Article

The revised Conners' Parent Rating Scale (CPRS-R): Factor structure, reliability, and criterion validity

Duke University Medical Center, Durham, North Carolina 27710, USA.
Journal of Abnormal Child Psychology (Impact Factor: 3.09). 09/1998; 26(4):257-68. DOI: 10.1023/A:1022602400621
Source: PubMed

ABSTRACT The Conners' Parent Rating Scale (CPRS) is a popular research and clinical tool for obtaining parental reports of childhood behavior problems. The present study introduces a revised CPRS (CPRS-R) which has norms derived from a large, representative sample of North American children, uses confirmatory factor analysis to develop a definitive factor structure, and has an updated item content to reflect recent knowledge and developments concerning childhood behavior problems. Exploratory and confirmatory factor-analytic results revealed a seven-factor model including the following factors: Cognitive Problems, Oppositional, Hyperactivity-Impulsivity, Anxious-Shy, Perfectionism, Social Problems, and Psychosomatic. The psychometric properties of the revised scale appear adequate as demonstrated by good internal reliability coefficients, high test-retest reliability, and effective discriminatory power. Advantages of the CPRS-R include a corresponding factor structure with the Conners' Teacher Rating Scale-Revised and comprehensive symptom coverage for attention deficit hyperactivity disorder (ADHD) and related disorders. Factor congruence with the original CPRS as well as similarities with other parent rating scales are discussed.

Download full-text

Full-text

Available from: James D A Parker, Apr 16, 2014
7 Followers
 · 
1,408 Views
  • Source
    • " tered and scored . Conners ' Rating Scales - Revised ( CRS - R ) is an assessment for children aged 3 through 17 years designed to measure cognitive , behavioral , and emo - tional problems from teacher and parent perspectives . CRS - R are available in long and short versions for both parents and teachers . We used the long version for parents [ Conners et al . , 1998 ] that consisted of 80 items in the following subscales : oppositional , social prob - lems , cognitive problems / inattention , psychosomatic , hyperactivity , DSM - IV symptom subscales , anxious - shy , ADHD Index , perfectionism , Conners ' Global Index . Conners ' Global Index includes 10 items related to problem behavior criticall"
    [Show abstract] [Hide abstract]
    ABSTRACT: Recent studies support several overlapping traits between autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), assuming the existence of a combined phenotype. The aim of our study was to evaluate the common or distinctive clinical features between ASD and ADHD in order to identify possible different phenotypes that could have a clinical value. We enrolled 181 subjects divided into four diagnostic groups: ADHD group, ASD group, ASD+ADHD group (that met diagnostic criteria for both ASD and ADHD), and control group. Intelligent quotient (IQ), emotional and behavior problems, ADHD symptoms, ASD symptoms, and adaptive behaviors were investigated through the following test: Wechsler Intelligence Scale for Children, Wechsler Preschool and Primary Scale of Intelligence or Leiter International Performances Scale Revised, Child Behavior Checklist, Conners' Rating Scales-Revised, SNAP-IV Rating Scale, the Social Communication Questionnaire, Vineland Adaptive Behavior Scales. The ASD+ADHD group differs from ADHD or ASD in some domains such as lower IQ mean level and a higher autistic symptoms severity. However, the ASD+ADHD group shares inattention and hyperactivity deficit and some emotional and behavior problems with the ADHD group, while it shares adaptive behavior impairment with ASD group. These findings provide a new understanding of clinical manifestation of ASD+ADHD phenotype, they may also inform a novel treatment target. Autism Res 2015. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research.
    Autism Research 01/2015; DOI:10.1002/aur.1449 · 4.53 Impact Factor
  • Source
    • "TD children had no history of intellectual disability, developmental language disorder, reading disability, pervasive developmental disorder, visual impairment, neurological disorder, or psychiatric diagnosis, as confirmed using the DICA-IV (Reich, 2000). Children with ADHD met criteria for the disorder on both the DICA-IV (Reich, 2000) and Conners Parent Rating Scale-Revised (Conners et al., 1998). 39 children met criteria for combined type, 1 met criteria for hyperactive/impulsive type, and 10 met criteria for inattentive type. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Intra-subject variability (ISV) is the most consistent behavioral deficit in Attention Deficit Hyperactivity Disorder (ADHD). ISV may be associated with networks involved in sustaining task control (cingulo-opercular network: CON) and self-reflective lapses of attention (default mode network: DMN). The current study examined whether connectivity supporting attentional control is atypical in children with ADHD. Group differences in full-brain connection strength and brain-behavior associations with attentional control measures were examined for the late-developing CON and DMN in 50 children with ADHD and 50 typically-developing (TD) controls (ages 8-12 years).
    11/2014; 7. DOI:10.1016/j.nicl.2014.11.011
  • Source
    • "Given the discrepant conclusions about change that these modes of assessment sometimes yield, it will be important to probe how experts and novices reconcile these discrepancies in their own judgments. Future research should also examine a wider range of assessment tools, including those that appear to use a summary format (e.g., Conners et al. 1998) and those that also use context-specific items (e.g., Social Skills Rating System/SSRS; Gresham and Elliott 1990). "
    [Show abstract] [Hide abstract]
    ABSTRACT: This research examined how people’s ability to detect behavior change in simulated child targets is affected by their clinical experience and the assessment method they use. When using summary assessment methods that are widely employed in research and clinical practice, both inexperienced and experienced clinical staff detected changes in the overall frequency of targets’ aggressive behavior, but were not uniquely influenced by changes in targets’ reactions to social events. When using contextualized assessment methods that focused on conditional reactions, experienced staff showed greater sensitivity than novices to context-specific changes in targets’ aggressive and prosocial reactions to aversive events. Experienced staff also showed greater sensitivity to context-specific changes in their overall impressions of change, but only for aggression. The findings show how clinically experienced judges become more attuned to if…then… contingencies in children’s social behavior, and how summary assessment methods may hamper the detection of change processes.
    Journal of Psychopathology and Behavioral Assessment 09/2014; 36(3). DOI:10.1007/s10862-013-9401-2 · 1.55 Impact Factor
Show more