Chapter 4 Tables

Table 4.1. Understanding T-scores and Percentiles

Guideline	T-score Range	Percentile Range
Very Elevated	≥ 70	≥ 98
Elevated	65 to 69	93 to 97
Slightly Elevated	60 to 64	84 to 92
Average	40 to 59	16 to 83
Low	< 40	< 16

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Table 4.2. Interpretation Guidelines for Negative Impression Index

Negative Impression Index Raw Score			Interpretive Guideline
Parent	Teacher	Self-Report	Interpretive Guideline
0–7	0–9	0–8	There was no indication of exaggerated responding.
≥ 8	≥ 10	≥ 9	An unrealistic or exaggerated presentation of the youth’s problems may have been provided. This index includes items for which high endorsement is either unlikely to be true or is extremely uncommon, even for youth with a confirmed diagnosis of ADHD. These items are likely to be endorsed in an attempt to present a less favorable impression of the youth. The score on this index can be elevated due to a number of reasons; for example, the rater may be highly motivated to describe the youth in a negative manner in order for the youth to receive accommodation or services.

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Table 4.3. Interpretation Guidelines for Inconsistency Index

Inconsistency Index Raw Score			Interpretive Guideline
Parent	Teacher	Self-Report	Interpretive Guideline
0–3	0–2	0–4	There was no indication of inconsistent responding.
≥ 4	≥ 3	≥ 5	Responses to similar items showed a high level of inconsistency. This inconsistency may have been due to careless responding or difficulty comprehending some items.

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Table 4.4. Interpretation Guidelines for Pace

Pace (Average Number of Items Completed per Minute)			Interpretive Guideline
Parent	Teacher	Self-Report	Interpretive Guideline
≥ 17	≥ 20	≥ 16 (ages 8 to 11) ≥ 18 (ages 12+)	This is an unusually fast pace. There could be many reasons for this; for example, the rater may have rushed through the task, or they may not have spent enough time reading the items or thinking about their responses.
1 to 16	1 to 19	1 to 15 (ages 8 to 11) 1 to 17 (ages 12+)	This pace was consistent with expectations for this form.
< 1	< 1	< 1	This is an unusually slow pace. There could be many reasons for this, such as being interrupted, distracted, or having difficulty comprehending the items while completing this form.

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Table 4.5. Conners 4 Content Scale Descriptions

Scale	Description	Common Problems Reported by High Scorers
Inattention/Executive Dysfunction	Items on this scale relate to issues the youth may have with focusing, sustaining, and shifting attention, as well as self-management.	May report trouble with paying attention and being easily distracted, as well as difficulty with other areas of executive function such as planning, organizing, and time management.
Hyperactivity	Items on this scale reflect the youth’s level of motor or verbal activity and restlessness.	May report difficulty with staying still or sitting still for long periods of time, needing to move around, getting overly excited, and/or talking when they should be quiet.
Impulsivity	Items on this scale reflect difficulties a youth may have with response inhibition.	May report problems with inhibition, both verbal (e.g., talking out of turn) and behavioral (e.g., acting without thinking).
Emotional Dysregulation	Items on this scale reflect the youth’s experience of, or difficulty with, regulating or managing emotions (can include emotional impulsivity, anger management, and over-reacting).	May report trouble calming down when upset and quick and drastic mood changes.
Depressed Mood	Items on this scale assess features of depression.	May report feeling helpless, hopeless, and worthless, as well as reporting tiredness and decreased enjoyment of favorite activities.
Anxious Thoughts	Items on this scale reflect the youth’s experience of, and difficulty with, regulating fears and worries.	May report appearing (or feeling) tense or nervous and worrying too much about different things.

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Table 4.6 Conners 4 Impairment & Functional Outcome Scale Descriptions

Scale	Description	Common Problems Reported by High Scorers
Schoolwork	Items on this scale reflect typical problems or difficulties that youth with ADHD experience in their schoolwork.	May report turning in late or incomplete work, losing homework, and not checking work for mistakes.
Peer Interactions	Items on this scale reflect typical problems that youth with ADHD experience when interacting with peers.	May report being perceived as annoying by peers, not being invited by others to play or go out, and others not wanting to be friends with them.
Family Life	Items on this scale reflect typical problems or difficulties that youth with ADHD experience or contribute to in family interactions.	May report creating stress and chaos among family members, as well as causing family to be late for appointments.

<< Back to Table 4.7

Table 4.7. Conners 4 DSM Symptom Scale Descriptions

Scale	Description	Common Problems Reported by High Scorers
ADHD Inattentive Symptoms	Items on this scale reflect each of the DSM Diagnostic Criteria A for DSM ADHD Predominantly Inattentive Presentation.	May report often failing to pay attention to detail, making careless mistakes, having difficulty sustaining attention, being easily distracted, and being forgetful.
ADHD Hyperactive/Impulsive Symptoms	Items on this scale reflect each of the DSM Diagnostic Criteria A for DSM ADHD Predominantly Hyperactive/Impulsive Presentation.	May report often fidgeting, running around or climbing in inappropriate situations, blurting out responses before questions are completed, interrupting, and intruding.
Total ADHD Symptoms	Items on this scale are the combination of all items from DSM ADHD Inattentive and DSM ADHD Hyperactive/Impulsive symptom scales. Combining items from these two scales provides a dimensional representation of the ADHD symptoms, irrespective of presentation type.	May report problems that reflect mainly inattentive symptoms, or mainly hyperactive and/or impulsivity symptoms, or both.
Oppositional Defiant Disorder Symptoms	Items on this scale reflect each of the DSM Diagnostic Criteria A for DSM Oppositional Defiant Disorder.	May report often having an angry or irritable mood, often engaging in defiant behavior, and being vindictive.
Conduct Disorder Symptoms	Items on this scale reflect each of the DSM Diagnostic Criteria A for DSM Conduct Disorder.	May report engaging in aggression towards others, destruction of property, stealing, and engaging in serious rule violations.

<< Back to Table 4.8

Table 4.8. Conners 4–ADHD Index Probability Score Guidelines

Probability Score	Guideline
90% to 99%	The probability score is in the Very High range, indicating very high similarity with youth of the same age who have ADHD. The ADHD Index score is very dissimilar to scores from the general population.
60% to 89%	The probability score is in the High range, indicating high similarity with youth of the same age who have ADHD. The ADHD Index score is dissimilar to scores from the general population.
40% to 59%	The probability score is in the Borderline range, indicating the score is similar to those produced by youth of the same age, whether they are in the general population or have been diagnosed with ADHD. Estimating whether the youth is more likely to be in one of these groups than the other will require consideration of additional findings.
10% to 39%	The probability score is in the Low range, indicating low similarity with youth of the same age who have ADHD. The ADHD Index score is more similar to scores from the general population.
1% to 9%	The probability score is in the Very Low range, indicating very low similarity with youth of the same age who have ADHD. The ADHD Index score is much more similar to scores from the general population.