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Chapter 1: Introduction
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Chapter 2: Administration
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Chapter 3: Scoring and Reports
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Chapter 4: Interpretation
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Chapter 5: Case Studies
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Chapter 6: Development
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Chapter 7: Standardization
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Chapter 8: Reliability
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Chapter 9: Validity
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Chapter 10: Fairness
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Chapter 11: Conners 4–Short
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Chapter 12: Conners 4–ADHD Index
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Appendices
Conners 4 ManualChapter 2: Administration Settings |
Administration Settings |
The Conners 4 can be administered either locally (i.e., in person, on an individual basis or in a group setting) or remotely (e.g., given to a rater to be completed at another time or sent via an emailed link for online completion). The Conners 4 should always be completed in a quiet setting with few distractions. When the Conners 4 is administered remotely, it is recommended that the examiner make personal contact with the rater, either by scheduling a brief meeting or including a cover letter (or email) that specifies the information necessary for accurate completion of the Conners 4 (outlined in the Administration Procedure section in this chapter). Establishing a deadline for completion may be helpful. Encourage the rater to complete the Conners 4 in one sitting, to complete it independently without the aid of others whenever feasible (see Administration Procedure in this chapter for more details), and to complete (and in the cases of paper, return) the form promptly. For paper-and-pencil administrations, make sure the raters have clear guidelines on how to return the form and to whom it can be submitted. For online administrations, the form is submitted automatically upon completion, and a notification is sent to the examiner.
When the Conners 4 is being administered in a group setting, make sure each rater has sufficient physical space to ensure privacy while responding. Instruct the raters to complete the form to the best of their ability. Because questions and/or comments during the testing may potentially bias all raters in the room, any questions a rater may have (e.g., asking for guidance on word definition) should be directed to the examiner who will address the question quietly. In small groups (i.e., fewer than 10 people), one examiner is usually sufficient to ensure that all the raters answer independently and that the room is free from distractions. Several examiners may be required if the Conners 4 is being administered to 10 or more people. Otherwise, group administrations can proceed in the same manner as individual administrations.
Remote AdministrationWith advancements in technology, more and more testing is being conducted remotely, specifically through online or digital platforms. With remote online administrations, raters are provided links to the Conners 4 and enter their responses directly in the online portal, either on their own time or during a scheduled appointment with the clinician (e.g., via video conference, which is recommended for the youth self-report so that the clinician is present to work through any difficult emotions that may occur during completion and/or to assist with word definitions). This method of administration has many advantages for both raters and examiners. For examiners, time and money are not wasted on handing out paper forms and having to frequently remind raters to complete and return them (which raters sometimes never do). Reminders can easily be sent via email for forms that have not yet been completed. For raters, they can complete the form at their convenience, either online or during a scheduled time with the examiner virtually present, so there is no need for keeping track of the paper form or remembering to return it securely. During the COVID-19 pandemic, many examiners switched to online rating scales and both examiners and their clients/patients reported preferring this method to traditional paper-and-pencil administrations. Online administration offers a more flexible option because the clients/patients can complete the test at a time and location where they feel most comfortable. Additionally, once the tests are completed, the responses are submitted automatically, and the clients/patients do not have hard copies of the test that they need to return to the examiners. Remote administration does, however, present its own challenges. For example, completion of an online rating scale requires a reliable, continuous internet connection and access to a computer, tablet, or mobile device for the rater. While this is something that is available to most individuals, it is not ubiquitous. Lower-income families, for example, may not have a computer available in the home, but even in these instances parents often have a smartphone on which they can complete a rating scale. Test security is another concern for remote administration. MHS has a clear set of guidelines (see https://mhs.com/info/remote-admin-collection/#mhsguidelines) with respect to online testing, to ensure that items are not copied or duplicated in any way. Examinees are to be told that they should not take pictures of the test items or share them with anyone and that doing so is a violation of copyright law. It is also required that the items be completed by the person who was intended to complete the test and that guidelines for administration are followed (such as the test being completed independently in a quiet setting). Adherence to best practices can be ensured by having the examiner available remotely (via videoconference) if this is a concern. For more information regarding remote testing using MHS products, please see https://mhs.com/info/remote-admin-collection/. |
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