9 |
3.0 |
1.5 |
13.4 |
||
|
Teacher |
U.S. |
33.0 |
38.4 |
3.6 |
15.2 |
9.8 |
−.02 |
|
Canada |
27.7 |
43.8 |
6.3 |
16.1 |
6.3 |
||
|
Self-Report |
U.S. |
23.3 |
37.0 |
9.6 |
23.3 |
6.8 |
.01 |
|
Canada |
19.2 |
45.2 |
8.2 |
21.9 |
5.5 |
||
Note. N = 74 Parent; N = 119 Teacher; N = 80 Self-Report. 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 that the proportion of scores for Canadian youth were higher overall than scores for youth from the U.S.
| << Back to Table 12.32a |
Table 12.32a. Group Differences by Education Level: Conners 4–ADHD Index
|
Form |
Parental Education Level |
Percentage of Normative Samples in Probability Score Category |
||||
|
Very Low |
Low |
Borderline |
High |
Very High |
||
|
Parent |
PEL 1 |
65.0 |
16.4 |
3.4 |
2.8 |
12.4 |
|
PEL 2 |
68.6 |
14.4 |
3.5 |
5.6 |
8.0 |
|
|
PEL 3 |
68.2 |
13.0 |
3.1 |
5.1 |
10.6 |
|
|
PEL 4 |
66.4 |
11.9 |
3.5 |
6.3 |
11.9 |
|
|
PEL 5 |
67.0 |
15.3 |
1.7 |
3.4 |
12.5 |
|
|
Self-Report |
PEL 1 |
28.1 |
43.8 |
9.1 |
14.0 |
5.0 |
|
PEL 2 |
20.9 |
39.5 |
10.3 |
20.2 |
9.1 |
|
|
PEL 3 |
26.4 |
40.6 |
7.3 |
18.8 |
6.9 |
|
|
PEL 4 |
21.2 |
45.6 |
8.3 |
19.7 |
5.2 |
|
|
PEL 5 |
22.2 |
42.2 |
10.4 |
17.8 |
7.4 |
|
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. For Parent, N = 192 for PEL 1, N = 412 for PEL 2, N = 453 for PEL 3, N = 309 for PEL 4, and N = 194 for PEL 5. For Self-Report, N = 136 for PEL 1, N = 284 for PEL 2, N = 318 for PEL 3, N = 215 for PEL 4, and N = 147 for PEL 5.
| << Back to Table 12.32b |
Table 12.32b. Group Differences by Parental Education Level: Conners 4–ADHD Index Effect Sizes
|
Form |
PEL 1 |
PEL 1 |
PEL 1 |
PEL 1 |
PEL 2 |
PEL 2 |
PEL 2 |
PEL 3 |
PEL 3 |
PEL 4 |
|
Parent |
.04 |
.03 |
.00 |
.02 |
−.01 |
−.04 |
−.02 |
−.02 |
−.01 |
.01 |
|
Self-Report |
.08 |
.02 |
.08 |
.07 |
−.07 |
.00 |
−.02 |
.06 |
.05 |
−.01 |
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. For Parent, N = 192 for PEL 1, N = 412 for PEL 2, N = 453 for PEL 3, N = 309 for PEL 4, and N = 194 for PEL 5. For Self-Report, N = 136 for PEL 1, N = 284 for PEL 2, N = 318 for PEL 3, N = 215 for PEL 4, and N = 147 for PEL 5. Values presented are Cliff’s d. 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 that the group listed first in the heading provided higher ratings than the group listed second.