Chapter 9 Tables

<< Back to Table 9.1

Table 9.1. Fit Indices for Confirmatory Factor Analysis Models: Conners 4 Content Scales

Form	Model	χ2	df	CFI	TLI	SRMR	RMSEA	RMSEA Confidence Interval
Parent	5-factor	10324.42	1642	.951	.949	.040	.046	.046, .047
	6-factor	9107.08	1637	.956	.954	.037	.044	.043, .045
	7-factor	8572.77	1631	.958	.956	.036	.043	.042, .044
Teacher	5-factor	15357.08	1642	.961	.959	.052	.053	.052, .053
	6-factor	14265.76	1637	.963	.961	.050	.051	.051, .052
	7-factor	13376.29	1631	.965	.963	.049	.050	.049, .051
Self-Report	5-factor	6053.58	1700	.939	.936	.046	.041	.040, .042
	6-factor	5639.58	1695	.943	.940	.045	.040	.039, .041
	7-factor	5347.43	1689	.945	.943	.044	.039	.038, .040

Note. CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; RMSEA = Root mean square error of approximation. All χ² values are significant, p < .01.

<< Back to Table 9.2

Table 9.2. Comparison of Nested Confirmatory Factor Analysis Models: Conners 4 Content Scales

Form	Models Compared	χ2	df	ΔCFI
Parent	5-factor vs. 6-factor	161.21	5	.005
	6-factor vs. 7-factor	124.03	6	.007
Teacher	5-factor vs. 6-factor	106.31	5	.002
	6-factor vs. 7-factor	149.75	6	.004
Self-Report	5-factor vs. 6-factor	58.27	5	.004
	6-factor vs. 7-factor	66.75	6	.006

Note. ΔCFI = change in Comparative Fit Index value. All χ² values are significant, p < .01.

<< Back to Table 9.3

Table 9.3. Six-Factor Model Inter-Factor Correlations: Conners 4 Parent Content Scales

Scale	Inattention/Executive Dysfunction	Hyperactivity	Impulsivity	Emotional Dysregulation	Depressed Mood
Hyperactivity	.798	—	—	—	—
Impulsivity	.787	.855	—	—	—
Emotional Dysregulation	.741	.714	.760	—	—
Depressed Mood	.694	.505	.551	.776	—
Anxious Thoughts	.647	.549	.548	.729	.880

Note. 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 9.4

Table 9.4. Six-Factor Model Inter-Factor Correlations: Conners 4 Teacher Content Scales

Scale	Inattention/Executive Dysfunction	Hyperactivity	Impulsivity	Emotional Dysregulation	Depressed Mood
Hyperactivity	.791	—	—	—	—
Impulsivity	.803	.943	—	—	—
Emotional Dysregulation	.689	.713	.808	—	—
Depressed Mood	.618	.383	.474	.703	—
Anxious Thoughts	.519	.398	.439	.616	.856

Note. 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 9.5

Table 9.5. Six-Factor Model Inter-Factor Correlations: Conners 4 Self-Report Content Scales

Scale	Inattention/Executive Dysfunction	Hyperactivity	Impulsivity	Emotional Dysregulation	Depressed Mood
Hyperactivity	.823	—	—	—	—
Impulsivity	.814	.829	—	—	—
Emotional Dysregulation	.726	.695	.717	--	—
Depressed Mood	.627	.493	.447	.680	—
Anxious Thoughts	.651	.565	.499	.723	.861

Note. 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 9.6

Table 9.6. Factor Loadings: Conners 4 Parent Content Scales

Scale	Item #	Item Stem	Loading
Inattention/Executive Dysfunction	48	Having trouble concentrating	.890
	93	Having trouble prioritizing	.888
	107	Having trouble staying focused	.878
	57	Having trouble staying organized	.878
	32	Having trouble following through on instructions	.877
	102	Having a short attention span	.875
	105	Having trouble changing tasks	.868
	42	Having difficulty managing time	.868
	10	Being distracted	.864
	26	Having trouble getting back on task	.843
	62	Having trouble paying attention to details	.840
	7	Having trouble getting started	.835
	71	Having trouble planning	.821
	15	Having trouble listening	.812
	19	Having trouble finishing tasks	.811
	66	Making careless mistakes	.808
	79	Losing things	.791
	5	Avoiding effortful tasks	.729
	2	Being forgetful	.724
	87	Getting too focused on some things	.662
Hyperactivity	86	Having trouble sitting still	.917
	108	Fidgeting	.899
	111	Appearing restless	.826
	60	Having trouble doing things quietly	.818
	18	Being loud without knowing	.798
	3	Leaving their seat	.769
	14	Needing to move around	.766
	51	Running or climbing when not supposed to	.755
	69	Getting overly excited	.725
	95	Acting as if driven by a motor	.697
	47	Talking too much	.684
Impulsivity	55	Interrupting others	.710
	109	Being impulsive	.706
	9	Blurting out what comes to mind	.688
	97	Talking out of turn	.688
	89	Acting before thinking	.631
	50	Having difficulty waiting	.628
	106	Blurting out answers	.568
	25	Using other people’s things without permission	.542
	75	Intruding on others	.505
Emotional Dysregulation	30	Having trouble controlling their emotions	.900
	80	Overreacting when upset	.880
	92	Changing mood quickly	.878
	39	Having trouble calming down	.873
	113	Having trouble controlling their anger	.872
	65	Getting really angry	.868
	52	Saying or doing things they don’t mean when angry	.836
	4	Losing their temper	.740
Depressed Mood	54	Feeling worthless	.914
	110	Feeling helpless	.907
	8	Appearing sad, gloomy, or irritable	.861
	36	Feeling hopeless	.835
	94	Not enjoying things they used to enjoy doing	.725
	82	Appearing tired	.614
Anxious Thoughts	22	Having trouble controlling their worries	.906
	99	Appearing tense, nervous, or jumpy	.901
	46	Worrying so much they get tired	.821
	72	Worrying too much	.818
	112	Fearing they’ll be embarrassed	.776

<< Back to Table 9.7

Table 9.7. Factor Loadings: Conners 4 Teacher Content Scales

Scale	Item #	Item Stem	Loading
Inattention/Executive Dysfunction	95	Having a short attention span	.918
	43	Having trouble concentrating	.914
	98	Having trouble staying focused	.909
	10	Being distracted	.906
	55	Having trouble paying attention to details	.892
	87	Having trouble prioritizing	.892
	38	Having difficulty managing time	.891
	29	Having trouble following through on instructions	.889
	52	Having trouble staying organized	.886
	24	Having trouble getting back on task	.873
	7	Having trouble getting started	.867
	96	Having trouble changing tasks	.863
	13	Having trouble listening	.853
	66	Having trouble planning	.851
	17	Having trouble finishing tasks	.851
	73	Losing things	.845
	59	Making careless mistakes	.819
	5	Avoiding effortful tasks	.770
	2	Being forgetful	.715
	81	Getting too focused on some things	.439
Hyperactivity	80	Having trouble sitting still	.936
	99	Fidgeting	.892
	54	Having trouble doing things quietly	.887
	102	Appearing restless	.869
	3	Leaving their seat	.832
	12	Needing to move around	.818
	16	Being loud without knowing	.800
	47	Running or climbing when not supposed to	.799
	42	Talking too much	.790
	63	Getting overly excited	.745
	89	Acting as if driven by a motor	.634
Impulsivity	45	Having difficulty waiting	.884
	90	Talking out of turn	.884
	100	Being impulsive	.880
	50	Interrupting others	.876
	9	Blurting out what comes to mind	.850
	70	Intruding on others	.810
	23	Using other people’s things without permission	.805
	97	Blurting out answers	.786
	82	Acting before thinking	.733
Emotional Dysregulation	104	Having trouble controlling their anger	.923
	86	Changing mood quickly	.916
	74	Overreacting when upset	.911
	27	Having trouble controlling their emotions	.904
	36	Having trouble calming down	.901
	58	Getting really angry	.900
	48	Saying or doing things they don’t mean when angry	.894
	4	Losing their temper	.849
Depressed Mood	8	Appearing sad, gloomy, or irritable	.881
	101	Feeling helpless	.879
	49	Feeling worthless	.855
	33	Feeling hopeless	.834
	88	Not enjoying things they used to enjoy doing	.679
	76	Appearing tired	.650
Anxious Thoughts	92	Appearing tense, nervous, or jumpy	.942
	21	Having trouble controlling their worries	.870
	41	Worrying so much they get tired	.774
	67	Worrying too much	.767
	103	Fearing they’ll be embarrassed	.603

<< Back to Table 9.8

Table 9.8. Factor Loadings: Conners 4 Self-Report Content Scales

Scale	Item #	Item Stem	Loading
Inattention/Executive Dysfunction	108	Having trouble staying focused	.850
	104	Having a short attention span	.849
	48	Having trouble concentrating	.827
	106	Having trouble changing tasks	.775
	96	Having trouble prioritizing	.757
	35	Having trouble following through on instructions	.754
	66	Having trouble paying attention to details	.748
	14	Being distracted	.724
	11	Having trouble getting started	.716
	60	Having trouble staying organized	.706
	43	Having difficulty managing time	.703
	92	Avoiding things that make them think hard	.699
	81	Losing things	.677
	22	Having trouble finishing tasks	.672
	74	Having trouble planning	.667
	29	Having trouble getting back on task	.624
	18	Having trouble listening	.606
	6	Avoiding effortful tasks	.557
	2	Being forgetful	.551
	69	Making careless mistakes	.500
Hyperactivity	88	Having trouble sitting still	.845
	109	Fidgeting	.766
	8	Having too much energy to sit still	.750
	64	Having trouble doing things quietly	.722
	112	Feeling restless	.716
	17	Needing to move around	.711
	21	Being loud without knowing	.711
	52	Running or climbing when not supposed to	.651
	47	Talking too much	.613
	98	Feeling like they are driven by a motor	.560
	3	Leaving their seat	.462
Impulsivity	90	Acting before thinking	.574
	37	Deciding quickly without thinking	.529
	13	Blurting out what comes to mind	.508
	50	Having difficulty waiting	.507
	57	Interrupting others	.483
	110	Being impulsive	.477
	100	Talking out of turn	.470
	107	Blurting out answers	.420
	28	Using other people’s things without permission	.394
Emotional Dysregulation	114	Having trouble controlling their anger	.785
	41	Having trouble calming down	.783
	33	Having trouble controlling their emotions	.777
	53	Saying or doing things they don’t mean when angry	.752
	82	Overreacting when upset	.746
	68	Getting really angry	.731
	95	Changing mood quickly	.698
	4	Losing their temper	.613
Depressed Mood	111	Feeling helpless	.857
	56	Feeling worthless	.820
	12	Feeling sad, gloomy, or irritable	.793
	38	Feeling hopeless	.775
	84	Feeling tired	.726
	97	Not doing things they used to enjoy	.583
Anxious Thoughts	26	Having trouble controlling their worries	.861
	46	Worrying so much they get tired	.819
	102	Feeling nervous or jumpy	.816
	75	Worrying too much	.812
	7	Having trouble sleeping because of worry	.774
	113	Fearing they’ll be embarrassed	.760

<< Back to Table 9.9

Table 9.9. Fit Indices for Confirmatory Factor Analysis Models: Conners 4 Impairment & Functional Outcome Scales

Form	Model	χ2	df	CFI	TLI	SRMR	RMSEA	RMSEA Confidence Interval
Parent	1-factor	9658.54	152	.917	.906	.113	.134	.131, .136
	3-factor	1404.97	149	.981	.978	.042	.065	.063, .068
	3-factor + method	963.45	143	.985	.982	.035	.058	.056, .060
Teacher	1-factor	5696.52	54	.927	.911	.147	.178	.174, .182
	2-factor	926.28	53	.980	.975	.053	.094	.090, .099
	2-factor + method	552.64	48	.985	.980	.040	.085	.080, .089
Self-Report	1-factor	2138.52	152	.866	.850	.088	.101	.098, .104
	3-factor	903.24	149	.944	.935	.061	.066	.063, .070
	3-factor + method	716.45	143	.954	.945	.054	.061	.058, .065

Note. CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; RMSEA = Root mean square error of approximation. All χ² values are significant, p < .01.

<< Back to Table 9.10

Table 9.10. Comparison of Nested Confirmatory Factor Analysis Models: Conners 4 Impairment & Functional Outcome Scales

Form	Models Compared	χ2	df	p	ΔCFI
Parent	1-factor vs. 3-factor	364.76	3	< .001	.064
	3-factor vs. 3-factor + method	187.29	6	< .001	.004
Teacher	1-factor vs. 2-factor	177.09	1	< .001	.053
	2-factor vs. 2-factor + method	199.38	5	< .001	.005
Self-Report	1-factor vs. 3-factor	388.81	3	< .001	.078
	3-factor vs. 3-factor + method	110.59	6	< .001	.010

Note. ΔCFI = change in Comparative Fit Index value.

<< Back to Table 9.11

Table 9.11. Three-Factor Model Inter-Factor Correlations: Conners 4 Impairment & Functional Outcome Scales

Scale	Parent		Teacher	Self-Report
	Peer Interactions	Family Life	Peer Interactions	Peer Interactions	Family Life
Schoolwork	.669	.676	.622	.616	.691
Peer Interactions	—	.822	—	—	.704

Note. 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 9.12

Table 9.12. Factor Loadings: Conners 4 Parent Impairment & Functional Outcome Scales

Scale	Item #	Item Stem	Loading
Schoolwork	40	Forgetting to turn in work	.914
	56	Having trouble completing work	.898
	24	Not knowing where or what their homework is	.887
	64	Handing things in late	.880
	74	Handing in incomplete work	.875
	114	Not checking work for mistakes	.492
Peer Interactions	73	People don’t want to be friends with them	.900
	38	Having peers complain about them	.894
	20	Being annoying to peers	.888
	100	Having trouble making or keeping friends	.871
	63	Having trouble interacting with peers	.437
	1	Not getting invited to play or go out	.346
Family Life	28	Creating stress for the family	.935
	88	Creating chaos for the family	.933
	41	Making it difficult for the family to have fun	.930
	13	Disrupting family activities	.862
	78	Having trouble getting along with family	.832
	58	Arguing with family	.807
	53	Causing the family to be late	.790

<< Back to Table 9.13

Table 9.13. Factor Loadings: Conners 4 Teacher Impairment & Functional Outcome Scales

Scale	Item #	Item Stem	Loading
Schoolwork	57	Handing things in late	.905
	37	Forgetting to turn in work	.901
	22	Not knowing where or what their homework is	.894
	51	Having trouble completing work	.891
	69	Handing in incomplete work	.887
	106	Not checking work for mistakes	.674
Peer Interactions	68	People don’t want to be friends with them	.926
	35	Having peers complain about them	.920
	18	Being annoying to peers	.894
	93	Having trouble making or keeping friends	.885
	56	Having trouble interacting with peers	.651
	1	Not getting invited to play or go out	.541

<< Back to Table 9.14

Table 9.14. Factor Loadings: Conners 4 Self-Report Impairment & Functional Outcome Scales

Scale	Item #	Item Stem	Loading
Schoolwork	115	Not checking work for mistakes	.852
	58	Having trouble completing work	.788
	67	Handing things in late	.771
	42	Forgetting to turn in work	.741
	27	Not knowing where or what their homework is	.728
	5	Having trouble knowing what to do	.710
	77	Handing in incomplete work	.618
Peer Interactions	40	Having peers complain about them	.775
	76	People don’t want to be friends with them	.766
	23	Being annoying to peers	.761
	59	Having difficulty making friends	.687
	86	Feeling like they don’t fit in	.683
	1	Not getting invited to play or go out	.535
Family Life	31	Creating stress for the family	.817
	89	Causing problems for family	.805
	80	Having trouble getting along with family	.789
	62	Arguing with family	.715
	9	Feeling rejected by family	.685
	55	Causing the family to be late	.583

<< Back to Table 9.15

Table 9.15. Correlations between Conners 4 and Conners 3: Parent Report

Conners 4 Scale		Conners 3 Scale	Obtained r	Corrected r	Conners 4			Conners 3
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Inattention	.92	.73	58.4	56	13.1	61.1	60	16.5
		Executive Functioning	.93	.78	58.4	56	13.1	59.2	57	15.3
	Hyperactivity	Hyperactive/Impulsive	.88	.69	56.4	53	12.4	58.9	54	16.2
	Impulsivity	Hyperactive/Impulsive	.79	.55	55.4	54	12.1	58.9	54	16.2
Impairment & Functional Outcome Scales	Schoolwork	Learning Problems	.65	.42	56.0	55	12.2	57.1	52	15.0
	Peer Interactions	Peer Relations	.78	.56	54.8	54	11.8	58.0	55	15.7
DSM Symptom Scales	ADHD Inattentive Symptoms	DSM ADHD Inattentive	.92	.73	58.2	58	12.9	60.5	58	16.3
	ADHD Hyperactive/Impulsive Symptoms	DSM ADHD Hyperactive-Impulsive	.88	.69	56.5	56	12.5	57.9	54	15.5
	Oppositional Defiant Disorder Symptoms	DSM Oppositional Defiant Disorder	.94	.82	54.4	51	12.5	54.3	49	14.7
	Conduct Disorder Symptoms	DSM Conduct Disorder	.87	.88	50.3	48	7.6	53.5	48	12.7

Note. N = 85. 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 9.16

Table 9.16. Correlations between Conners 4 and Conners 3: Teacher Report

Conners 4 Scale		Conners 3 Scale	Obtained r	Corrected r	Conners 4			Conners 3
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Inattention	.92	.86	52.7	50	10.3	56.3	51	13.4
		Executive Functioning	.90	.85	52.7	50	10.3	54.7	52	12.5
	Hyperactivity	Hyperactive/Impulsive	.93	.84	53.4	51	10.7	59.4	54	15.2
	Impulsivity	Hyperactive/Impulsive	.86	.74	51.9	49	10.0	59.4	54	15.2
Impairment & Functional Outcome Scales	Schoolwork	Learning Problems	.75	.69	52.7	50	10.8	53.6	53	11.1
	Peer Interactions	Peer Relations	.77	.61	51.6	49	10.6	55.3	48	14.6
DSM Symptom Scales	ADHD Inattentive Symptoms	DSM ADHD Inattentive	.94	.87	52.8	50	10.9	56.3	52	14.3
	ADHD Hyperactive/Impulsive Symptoms	DSM ADHD Hyperactive-Impulsive	.92	.84	53.1	50	10.4	59.3	54	14.8
	Oppositional Defiant Disorder Symptoms	DSM Oppositional Defiant Disorder	.88	.81	50.2	47	8.6	57.1	51	15.4
	Conduct Disorder Symptoms	DSM Conduct Disorder	.90	.83	50.7	45	11.3	52.2	46	12.3

Note. N = 58. 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 9.17

Table 9.17. Correlations between Conners 4 and Conners 3 Scales: Self-Report

Conners 4 Scale		Conners 3 Scale	Obtained r	Corrected r	Conners 4			Conners 3
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Inattention	.91	.84	52.4	51	11.1	53.1	53	12.8
	Hyperactivity	Hyperactive/Impulsive	.85	.83	51.5	50	10.5	51.0	48	10.6
	Impulsivity	Hyperactive/Impulsive	.73	.72	49.9	49	9.8	51.0	48	10.6
Impairment & Functional Outcome Scales	Schoolwork	Learning Problems	.72	.60	51.7	48	11.7	51.0	49	12.0
	Family Life	Family Relations	.49	.71	50.4	51	8.1	47.1	45	6.9
DSM Symptom Scales	ADHD Inattentive Symptoms	DSM ADHD Inattentive	.84	.78	52.0	52	10.9	52.0	52	11.6
	ADHD Hyperactive/Impulsive Symptoms	DSM ADHD Hyperactive-Impulsive	.82	.80	51.1	48	10.5	51.0	49	10.2
	Oppositional Defiant Disorder Symptoms	DSM Oppositional Defiant Disorder	.69	.87	49.4	49	7.3	46.5	46	7.3
	Conduct Disorder Symptoms	DSM Conduct Disorder	.61	.98	46.3	46	3.7	44.9	43	4.5

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 9.18

Table 9.18. Correlations between Conners 4 and BASC-3 Scales: Parent Report

Conners 4 Scale		BASC–3 Scale	Obtained r	Corrected r	Conners 4			BASC–3
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Attention Problems	.76	.77	51.3	51	10.1	49.7	49	9.7
		Executive Functioning	.76	.79	51.3	51	10.1	49.2	47	8.9
	Hyperactivity	Hyperactivity	.74	.76	47.7	45	9.5	51.2	50	10.0
	Impulsivity	Hyperactivity	.73	.77	49.0	47	8.9	51.2	50	10.0
	Emotional Dysregulation	Anger Control	.79	.81	50.2	49	9.6	48.9	48	9.5
		Emotional Self-control	.71	.72	50.2	49	9.6	50.1	48	10.0
	Depressed Mood	Depression	.62	.70	49.7	47	8.8	50.2	48	9.2
	Anxious Thoughts	Anxiety	.64	.60	50.4	47	10.4	51.2	49	10.6
DSM Symptom Scales	ADHD Inattentive Symptoms	Attention Problems	.75	.75	51.7	50	10.4	49.7	49	9.7
		Executive Functioning	.74	.76	51.7	50	10.4	49.2	47	8.9
	ADHD Hyperactive/ Impulsive Symptoms	Hyperactivity	.79	.81	48.4	46	9.4	51.2	50	10.0
	Oppositional Defiant Disorder Symptoms	Aggression	.69	.89	48.6	47	7.5	47.9	47	6.5
	Conduct Disorder Symptoms	Aggression	.53	.93	47.1	45	3.7	47.9	47	6.5
		Conduct Problems	.60	.96	47.1	45	3.7	47.7	48	6.2

Note. N = 71. 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 9.19

Table 9.19. Correlations between Conners 4 and BASC-3 Scales: Teacher Report

Conners 4 Scale		BASC–3 Scale	Obtained r	Corrected r	Conners 4			BASC–3
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Attention Problems	.89	.80	52.6	50	11.7	54.2	53	12.1
		Executive Functioning	.85	.69	52.6	50	11.7	56.0	54	14.4
	Hyperactivity	Hyperactivity	.88	.69	51.5	46	12.3	56.0	49	15.9
	Impulsivity	Hyperactivity	.87	.66	52.2	48	12.5	56.0	49	15.9
	Emotional Dysregulation	Anger Control	.93	.72	52.6	45	13.1	56.6	46	17.7
		Emotional Self-control	.92	.76	52.6	45	13.1	55.8	49	15.9
	Depressed Mood	Depression	.75	.57	50.0	46	9.8	56.1	49	16.7
	Anxious Thoughts	Anxiety	.85	.78	50.1	47	9.9	52.9	50	13.2
Impairment & Functional Outcome Scales	Schoolwork	Learning Problems	.68	.57	52.8	50	10.7	55.4	53	12.6
		School Problems Composite	.80	.70	52.8	50	10.7	55.3	54	12.7
DSM Symptom Scales	ADHD Inattentive Symptoms	Attention Problems	.89	.81	52.4	50	11.5	54.2	53	12.1
		Executive Functioning	.84	.69	52.4	50	11.5	56.0	54	14.4
	ADHD Hyperactive/ Impulsive Symptoms	Hyperactivity	.90	.73	51.6	47	12.2	56.0	49	15.9
	Oppositional Defiant Disorder Symptoms	Aggression	.91	.69	52.2	45	12.3	56.0	46	18.7
	Conduct Disorder Symptoms	Aggression	.91	.74	50.9	45	10.5	56.0	46	18.7
		Conduct Problems	.80	.60	50.9	45	10.5	56.2	48	16.9

Note. N = 120. 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 9.20

Table 9.20. Correlations between Conners 4 and BASC-3 Scales: Self-Report

Conners 4 Scale		BASC–3 Scale	Obtained r	Corrected r	Conners 4			BASC–3
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Attention Problems	.85	.76	50.7	48	11.2	49.9	47	12.2
	Hyperactivity	Hyperactivity	.83	.78	50.4	48	10.8	49.5	48	11.0
	Impulsivity	Hyperactivity	.78	.74	49.6	48	10.5	49.5	48	11.0
	Emotional Dysregulation	Anger Control	.75	.79	48.7	45	11.1	46.2	44	7.8
	Depressed Mood	Depression	.67	.83	49.6	47	7.7	48.3	46	7.9
	Anxious Thoughts	Anxiety	.82	.79	51.9	50	10.7	50.1	49	10.3
Impairment & Functional Outcome Scales	Schoolwork	School Problems Composite	.64	.62	49.5	47	10.5	49.1	47	10.0
	Peer Interactions	Interpersonal Relations	−.77	−.79	48.0	45	9.9	51.2	54	9.4
	Family Life	Relations with Parents	−.58	−.70	49.2	48	8.5	53.5	55	8.7
DSM Symptom Scales	ADHD Inattentive Symptoms	Attention Problems	.85	.77	50.6	48	10.8	49.9	47	12.2
	DSM Hyperactive/Impulsive Symptoms	Hyperactivity	.87	.83	50.4	47	10.8	49.5	48	11.0

Note. N = 77. The Anger Control scale in BASC-3 was only administered to youth aged 12 years and older; therefore, sample size was reduced to N = 49 for that comparison. All correlations significant, p < .001. Negative correlations for Peer Interactions and Family Life are in the expected direction. 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 9.21

Table 9.21. Correlations between Conners 4 and CEFI Scales: Parent Report

Conners 4 Scale		CEFI Scale	Obtained r	Corrected r	Conners 4			CEFI
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Attention	−.79	−.66	57.6	56	12.2	96.0	93	17.7
		Organization	−.82	−.70	57.6	56	12.2	94.7	94	18.1
		Initiation	−.74	−.60	57.6	56	12.2	91.0	90	18.4
		Planning	−.75	−.63	57.6	56	12.2	96.9	98	17.2
		Working Memory	−.77	−.61	57.6	56	12.2	95.3	95	19.3
	Impulsivity	Inhibitory Control	−.71	−.60	54.4	52	11.5	98.8	98	17.7
	Emotional Dysregulation	Emotion Regulation	−.72	−.56	55.4	53	12.6	98.9	100	18.5
DSM Symptom Scales	Total ADHD Symptoms	Full Scale	−.78	−.63	56.6	56	12.0	101.3	102	19.2

Note. N = 137. All correlations significant, p < .001. Negative correlations are in the expected direction. 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 9.22

Table 9.22. Correlations between Conners 4 and CEFI Scales: Teacher Report

Conners 4 Scale		CEFI Scale	Obtained r	Corrected r	Conners 4			CEFI
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Attention	−.84	−.78	55.3	53	11.8	93.6	93	16.2
		Organization	−.85	−.78	55.3	53	11.8	92.1	91	16.3
		Initiation	−.84	−.76	55.3	53	11.8	90.5	91	16.2
		Planning	−.82	−.76	55.3	53	11.8	93.0	92	15.5
		Working Memory	−.85	−.77	55.3	53	11.8	92.3	92	16.4
	Impulsivity	Inhibitory Control	−.73	−.63	53.1	49	12.6	95.3	96	15.7
	Emotional Dysregulation	Emotion Regulation	−.80	−.68	52.7	46	12.5	98.7	102	17.0
DSM Symptom Scales	Total ADHD Symptoms	Full Scale	−.82	−.70	54.2	52	12.2	99.3	99	17.9

Note. N = 122. All correlations significant, p < .001. Negative correlations are in the expected direction. 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 9.23

Table 9.23. Correlations between Conners 4 and CEFI Scales: Self-Report

Conners 4 Scale		CEFI Scale	Obtained r	Corrected r	Conners 4			CEFI
					M	Mdn	SD	M	Mdn	SD
Content Scales	Inattention/Executive Dysfunction	Attention	−.74	−.70	54.1	52	11.4	92.9	94	14.8
		Organization	−.75	−.69	54.1	52	11.4	92.3	93	15.6
		Initiation	−.63	−.56	54.1	52	11.4	93.0	91	15.5
		Planning	−.69	−.62	54.1	52	11.4	95.0	93	16.0
		Working Memory	−.76	−.68	54.1	52	11.4	95.0	93	16.6
	Impulsivity	Inhibitory Control	−.63	−.60	52.7	52	10.0	98.6	98	16.0
	Emotional Dysregulation	Emotion Regulation	−.59	−.60	51.6	50	10.3	97.9	96	14.3
DSM Symptom Scales	Total ADHD Symptoms	Full Scale	−.72	−.68	53.3	51	10.6	94.2	93	15.7

Note. N = 54. All correlations significant, p < .001. Negative correlations are in the expected direction. 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 9.24

Table 9.24. Correlations between Conners 4 Impairment & Functional Outcome Scales and WFIRS Domains

Conners 4 Scale	Parent		Self-Report
	WFIRS-P Domain	r	WFIRS-S Domain	r
Schoolwork	School Learning	.64	School	.62
Peer Interactions	Social Activities	.85	Social	.59
Family Life	Family	.86	Family	.52

Note. Parent N = 558-560; Self-Report N = 140. 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 9.25a

Table 9.25a. Differences between General Population and ADHD Groups: Conners 4 Parent

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	48.8	65.8	65.9	69.9	270.55	.54	ADHD (all groups) > GenPop ADHDc > ADHDin
		SD	9.0	10.3	8.5	8.6
	Hyperactivity	M	48.9	57.0	69.1	67.4	171.41	.43	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
		SD	9.5	10.0	8.8	11.4
	Impulsivity	M	48.8	59.5	68.9	67.5	175.61	.43	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
		SD	8.9	11.6	9.9	11.1
	Emotional Dysregulation	M	48.9	59.1	64.0	63.8	89.32	.28	ADHD (all groups) > GenPop ADHDc > ADHDin
		SD	9.3	13.6	13.7	12.2
	Depressed Mood	M	48.6	58.3	56.8	58.6	42.55	.16	ADHD (all groups) > GenPop
		SD	8.1	13.8	14.0	13.6
	Anxious Thoughts	M	49.0	57.0	56.3	58.7	36.06	.14	ADHD (all groups) > GenPop
		SD	8.8	13.2	13.1	13.9
Impairment & Functional Outcome Scales	Schoolwork	M	48.4	61.9	62.7	65.0	136.91	.37	ADHD (all groups) > GenPop
		SD	9.0	11.7	11.6	10.6
	Peer Interactions	M	48.4	58.7	64.8	64.7	105.47	.31	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
		SD	8.2	12.6	15.0	13.7
	Family Life	M	49.2	59.9	65.1	66.2	111.13	.33	ADHD (all groups) > GenPop ADHDc > ADHDin
		SD	8.8	13.1	13.7	13.3
DSM Symptom Scales	ADHD Inattentive Symptoms	M	48.7	65.3	65.6	69.1	252.34	.52	ADHD (all groups) > GenPop ADHDc > ADHDin
		SD	8.9	10.3	9.1	8.6
	ADHD Hyperactive/ Impulsive Symptoms	M	48.8	57.8	70.0	68.3	186.82	.45	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
		SD	9.3	10.8	8.9	11.6
	Total ADHD Symptoms	M	48.7	62.6	69.1	70.1	258.68	.53	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
		SD	9.1	10.0	8.2	9.6
	Oppositional Defiant Disorder Symptoms	M	48.9	57.2	62.4	61.3	69.36	.23	ADHD (all groups) > GenPop
		SD	9.1	12.1	13.9	11.7
	Conduct Disorder Symptoms	M	49.3	50.3	56.0	54.4	15.16	.06	ADHDhi, ADHDc > GenPop, ADHDin
		SD	9.7	6.3	12.0	11.8

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 9.25b

Table 9.25b. Differences between General Population and ADHD Groups: Conners 4 Parent Effect Sizes

Scale		GenPop vs. ADHDin	GenPop vs. ADHDhi	GenPop vs. ADHDc	ADHDin vs. ADHDhi	ADHDin vs. ADHDc	ADHDhi vs. ADHDc
Content Scales	Inattention/Executive Dysfunction	1.84	1.93	2.39	0.01	0.44	0.47
	Hyperactivity	0.85	2.16	1.82	1.27	0.95	−0.15
	Impulsivity	1.12	2.22	1.92	0.86	0.71	−0.13
	Emotional Dysregulation	0.98	1.51	1.43	0.36	0.37	−0.01
	Depressed Mood	1.01	0.90	0.96	−0.11	0.02	0.13
	Anxious Thoughts	0.82	0.78	0.90	−0.05	0.12	0.18
Impairment & Functional Outcome Scales	Schoolwork	1.40	1.52	1.74	0.07	0.29	0.22
	Peer Interactions	1.10	1.74	1.56	0.45	0.45	0.00
	Family Life	1.09	1.66	1.61	0.39	0.48	0.08
DSM Symptom Scales	ADHD Inattentive Symptoms	1.79	1.88	2.31	0.03	0.42	0.41
	ADHD Hyperactive/Impulsive Symptoms	0.93	2.30	1.93	1.21	0.93	−0.15
	Total ADHD Symptoms	1.49	2.27	2.31	0.69	0.77	0.11
	Oppositional Defiant Disorder Symptoms	0.84	1.36	1.23	0.41	0.35	−0.09
	Conduct Disorder Symptoms	0.11	0.67	0.49	0.66	0.41	−0.13

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 group listed second in the heading had higher scores than the group listed first.

<< Back to Table 9.26a

Table 9.26a. Differences between General Population and ADHD Groups: Conners 4 Teacher

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	49.8	60.7	60.9	60.0	60.63	.23	ADHD (all groups) > GenPop
		SD	9.3	10.5	10.3	9.9
	Hyperactivity	M	50.5	52.0	61.5	57.5	27.13	.12	ADHDhi, ADHDc > GenPop, ADHDin
		SD	9.8	10.2	11.7	12.5
	Impulsivity	M	50.1	52.6	61.1	58.2	31.35	.13	ADHDhi, ADHDc > GenPop, ADHDin
		SD	9.6	10.9	12.0	11.6
	Emotional Dysregulation	M	49.5	53.0	59.1	57.2	21.63	.10	ADHDhi, ADHDc > GenPop ADHDhi > ADHDin
		SD	9.0	12.3	13.9	14.6
	Depressed Mood	M	49.6	53.3	54.3	54.5	9.83	.05	ADHDhi, ADHDc > GenPop
		SD	9.6	10.5	11.1	11.4
	Anxious Thoughts	M	49.4	53.2	54.1	53.2	7.92	.04	ADHD (all groups) > GenPop
		SD	9.3	11.0	11.6	11.6
Impairment & Functional Outcome Scales	Schoolwork	M	49.5	59.6	59.9	57.9	44.79	.18	ADHD (all groups) > GenPop
		SD	9.5	11.1	11.4	10.1
	Peer Interactions	M	49.8	54.9	59.9	58.9	29.41	.13	ADHD (all groups) > GenPop
		SD	9.8	11.1	13.7	13.1
DSM Symptom Scales	ADHD Inattentive Symptoms	M	49.9	60.5	61.1	60.0	59.11	.22	ADHD (all groups) > GenPop
		SD	9.3	10.5	10.6	10.2
	ADHD Hyperactive/ Impulsive Symptoms	M	50.6	52.1	61.8	57.8	28.35	.12	ADHDhi, ADHDc > GenPop, ADHDin
		SD	9.8	10.7	11.9	12.2
	Total ADHD Symptoms	M	50.2	56.7	62.3	59.5	45.29	.18	ADHD (all groups) > GenPop ADHDhi, ADHDc > ADHDin
		SD	9.5	10.0	11.1	10.7
	Oppositional Defiant Disorder Symptoms	M	49.9	52.5	58.6	56.7	19.58	.09	ADHDhi, ADHDc > GenPop ADHDhi > ADHDin
		SD	9.3	11.1	13.5	12.7
	Conduct Disorder Symptoms	M	49.9	49.0	54.4	52.2	5.80	.03	ADHDhi > GenPop, ADHDin
		SD	10.0	6.7	10.8	10.5

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 9.26b

Table 9.26b. Differences between General Population and ADHD Groups: Conners 4 Teacher Effect Sizes

Scale		GenPop vs. ADHDin	GenPop vs. ADHDhi	GenPop vs. ADHDc	ADHDin vs. ADHDhi	ADHDin vs. ADHDc	ADHDhi vs. ADHDc
Content Scales	Inattention/Executive Dysfunction	1.13	1.17	1.07	0.02	−0.06	−0.09
	Hyperactivity	0.15	1.09	0.65	0.89	0.47	−0.33
	Impulsivity	0.25	1.10	0.78	0.76	0.49	−0.25
	Emotional Dysregulation	0.35	0.97	0.69	0.48	0.30	−0.14
	Depressed Mood	0.38	0.48	0.47	0.09	0.10	0.02
	Anxious Thoughts	0.40	0.48	0.38	0.07	0.00	−0.07
Impairment & Functional Outcome Scales	Schoolwork	1.02	1.06	0.87	0.03	−0.16	−0.19
	Peer Interactions	0.50	0.96	0.82	0.41	0.32	−0.08
DSM Symptom Scales	ADHD Inattentive Symptoms	1.11	1.18	1.06	0.06	−0.05	−0.11
	ADHD Hyperactive/Impulsive Symptoms	0.16	1.10	0.68	0.87	0.49	−0.33
	Total ADHD Symptoms	0.68	1.23	0.94	0.53	0.27	−0.26
	Oppositional Defiant Disorder Symptoms	0.27	0.86	0.65	0.50	0.35	−0.14
	Conduct Disorder Symptoms	−0.10	0.44	0.23	0.63	0.35	−0.20

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 group listed second in the heading had higher scores than the group listed first.

<< Back to Table 9.27a

Table 9.27a. Differences between General Population and ADHD Groups: Conners 4 Self-Report

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	48.1	60.5	59.6	59.1	35.04	.24	ADHD (all groups) > GenPop
		SD	9.7	10.9	10.0	10.7
	Hyperactivity	M	48.6	55.6	62.7	58.4	26.52	.20	ADHD (all groups) > GenPop ADHDhi > ADHDin
		SD	10.6	10.2	9.5	11.4
	Impulsivity	M	48.8	54.5	60.3	57.0	16.73	.13	ADHD (all groups) > GenPop
		SD	10.1	10.5	12.0	12.6
	Emotional Dysregulation	M	48.6	54.6	56.9	56.7	13.38	.11	ADHD (all groups) > GenPop
		SD	10.2	9.9	10.9	12.7
	Depressed Mood	M	48.3	54.4	50.2	55.5	10.71	.09	ADHDin, ADHDc > GenPop
		SD	8.6	11.9	11.6	11.3
	Anxious Thoughts	M	49.0	54.3	51.4	54.6	6.67	.06	ADHDin, ADHDc > GenPop
		SD	9.4	10.7	11.1	11.8
Impairment & Functional Outcome Scales	Schoolwork	M	49.1	58.7	57.8	57.9	20.95	.16	ADHD (all groups) > GenPop
		SD	9.9	11.4	10.0	10.4
	Peer Interactions	M	49.0	54.8	56.8	56.4	10.75	.09	ADHD (all groups) > GenPop
		SD	9.9	11.4	12.3	12.8
	Family Life	M	48.5	53.4	54.5	55.6	11.33	.09	ADHD (all groups) > GenPop
		SD	9.6	8.6	9.4	10.7
DSM Symptom Scales	ADHD Inattentive Symptoms	M	48.0	59.8	59.3	58.7	33.06	.23	ADHD (all groups) > GenPop
		SD	9.5	11.3	9.9	10.8
	ADHD Hyperactive/ Impulsive Symptoms	M	48.7	55.0	62.3	58.1	24.56	.19	ADHD (all groups) > GenPop ADHDhi > ADHDin
		SD	10.5	10.0	10.1	11.5
	Total ADHD Symptoms	M	48.2	58.0	61.5	59.0	31.78	.23	ADHD (all groups) > GenPop
		SD	10.0	10.1	10.2	11.0
	Oppositional Defiant Disorder Symptoms	M	49.1	52.2	56.6	53.9	8.26	.07	ADHDhi, ADHDc > GenPop
		SD	10.0	9.6	10.0	8.8
	Conduct Disorder Symptoms	M	49.5	47.7	51.6	48.9	1.51	.01	—
		SD	10.1	5.3	11.2	7.6

Note. All F tests statistically significant, p < .001, expect Conduct Disorder symptoms, non-significant (p = .518). 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 9.27b

Table 9.27b. Differences between General Population and ADHD Groups: Conners 4 Self-Report Effect Sizes

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	1.18	1.10	−0.09	−0.13	−0.04
	Hyperactivity	0.67	1.36	0.91	0.73	0.26	−0.40
	Impulsivity	0.57	1.11	0.75	0.53	0.21	−0.27
	Emotional Dysregulation	0.60	0.81	0.74	0.22	0.18	−0.02
	Depressed Mood	0.64	0.21	0.76	−0.36	0.10	0.47
	Anxious Thoughts	0.54	0.24	0.55	−0.27	0.03	0.29
Impairment & Functional Outcome Scales	Schoolwork	0.93	0.88	0.87	−0.09	−0.07	0.01
	Peer Interactions	0.56	0.75	0.68	0.17	0.13	−0.04
	Family Life	0.52	0.63	0.71	0.13	0.23	0.11
DSM Symptom Scales	ADHD Inattentive Symptoms	1.18	1.19	1.08	−0.04	−0.10	−0.06
	ADHD Hyperactive/Impulsive Symptoms	0.62	1.32	0.88	0.74	0.29	−0.38
	Total ADHD Symptoms	0.98	1.33	1.05	0.35	0.10	−0.23
	Oppositional Defiant Disorder Symptoms	0.32	0.75	0.50	0.46	0.19	−0.30
	Conduct Disorder Symptoms	−0.20	0.21	−0.07	0.50	0.18	−0.31

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 = 24); 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 group listed second in the heading had higher scores than the group listed first.

<< Back to Table 9.28

Table 9.28. Differences between General Population and ADHD Group: Self-Harm Critical Items

Form	Self-Harm Critical Item Stem	Endorsement (%)				Cliff’s d
		GenPop	ADHDin	ADHDhi	ADHDc	ADHDin vs. GenPop	ADHDhi vs. GenPop	ADHDc vs. GenPop	ADHDin vs. ADHDhi	ADHDin vs. ADHDc	ADHDhi vs. ADHDc
Parent	Harming self deliberately	3.7	7.8	13.2	8.8	.04	.10	.05	.05	.01	−.05
	Talking about suicide	3.7	11.7	9.4	12.9	.08	.06	.09	−.02	.01	.03
	Planning or attempting suicide	2.9	5.2	5.7	5.5	.02	.03	.03	.00	.00	.00
Teacher	Harming self deliberately	5.5	2.2	3.3	3.8	−.03	−.02	−.02	.01	.02	.01
	Talking about suicide	3.2	4.3	6.6	4.5	.01	.03	.01	.02	.00	−.02
	Planning or attempting suicide	3.2	2.2	6.6	2.5	−.01	.03	−.01	.04	.00	−.04
Self- Report	Harming self deliberately	15.2	15.4	13.9	13.3	.01	−.01	−.01	−.02	−.02	.00
	Planning or attempting to harm self	12.0	17.3	8.3	9.6	.05	−.04	−.02	−.09	−.08	.02
	Thinking about harming self	18.4	15.4	16.7	18.1	−.02	−.02	.01	.01	.03	.02

Note. GenPop = youth from the general population (N = 348 Parent, 310 Teacher, 158 Self-Report); ADHDin = youth diagnosed with ADHD Predominantly Inattentive Presentation (N = 98 Parent, 92 Teacher, 58 Self-Report); ADHDhi = youth diagnosed with ADHD Predominantly Hyperactive/Impulsive Presentation (N = 57 Parent, 57 Teacher, 36 Self-Report); ADHDc = youth diagnosed with ADHD Combined Presentation (N = 193 Parent, 156 Teacher, 76 Self-Report). Self-Harm Critical Items are considered endorsed with an item response ≥ 1. 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 second in the heading provided higher ratings than the group listed first.

<< Back to Table 9.29

Table 9.29. Differences between General Population and ADHD: Sleep Problems Indicator

Form	Sleep Problems Indicator Item Stem	Endorsement (%)				Cliff’s d
		GenPop	ADHDin	ADHDhi	ADHDc	ADHDin vs. GenPop	ADHDhi vs. GenPop	ADHDc vs. GenPop	ADHDin vs. ADHDhi	ADHDin vs. ADHDc	ADHDhi vs. ADHDc
Parent	Having trouble sleeping	10.4	39.0	56.6	47.0	.45	.57	.50	.20	.12	−.06
	Appearing tired	4.6	29.9	15.1	17.5	.45	.12	.28	−.33	−.19	.15
Teacher	Appearing tired	7.7	16.3	19.7	22.3	.23	.24	.20	−.02	.02	.03
Self-Report	Having trouble sleeping	22.2	48.1	36.1	37.3	.35	.23	.25	−.09	−.08	.01
	Feeling tired	11.4	21.2	11.1	20.5	.19	.01	.32	−.18	.12	.32

Note. GenPop = youth from the general population (N = 348 Parent, 310 Teacher, 158 Self-Report); ADHDin = youth diagnosed with ADHD Predominantly Inattentive Presentation (N = 98 Parent, 92 Teacher, 58 Self-Report); ADHDhi = youth diagnosed with ADHD Predominantly Hyperactive/Impulsive Presentation (N = 57 Parent, 57 Teacher, 36 Self-Report); ADHDc = youth diagnosed with ADHD Combined Presentation (N = 193 Parent, 156 Teacher, 76 Self-Report). Sleep Problems Indicator items are considered endorsed with an item response ≥ 2 for trouble sleeping, an item response of ≥ 2 for tiredness for Parent and Teacher, and an item response of 3 for tiredness for 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 group listed second in the heading provided higher ratings than the group listed first.

<< Back to Table 9.30

Table 9.30. Differences between General Population and Depression Groups: Conners 4 Parent

Scale			General Population (N = 31)	Depression (N = 31)	Cohen’s d	F (1, 60)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	49.4	56.8	0.72	7.72	.007	.11
		SD	7.9	12.6
	Hyperactivity	M	50.3	53.2	0.26	1.03	.315	.02
		SD	9.2	12.8
	Impulsivity	M	50.6	53.2	0.25	0.90	.346	.01
		SD	9.0	12.3
	Emotional Dysregulation	M	50.1	60.2	0.95	13.64	< .001	.19
		SD	8.9	12.3
	Depressed Mood	M	51.4	68.8	1.37	28.30	< .001	.32
		SD	12.8	13.0
	Anxious Thoughts	M	52.2	64.9	1.01	15.37	< .001	.20
		SD	12.4	12.9
Impairment & Functional Outcome Scales	Schoolwork	M	48.0	55.6	0.68	6.94	.011	.10
		SD	8.4	13.6
	Peer Interactions	M	49.3	59.3	0.97	14.15	< .001	.19
		SD	8.0	12.5
	Family Life	M	50.3	59.3	0.76	8.55	.005	.12
		SD	10.6	13.6
DSM Symptom Scales	ADHD Inattentive Symptoms	M	48.8	56.6	0.76	8.73	.004	.13
		SD	7.3	12.7
	ADHD Hyperactive/Impulsive Symptoms	M	50.3	52.7	0.23	0.77	.385	.01
		SD	9.5	12.3
	Total ADHD Symptoms	M	49.4	55.1	0.55	4.51	.038	.07
		SD	8.1	12.5
	Oppositional Defiant Disorder Symptoms	M	49.2	56.0	0.65	6.42	.014	.10
		SD	8.7	12.3
	Conduct Disorder Symptoms	M	49.5	53.0	0.24	0.86	.358	.01
		SD	14.2	15.3

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 the Depression group had higher scores than the General Population group.

<< Back to Table 9.31

Table 9.31. Differences between General Population and Depression Groups: Conners 4 Teacher

Scale			General Population (N = 32)	Depression (N = 32)	Cohen’s d	F (1, 62)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	47.3	57.7	1.04	16.86	< .001	.21
		SD	8.5	11.6
	Hyperactivity	M	49.1	48.8	−0.03	0.01	.907	.00
		SD	8.8	9.0
	Impulsivity	M	48.3	51.8	0.34	1.80	.184	.03
		SD	8.9	11.7
	Emotional Dysregulation	M	46.9	57.2	0.93	13.44	.001	.18
		SD	6.8	14.4
	Depressed Mood	M	47.6	65.9	1.62	40.84	< .001	.40
		SD	7.4	14.4
	Anxious Thoughts	M	47.5	59.4	1.16	20.68	< .001	.25
		SD	6.5	13.2
Impairment & Functional Outcome Scales	Schoolwork	M	47.7	57.8	0.96	14.36	< .001	.19
		SD	8.5	12.5
	Peer Interactions	M	48.2	59.4	1.20	22.40	< .001	.27
		SD	8.2	10.4
DSM Symptom Scales	ADHD Inattentive Symptoms	M	47.4	58.4	1.07	17.63	< .001	.22
		SD	8.9	12.0
	ADHD Hyperactive/Impulsive Symptoms	M	48.7	49.2	0.06	0.05	.818	.00
		SD	9.0	9.4
	Total ADHD Symptoms	M	47.9	54.0	0.62	5.94	.018	.09
		SD	9.4	10.8
	Oppositional Defiant Disorder Symptoms	M	48.4	55.6	0.63	6.07	.017	.09
		SD	8.5	14.3
	Conduct Disorder Symptoms	M	49.7	52.7	0.28	1.23	.271	.02
		SD	10.9	10.3

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 the Depression group had higher scores than the General Population group.

<< Back to Table 9.32

Table 9.32. Differences between General Population and Depression Groups: Conners 4 Self-Report

Scale			General Population (N = 32)	Depression (N = 32)	Cohen’s d	F (1, 62)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	45.9	54.7	0.91	12.91	.001	.17
		SD	8.5	10.9
	Hyperactivity	M	46.8	52.7	0.56	4.82	.032	.07
		SD	8.9	12.2
	Impulsivity	M	49.0	51.7	0.25	1.00	.321	.02
		SD	9.6	11.5
	Emotional Dysregulation	M	46.6	57.6	1.09	18.57	< .001	.23
		SD	9.3	11.0
	Depressed Mood	M	45.9	65.1	2.09	67.85	< .001	.52
		SD	6.5	11.5
	Anxious Thoughts	M	46.6	64.1	1.65	42.41	< .001	.41
		SD	7.7	13.1
Impairment & Functional Outcome Scales	Schoolwork	M	48.0	56.5	0.80	9.91	.003	.14
		SD	8.6	12.7
	Peer Interactions	M	47.8	62.7	1.24	23.88	< .001	.28
		SD	9.1	14.7
	Family Life	M	48.8	56.9	0.80	10.04	.002	.14
		SD	8.3	11.9
DSM Symptom Scales	ADHD Inattentive Symptoms	M	46.5	54.0	0.72	8.09	.006	.12
		SD	9.0	11.7
	ADHD Hyperactive/Impulsive Symptoms	M	48.0	52.5	0.42	2.74	.103	.04
		SD	9.6	11.9
	Total ADHD Symptoms	M	47.0	53.5	0.61	5.73	.020	.08
		SD	9.3	12.0
	Oppositional Defiant Disorder Symptoms	M	47.6	54.4	0.71	7.73	.007	.11
		SD	8.9	10.7
	Conduct Disorder Symptoms	M	51.1	49.4	−0.17	0.42	.518	.01
		SD	12.8	7.6

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 the Depression group had higher scores than the General Population group.

<< Back to Table 9.33

Table 9.33. Differences between General Population and Depression Groups: Self-Harm Critical Items

Form	Self-Harm Critical Item Stem	Endorsement (%)		Cliff’s d
		General Population	Depression
Parent	Harming self deliberately	6.5	29.0	.22
	Talking about suicide	6.5	25.8	.20
	Planning or attempting suicide	9.7	19.4	.10
Teacher	Harming self deliberately	9.4	18.8	.10
	Talking about suicide	6.3	9.4	.04
	Planning or attempting suicide	9.4	9.4	.00
Self-Report	Harming self deliberately	15.6	40.6	.26
	Planning or attempting to harm self	18.8	43.8	.26
	Thinking about harming self	18.8	62.5	.45

Note. General Population N = 31 Parent, 32 Teacher, 32 Self-Report. Depression N = 31 Parent, 32 Teacher, 32 Self-Report. Self-Harm Critical Items are considered endorsed with an item response ≥ 1. 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 Depression group provided higher ratings than General Population group.

<< Back to Table 9.34

Table 9.34. Differences between General Population and Depression Groups: Sleep Problems Indicator

Form	Sleep Problems Indicator Item Stem	Endorsement (%)		Cliff’s d
		General Population	Depression
Parent	Having trouble sleeping	16.1	58.1	.55
	Appearing tired	9.7	48.4	.58
Teacher	Appearing tired	9.4	40.6	.44
Self-Report	Having trouble sleeping	34.4	53.1	.22
	Feeling tired	21.9	43.8	.38

Note. General Population N = 31 Parent, 32 Teacher, 32 Self-Report. Depression N = 31 Parent, 32 Teacher, 32 Self-Report. Sleep Problems Indicator items are considered endorsed with an item response ≥ 2 for trouble sleeping, an item response of ≥ 2 for tiredness for Parent and Teacher, and an item response of 3 for tiredness for 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 Depression group provided higher ratings than General Population group.

<< Back to Table 9.35

Table 9.35. Differences between General Population and Generalized Anxiety Disorder Groups: Conners 4 Parent

Scale			General Population (N = 79)	Generalized Anxiety Disorder (N = 79)	Cohen’s d	F (1,156)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	50.1	57.4	0.73	20.79	< .001	.12
		SD	8.6	11.2
	Hyperactivity	M	49.3	53.2	0.39	5.88	.016	.04
		SD	9.4	11.0
	Impulsivity	M	50.1	53.8	0.36	5.00	.027	.03
		SD	8.5	12.0
	Emotional Dysregulation	M	49.0	60.6	1.15	51.65	< .001	.25
		SD	7.9	12.0
	Depressed Mood	M	49.4	62.4	1.15	51.73	< .001	.25
		SD	9.0	13.3
	Anxious Thoughts	M	50.0	68.8	1.42	78.44	< .001	.33
		SD	10.3	15.8
Impairment & Functional Outcome Scales	Schoolwork	M	49.0	53.5	0.42	7.03	.009	.04
		SD	9.8	11.7
	Peer Interactions	M	49.2	57.0	0.75	21.74	< .001	.12
		SD	8.3	12.4
	Family Life	M	49.4	58.5	0.87	29.36	< .001	.16
		SD	8.2	12.5
DSM Symptom Scales	ADHD Inattentive Symptoms	M	50.2	56.8	0.67	17.28	< .001	.10
		SD	8.7	11.2
	ADHD Hyperactive/ Impulsive Symptoms	M	49.3	53.6	0.42	7.00	.009	.04
		SD	9.0	11.3
	Total ADHD Symptoms	M	49.8	55.7	0.61	14.28	< .001	.08
		SD	8.5	11.0
	Oppositional Defiant Disorder Symptoms	M	49.6	55.4	0.61	14.62	< .001	.09
		SD	8.0	11.1
	Conduct Disorder Symptoms	M	49.0	49.5	0.06	0.12	.732	.00
		SD	10.6	7.0

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 the Generalized Anxiety Disorder group had higher scores than General Population group.

<< Back to Table 9.36

Table 9.36. Differences between General Population and Generalized Anxiety Disorder Groups: Conners 4 Teacher

Scale			General Population (N = 44)	Generalized Anxiety Disorder (N = 44)	Cohen’s d	F (1, 86)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	48.7	53.9	0.62	8.16	.005	.09
		SD	8.2	9.1
	Hyperactivity	M	49.1	47.9	−0.13	0.37	.546	.00
		SD	9.5	8.2
	Impulsivity	M	48.4	49.8	0.16	0.58	.450	.01
		SD	8.5	9.5
	Emotional Dysregulation	M	47.7	55.6	0.73	11.37	.001	.12
		SD	7.8	13.5
	Depressed Mood	M	49.9	57.3	0.72	11.09	.001	.11
		SD	10.3	10.4
Impairment & Functional Outcome Scales	Anxious Thoughts	M	47.8	63.6	1.59	54.35	< .001	.39
		SD	6.9	12.4
	Schoolwork	M	48.4	53.3	0.58	7.19	.009	.08
		SD	8.7	8.2
	Peer Interactions	M	48.1	57.5	0.98	20.58	< .001	.19
		SD	7.1	11.7
DSM Symptom Scales	ADHD Inattentive Symptoms	M	48.2	53.4	0.61	7.90	.006	.08
		SD	8.2	9.1
	ADHD Hyperactive/ Impulsive Symptoms	M	48.8	48.8	0.00	0.00	.997	.00
		SD	8.8	8.1
	Total ADHD Symptoms	M	48.4	51.2	0.33	2.40	.125	.03
		SD	8.5	8.5
	Oppositional Defiant Disorder Symptoms	M	48.1	51.8	0.38	3.11	.081	.03
		SD	7.7	11.7
	Conduct Disorder Symptoms	M	50.5	48.7	0.19	0.80	.373	.01
		SD	11.8	6.2

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 the Generalized Anxiety Disorder group had higher scores than General Population group.

<< Back to Table 9.37

Table 9.37. Differences between General Population and Generalized Anxiety Disorder Groups: Conners 4 Self-Report

Scale			General Population (N = 37)	Generalized Anxiety Disorder (N = 37)	Cohen’s d	F (1, 72)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	49.3	55.1	0.61	6.75	.011	.09
		SD	9.1	9.9
	Hyperactivity	M	50.8	53.2	0.23	0.96	.330	.01
		SD	10.4	10.6
	Impulsivity	M	51.3	51.7	0.04	0.03	.866	.00
		SD	10.7	10.0
	Emotional Dysregulation	M	51.7	56.0	0.46	3.77	.056	.05
		SD	10.5	8.5
	Depressed Mood	M	50.9	58.3	0.78	10.86	.002	.13
		SD	9.1	10.2
	Anxious Thoughts	M	52.5	64.6	1.05	19.66	< .001	.21
		SD	10.8	12.6
Impairment & Functional Outcome Scales	Schoolwork	M	50.1	51.0	0.09	0.16	.692	.00
		SD	9.6	10.2
	Peer Interactions	M	50.0	56.9	0.58	6.12	.016	.08
		SD	10.2	13.8
	Family Life	M	50.5	52.1	0.19	0.63	.430	.01
		SD	8.8	8.4
DSM Symptom Scales	ADHD Inattentive Symptoms	M	49.5	53.9	0.47	4.00	.049	.05
		SD	9.0	9.7
	ADHD Hyperactive/ Impulsive Symptoms	M	51.4	53.3	0.18	0.57	.454	.01
		SD	11.3	10.1
	Total ADHD Symptoms	M	50.5	53.8	0.34	2.07	.155	.03
		SD	10.1	10.1
	Oppositional Defiant Disorder Symptoms	M	51.0	51.1	0.02	0.01	.932	.00
		SD	9.4	6.4
	Conduct Disorder Symptoms	M	49.0	46.7	−0.35	2.16	.146	.03
		SD	8.1	5.2

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 the Generalized Anxiety Disorder group had higher scores than General Population group.

<< Back to Table 9.38

Table 9.38.  Differences between General Population and Generalized Anxiety Disorder Groups: Self-Harm Critical Items

Form	Self-Harm Critical Item Stem	Endorsement (%)		Cliff’s d
		General Population	Generalized Anxiety Disorder
Parent	Harming self deliberately	5.1	10.1	.05
	Talking about suicide	6.3	12.7	.07
	Planning or attempting suicide	5.1	7.6	.03
Teacher	Harming self deliberately	11.4	0.0	−.11
	Talking about suicide	9.1	2.3	−.07
	Planning or attempting suicide	9.1	0.0	−.09
Self-Report	Harming self deliberately	21.6	32.4	.11
	Planning or attempting to harm self	18.9	27.0	.09
	Thinking about harming self	24.3	35.1	.12

Note. General Population N = 79 Parent, 44 Teacher, 37 Self-Report. Generalized Anxiety Disorder N = 79 Parent, 44 Teacher, 37 Self-Report. Self-Harm Critical Items are considered endorsed with an item response ≥ 1. 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 Generalized Anxiety Disorder group provided higher ratings than General Population group.

<< Back to Table 9.39

Table 9.39. Differences between General Population and Generalized Anxiety Disorder Groups: Sleep Problems Indicator

Form	Sleep Problems Indicator Item Stem	Endorsement (%)		Cliff’s d
		General Population	Generalized Anxiety Disorder
Parent	Having trouble sleeping	10.1	32.9	.42
	Appearing tired	7.6	27.8	.39
Teacher	Appearing tired	4.5	22.7	.34
Self-Report	Having trouble sleeping	24.3	27.0	.14
	Feeling tired	8.1	24.3	.46

Note. General Population N = 79 Parent, 44 Teacher, 37 Self-Report. Generalized Anxiety Disorder N = 79 Parent, 44 Teacher, 37 Self-Report. Sleep Problems Indicator items are considered endorsed with an item response ≥ 2 for trouble sleeping, an item response of ≥ 2 for tiredness for Parent and Teacher, and an item response of 3 for tiredness for 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 Generalized Anxiety Disorder group provided higher ratings than General Population group.

<< Back to Table 9.40

Table 9.40. Differences between General Population and Disruptive Disorders Groups: Conners 4 Parent

Scale			General Population (N = 58)	Disruptive Disorder (N = 58)	Cohen’s d	F (1, 114)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	49.2	65.9	1.63	75.70	< .001	.40
		SD	10.0	10.7
	Hyperactivity	M	49.0	66.1	1.46	60.89	< .001	.35
		SD	9.1	13.9
	Impulsivity	M	48.6	66.6	1.61	74.06	< .001	.39
		SD	9.8	12.6
	Emotional Dysregulation	M	47.9	69.2	2.11	127.14	< .001	.53
		SD	8.7	11.5
	Depressed Mood	M	48.7	63.3	1.15	37.44	< .001	.25
		SD	8.4	16.1
	Anxious Thoughts	M	49.1	59.9	0.96	26.24	< .001	.19
		SD	8.0	13.9
Impairment & Functional Outcome Scales	Schoolwork	M	48.4	64.8	1.53	66.36	< .001	.37
		SD	9.7	11.9
	Peer Interactions	M	48.1	65.7	1.61	74.32	< .001	.39
		SD	8.5	13.1
	Family Life	M	49.2	70.4	1.74	86.28	< .001	.43
		SD	10.2	14.1
DSM Symptom Scales	ADHD Inattentive Symptoms	M	48.9	65.6	1.65	77.95	< .001	.41
		SD	9.9	10.4
	ADHD Hyperactive/ Impulsive Symptoms	M	49.1	67.1	1.50	64.11	< .001	.36
		SD	9.8	14.1
	Total ADHD Symptoms	M	49.0	67.5	1.69	81.10	< .001	.42
		SD	9.9	12.2
	Oppositional Defiant Disorder Symptoms	M	48.9	69.3	1.94	106.92	< .001	.48
		SD	9.7	11.6
	Conduct Disorder Symptoms	M	51.6	60.4	0.65	11.95	< .001	.09
		SD	14.6	12.8

Note. Disruptive Disorder = youth diagnosed with Oppositional Defiant Disorder, Conduct Disorder, and/or Intermittent Explosive Disorder. 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 the Disruptive Disorder group had higher scores than the General Population group.

<< Back to Table 9.41

Table 9.41. Differences between General Population and Disruptive Disorders Groups: Conners 4 Teacher

Scale			General Population (N = 61)	Disruptive Disorder (N = 61)	Cohen’s d	F (1, 120)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	50.2	61.6	1.14	38.87	< .001	.24
		SD	10.1	10.1
	Hyperactivity	M	51.0	59.5	0.75	17.03	< .001	.12
		SD	10.3	12.3
	Impulsivity	M	50.5	62.7	1.10	36.42	< .001	.23
		SD	10.3	12.0
	Emotional Dysregulation	M	49.4	68.7	1.61	77.80	< .001	.39
		SD	9.1	14.5
	Depressed Mood	M	49.8	58.8	0.85	21.80	< .001	.15
		SD	10.2	11.1
	Anxious Thoughts	M	47.9	54.9	0.71	15.29	< .001	.11
		SD	7.1	12.1
Impairment & Functional Outcome Scales	Schoolwork	M	50.9	59.1	0.80	19.07	< .001	.14
		SD	10.3	10.5
	Peer Interactions	M	50.3	66.5	1.40	58.68	< .001	.33
		SD	10.4	12.8
DSM Symptom Scales	ADHD Inattentive Symptoms	M	50.5	61.8	1.12	37.61	< .001	.24
		SD	10.2	10.2
	ADHD Hyperactive/ Impulsive Symptoms	M	51.2	60.4	0.80	19.27	< .001	.14
		SD	10.7	12.5
	Total ADHD Symptoms	M	50.9	61.9	1.03	31.59	< .001	.21
		SD	10.2	11.4
	Oppositional Defiant Disorder Symptoms	M	51.3	68.9	1.42	60.39	< .001	.33
		SD	11.3	13.6
	Conduct Disorder Symptoms	M	50.3	61.9	0.96	27.57	< .001	.19
		SD	9.5	14.5

Note. Disruptive Disorder = youth diagnosed with Oppositional Defiant Disorder, Conduct Disorder, and/or Intermittent Explosive Disorder. 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 the Disruptive Disorder group had higher scores than the General Population group.

<< Back to Table 9.42

Table 9.42. Differences between General Population and Disruptive Disorders Groups: Conners 4 Self-Report

Scale			General Population (N = 27)	Disruptive Disorder (N = 27)	Cohen’s d	F (1, 52)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	46.7	58.1	1.37	24.57	< .001	.32
		SD	8.4	8.4
	Hyperactivity	M	46.8	59.3	1.60	33.36	< .001	.39
		SD	6.7	8.9
	Impulsivity	M	47.7	58.2	1.27	20.87	< .001	.29
		SD	9.0	7.8
	Emotional Dysregulation	M	51.8	61.7	1.04	14.08	< .001	.21
		SD	8.9	10.4
	Depressed Mood	M	47.1	57.2	0.95	11.70	< .001	.18
		SD	6.4	13.9
	Anxious Thoughts	M	48.8	54.0	0.52	3.46	.068	.06
		SD	7.4	12.3
Impairment & Functional Outcome Scales	Schoolwork	M	48.3	59.2	1.17	17.80	< .001	.25
		SD	9.3	9.7
	Peer Interactions	M	47.6	58.6	1.04	14.04	< .001	.21
		SD	9.7	11.9
	Family Life	M	48.9	58.7	0.99	12.66	< .001	.20
		SD	9.1	11.1
DSM Symptom Scales	ADHD Inattentive Symptoms	M	46.6	57.9	1.32	22.61	< .001	.30
		SD	8.6	8.9
	ADHD Hyperactive/ Impulsive Symptoms	M	46.8	58.8	1.60	33.22	< .001	.39
		SD	6.6	8.6
	Total ADHD Symptoms	M	46.5	58.9	1.58	32.32	< .001	.38
		SD	7.5	8.6
	Oppositional Defiant Disorder Symptoms	M	50.8	62.9	1.20	18.72	< .001	.26
		SD	9.9	10.6
	Conduct Disorder Symptoms	M	51.4	53.7	0.19	0.49	.488	.01
		SD	10.2	13.9

Note. Disruptive Disorder = youth diagnosed with Oppositional Defiant Disorder, Conduct Disorder, and/or Intermittent Explosive Disorder. 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 the Disruptive Disorder group had higher scores than the General Population group.

<< Back to Table 9.43

Table 9.43. Differences between General Population and Disruptive Disorders Groups: Self-Harm Critical Items

Form	Self-Harm Critical Item Stem	Endorsement (%)		Cliff’s d
		General Population	Disruptive Disorders
Parent	Harming self deliberately	3.4	13.8	.11
	Talking about suicide	6.9	19.0	.12
	Planning or attempting suicide	8.6	8.6	.00
Teacher	Harming self deliberately	4.9	9.8	.05
	Talking about suicide	1.6	4.9	.03
	Planning or attempting suicide	3.3	3.3	.00
Self-Report	Harming self deliberately	7.4	18.5	.11
	Planning or attempting to harm self	14.8	14.8	−.01
	Thinking about harming self	18.5	22.2	.05

Note. General Population N = 58 Parent, 61 Teacher, 27 Self-Report. Disruptive Disorders N = 58 Parent, 61 Teacher, 27 Self-Report. Self-Harm Critical Items are considered endorsed with an item response ≥ 1. 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 Disruptive Disorder group provided higher ratings than the General Population group.

<< Back to Table 9.44

Table 9.44. Differences between General Population and Disruptive Disorders Groups: Sleep Problem Indicator

Form	Sleep Problems Indicator Item Stem	Endorsement (%)		Cliff’s d
		General Population	Disruptive Disorders
Parent	Having trouble sleeping	8.6	39.7	.45
	Appearing tired	1.7	25.9	.40
Teacher	Appearing tired	11.5	29.5	.27
Self-Report	Having trouble sleeping	14.8	44.4	.24
	Feeling tired	14.8	11.1	.35

Note. General Population N = 58 Parent, 61 Teacher, 27 Self-Report. Disruptive Disorders N = 58 Parent, 61 Teacher, 27 Self-Report. Sleep Problems Indicator items are considered endorsed with an item response ≥ 2 for trouble sleeping, an item response of ≥ 2 for tiredness for Parent and Teacher, and an item response of 3 for tiredness for 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 Disruptive Disorder group provided higher ratings than the General Population group

<< Back to Table 9.45

Table 9.45. Differences between ADHD and Depression/Anxiety Groups: Conners 4 Parent

Scale			ADHD (N = 438)	Depression/Anxiety (N = 107)	Cohen’s d	F (1, 543)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	67.6	57.0	1.10	103.38	< .001	.16
		SD	9.3	10.9
	Hyperactivity	M	63.8	52.8	0.93	74.35	< .001	.12
		SD	12.1	11.0
	Impulsivity	M	63.7	53.2	0.88	65.97	< .001	.11
		SD	12.1	11.4
	Emotional Dysregulation	M	60.3	59.6	0.06	0.27	.601	.00
		SD	12.7	11.5
	Depressed Mood	M	56.3	63.8	−0.60	30.71	< .001	.05
		SD	12.3	13.2
	Anxious Thoughts	M	55.8	68.0	−0.94	75.65	< .001	.12
		SD	12.4	15.3
Impairment &Functional Outcome Scales	Schoolwork	M	63.6	54.7	0.80	54.77	< .001	.09
		SD	11.0	12.1
	Peer Interactions	M	61.1	57.6	0.25	5.37	.021	.01
		SD	14.0	12.3
	Family Life	M	62.4	57.6	0.36	11.10	.001	.02
		SD	13.5	11.7
DSM Symptom Scales	ADHD Inattentive Symptoms	M	66.9	56.7	1.06	95.66	< .001	.15
		SD	9.4	11.0
	ADHD Hyperactive/Impulsive Symptoms	M	64.5	53.0	0.96	78.40	< .001	.13
		SD	12.3	11.2
	Total ADHD Symptoms	M	66.9	55.3	1.16	114.68	< .001	.17
		SD	9.9	10.7
	Oppositional Defiant Disorder Symptoms	M	58.9	55.2	0.32	8.70	.003	.02
		SD	12.1	10.6
	Conduct Disorder Symptoms	M	52.5	50.1	0.25	5.22	.023	.01
		SD	9.6	9.5

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 the ADHD group had higher scores than the Depression/Anxiety group.

<< Back to Table 9.46

Table 9.46. Differences between ADHD and Depression/Anxiety Groups: Conners 4 Teacher

Scale			ADHD (N = 264)	Depression/Anxiety (N = 76)	Cohen’s d	F (1, 338)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	60.5	55.4	0.49	14.33	< .001	.04
		SD	10.2	10.7
	Hyperactivity	M	57.1	48.7	0.73	31.02	< .001	.08
		SD	12.3	8.8
	Impulsivity	M	57.2	51.2	0.52	16.06	< .001	.05
		SD	11.9	10.6
	Emotional Dysregulation	M	55.7	55.9	−0.02	0.02	.889	.00
		SD	13.5	13.5
	Depressed Mood	M	53.0	60.1	−0.65	25.05	< .001	.07
		SD	10.3	12.9
	Anxious Thoughts	M	52.3	61.3	−0.79	36.91	< .001	.10
		SD	10.8	13.2
Impairment & Functional Outcome Scales	Schoolwork	M	59.2	55.2	0.37	8.14	.005	.02
		SD	10.7	10.7
	Peer Interactions	M	57.8	58.4	-0.05	0.17	.680	.00
		SD	12.9	11.3
DSM Symptom Scales	ADHD Inattentive Symptoms	M	60.6	55.4	0.49	14.09	< .001	.04
		SD	10.4	10.9
	ADHD Hyperactive/Impulsive Symptoms	M	57.2	49.3	0.68	27.16	< .001	.07
		SD	12.3	8.9
	Total ADHD Symptoms	M	59.5	52.5	0.66	25.66	< .001	.07
		SD	10.8	9.8
	Oppositional Defiant Disorder Symptoms	M	55.5	53.3	0.18	1.97	.161	.01
		SD	12.3	12.6
	Conduct Disorder Symptoms	M	51.7	50.3	0.15	1.31	.253	.00
		SD	9.7	8.3

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 the ADHD group had higher scores than the Depression/Anxiety group.

<< Back to Table 9.47

Table 9.47. Differences between ADHD and Depression/Anxiety Groups: Conners 4 Self-Report

Scale			ADHD (N = 187)	Depression/Anxiety (N = 76)	Cohen’s d	F (1, 263)	p	η2
Content Scales	Inattention/Executive Dysfunction	M	60.0	54.1	0.57	17.61	< .001	.06
		SD	10.3	10.3
	Hyperactivity	M	58.6	52.4	0.57	17.63	< .001	.06
		SD	10.5	11.3
	Impulsivity	M	57.2	50.8	0.57	17.19	< .001	.06
		SD	11.6	10.7
	Emotional Dysregulation	M	55.0	56.1	−0.10	0.56	.456	.00
		SD	10.7	10.1
	Depressed Mood	M	52.8	59.8	−0.63	21.54	< .001	.08
		SD	11.0	11.6
	Anxious Thoughts	M	53.0	63.0	−0.83	37.34	< .001	.13
		SD	11.6	12.6
Impairment & Functional Outcome Scales	Schoolwork	M	58.4	52.0	0.59	18.64	< .001	.07
		SD	10.6	11.5
	Peer Interactions	M	54.6	58.9	−0.36	6.93	.009	.03
		SD	11.3	13.6
	Family Life	M	54.5	54.0	0.05	0.11	.739	.00
		SD	9.4	11.0
DSM Symptom Scales	ADHD Inattentive Symptoms	M	59.6	53.1	0.62	20.54	< .001	.07
		SD	10.3	10.6
	ADHD Hyperactive/Impulsive Symptoms	M	58.2	52.2	0.57	17.16	< .001	.06
		SD	10.6	10.9
	Total ADHD Symptoms	M	59.5	52.9	0.64	22.13	< .001	.08
		SD	10.1	11.0
	Oppositional Defiant Disorder Symptoms	M	53.2	52.0	0.14	0.99	.319	.00
		SD	8.8	9.1
	Conduct Disorder Symptoms	M	48.6	47.8	0.11	0.70	.404	.00
		SD	7.4	6.6

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 the ADHD group had higher scores than the Depression/Anxiety group.

<< Back to Table 9.48

Table 9.48. Differences between ADHD and Depression/Anxiety Groups: Self-Harm Critical Items

Form	Self-Harm Critical Item Stem	Endorsement (%)		Cliff’s d
		ADHD	Depression/Anxiety
Parent	Harming self deliberately	6.2	12.1	−.06
	Talking about suicide	9.4	15.0	−.06
	Planning or attempting suicide	3.2	8.4	−.05
Teacher	Harming self deliberately	3.4	7.9	−.05
	Talking about suicide	3.4	5.3	−.02
	Planning or attempting suicide	2.7	3.9	−.01
Self-Report	Harming self deliberately	13.9	31.6	−.18
	Planning or attempting to harm self	12.3	27.6	−.16
	Thinking about harming self	17.6	42.1	−.25

Note. ADHD N = 438 Parent, 264 Teacher, 187 Self-Report. Depression/Anxiety N = 107 Parent, 76 Teacher, 76 Self-Report. Self-Harm Critical Items are considered endorsed with an item response ≥ 1. 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 ADHD group provided higher ratings than the Depression/Anxiety group.

<< Back to Table 9.49

Table 9.49. Differences between ADHD and Depression/Anxiety Groups: Sleep Problem Indicator

Form	Sleep Problem Indicator Item Stem	Endorsement (%)		Cliff’s d
		ADHD	Depression/Anxiety
Parent	Having trouble sleeping	44.1	37.4	.07
	Appearing tired	16.2	32.7	−.26
Teacher	Appearing tired	19.3	27.6	−.22
Self-Report	Having trouble sleeping	36.4	43.4	−.14
	Feeling tired	17.6	31.6	−.24

Note. ADHD N = 438 Parent, 264 Teacher, 187 Self-Report. Depression/Anxiety N = 107 Parent, 76 Teacher, 76 Self-Report. Sleep Problem Indicator items are considered endorsed with an item response ≥ 2 for trouble sleeping, and an item response of 3 for tiredness. 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 ADHD group provided higher ratings than the Depression/Anxiety group.

<< Back to Table 9.50

Table 9.50. ADHD vs. General Population Classification Accuracy Statistics: Conners 4 Parent

Predictor Scales	Target Groups	Overall Correct Classification Rate (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Content Scales + Impairment & Functional Outcome Scales	All ADHD Presentations	84.9	84.5	85.3	85.2	84.6	.70
DSM -5 Total ADHD Symptoms Scale + Impairment & Functional Outcome Scales	All ADHD Presentations	83.9	85.0	82.8	83.2	84.7	.68
DSM ADHD Inattentive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Inattentive ADHD Combined	86.9	87.5	86.2	86.4	87.3	.74
DSM ADHD Hyperactive/Impulsive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Hyperactive/ Impulsive ADHD Combined	88.1	89.6	86.7	87.1	89.3	.76

Note. Content Scales included in the analyses are those related to assessing ADHD symptoms and therefore exclude Depressed Mood and Anxious Thoughts.

<< Back to Table 9.51

Table 9.51. ADHD vs. General Population Positive and Negative Predictive Values by Base Rate: Conners 4 Parent

Predictor Scales	Target Groups	10% Base Rate		60% Base Rate		70% Base Rate		80% Base Rate
		PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)
Content Scales + Impairment & Functional Outcome Scales	All ADHD Presentations	53.5	96.5	87.3	82.1	89.0	79.7	90.2	77.4
DSM -5 Total ADHD Symptoms Scale + Impairment & Functional Outcome Scales	All ADHD Presentations	49.7	96.5	85.6	82.2	87.4	79.8	88.8	77.6
DSM ADHD Inattentive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Inattentive ADHD Combined	55.9	97.2	88.4	85.2	89.9	83.1	91.0	81.2
DSM ADHD Hyperactive/Impulsive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Hyperactive/Impulsive ADHD Combined	57.4	97.6	89.0	87.4	90.4	85.6	91.5	83.9

Note. PPV = Positive Predictive Value. NPV = Negative Predictive Value. Content Scales included in the analyses are those related to assessing ADHD symptoms and therefore exclude Depressed Mood and Anxious Thoughts.

<< Back to Table 9.52

Table 9.52. ADHD vs. General Population Classification Accuracy Statistics: Conners 4 Teacher

Predictor Scales	Target Groups	Overall Correct Classification Rate (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Content Scales + Impairment & Functional Outcome Scales	All ADHD Presentations	74.3	75.2	73.3	73.8	74.8	.49
DSM -5 Total ADHD Symptoms Scale + Impairment & Functional Outcome Scales	All ADHD Presentations	71.8	74.9	68.6	70.5	73.2	.43
DSM ADHD Inattentive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Inattentive ADHD Combined	70.7	73.3	68.1	69.7	71.9	.41
DSM ADHD Hyperactive/Impulsive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Hyperactive/Impulsive ADHD Combined	69.3	72.6	65.9	68.1	70.7	.39

Note. Content Scales included in the analyses are those related to assessing ADHD symptoms and therefore exclude Depressed Mood and Anxious Thoughts.

<< Back to Table 9.53

Table 9.53. ADHD vs. General Population Positive and Negative Predictive Values by Base Rate: Conners 4 Teacher

Predictor Scales	Target Groups	10% Base Rate		60% Base Rate		70% Base Rate		80% Base Rate
		PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)
Content Scales + Impairment & Functional Outcome Scales	All ADHD Presentations	36.1	93.7	77.2	71.2	79.8	67.9	81.9	64.9
DSM -5 Total ADHD Symptoms Scale + Impairment & Functional Outcome Scales	All ADHD Presentations	32.3	93.2	74.1	69.5	76.9	66.1	79.2	63.1
DSM ADHD Inattentive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Inattentive ADHD Combined	31.5	92.7	73.4	68.0	76.3	64.6	78.6	61.5
DSM ADHD Hyperactive/Impulsive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Hyperactive/Impulsive ADHD Combined	29.9	92.3	71.9	66.8	74.9	63.3	77.3	60.1

Note. Content Scales included in the analyses are those related to assessing ADHD symptoms and therefore exclude Depressed Mood and Anxious Thoughts. PPV = Positive Predictive Value; NPV = Negative Predictive Value.

<< Back to Table 9.54

Table 9.54. ADHD vs. General Population Classification Accuracy Statistics: Conners 4 Self-Report

Predictor Scales	Target Groups	Overall Correct Classification Rate (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Content Scales + Impairment & Functional Outcome Scales	All ADHD Presentations	75.4	70.1	71.6	74.1	72.8	.46
DSM -5 Total ADHD Symptoms Scale + Impairment & Functional Outcome Scales	All ADHD Presentations	74.3	67.1	69.3	72.3	70.7	.41
DSM ADHD Inattentive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Inattentive ADHD Combined	68.0	61.9	64.1	65.9	65.0	.30
DSM ADHD Hyperactive/Impulsive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Hyperactive/Impulsive ADHD Combined	74.6	69.3	70.8	73.1	71.9	.44

Note. Content Scales included in the analyses are those related to assessing ADHD symptoms and therefore exclude Depressed Mood and Anxious Thoughts.

<< Back to Table 9.55

Table 9.55. ADHD vs. General Population Positive and Negative Predictive Values by Base Rate: Conners 4 Self-Report

Predictor Scales	Target Groups	10% Base Rate		60% Base Rate		70% Base Rate		80% Base Rate
		PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)
Content Scales + Impairment & Functional Outcome Scales	All ADHD Presentations	33.5	93.5	75.1	70.4	77.9	67.1	80.1	64.1
DSM -5 Total ADHD Symptoms Scale + Impairment & Functional Outcome Scales	All ADHD Presentations	31.1	92.9	73.0	68.5	75.9	65.0	78.3	61.9
DSM ADHD Inattentive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Inattentive ADHD Combined	26.3	90.6	68.2	61.7	71.4	58.0	74.1	54.8
DSM ADHD Hyperactive/Impulsive Symptoms Scale + Impairment & Functional Outcome Scales	ADHD Hyperactive/Impulsive ADHD Combined	32.7	93.2	74.5	69.4	77.3	66.1	79.5	63.0

Note. Content Scales included in the analyses are those related to assessing ADHD symptoms and therefore exclude Depressed Mood and Anxious Thoughts. PPV = Positive Predictive Value; NPV = Negative Predictive Value.

<< Back to Table 9.56

Table 9.56. Depression, Generalized Anxiety Disorder, and Oppositional Defiant Disorder vs. General Population Classification Accuracy Statistics

Target Group	Predictor Scale	Rater	Overall Correct Classification Rate (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Depression	Depressed Mood	Parent	83.6	86.2	81.0	82.0	85.5	.67
		Teacher	79.2	83.3	75.0	76.9	81.8	.58
		Self-Report	73.8	78.6	69.1	71.7	76.3	.48
Generalized Anxiety Disorder	Anxious Thoughts	Parent	76.4	85.0	67.7	72.5	81.9	.52
		Teacher	74.5	84.8	64.1	70.3	80.1	.49
		Self-Report	67.9	71.4	64.3	66.7	69.2	.35
Oppositional Defiant Disorder	DSM Oppositional Defiant Disorder Symptoms	Parent	82.1	82.1	82.1	82.1	82.1	.64
		Teacher	79.3	79.3	79.3	79.3	79.3	.59
		Self-Report	71.2	76.9	65.4	69.0	73.9	.42

<< Back to Table 9.57

Table 9.57. Depression, Generalized Anxiety Disorder, and Oppositional Defiant Disorder vs. General Population Positive and Negative Predictive Values by Base Rate

Target Group	Predictor Scale	Rater	10% Base Rate		60% Base Rate		70% Base Rate		80% Base Rate
			PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)
Depression	Depressed Mood	Parent	47.6	96.7	84.5	83.0	86.4	80.1	87.9	78.6
		Teacher	40.0	95.7	80.0	78.9	82.4	76.3	84.2	73.8
		Self-Report	33.7	94.2	75.3	72.9	78.0	69.7	80.2	66.8
Generalized Anxiety Disorder	Anxious Thoughts	Parent	34.5	95.8	75.9	79.0	78.6	76.4	80.0	73.9
		Teacher	32.1	95.5	73.9	77.8	76.8	75.1	79.1	72.5
		Self-Report	28.6	91.8	70.6	65.2	73.7	61.6	76.2	58.4
Oppositional Defiant Disorder	DSM Oppositional Defiant Disorder Symptoms	Parent	47.9	95.8	84.6	79.3	86.5	76.7	88.0	74.2
		Teacher	43.4	95.0	82.1	76.2	84.3	73.3	85.9	70.6
		Self-Report	30.7	93.4	72.7	70.3	75.7	66.9	78.0	63.9