Manual

Conners 4 Manual

Chapter 11: Conners 4–Short, Tables

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Table 11.1a. Demographic Characteristics of Rated Youth: Conners 4–Short Parent Calibration and Validation Samples

Demographic

Calibration

Validation

N

%

N

%

Gender

Male

714

52.4

993

52.6

Female

644

47.3

894

47.3

Other

4

0.3

2

0.1

U.S. Race/Ethnicity

Hispanic

224

16.4

296

15.7

Asian

59

4.3

76

4.0

Black

139

10.2

173

9.2

White

705

51.8

1,023

54.2

Other

80

5.9

91

4.8

Canadian Race/Ethnicity

Not visible minority

43

3.2

162

8.6

Visible minority

112

8.2

68

3.6

U.S. Region

Northeast

197

14.5

301

15.9

Midwest

307

22.5

378

20.0

South

444

32.6

687

36.4

West

259

19.0

293

15.5

Canadian Region

Central

99

7.3

142

7.5

East

13

1.0

20

1.1

West

43

3.2

68

3.6

Diagnosis

ADHD Inattentive

59

4.3

113

6.0

ADHD Hyperactivity/Impulsivity

39

2.9

49

2.6

ADHD Combined

93

6.8

207

11.0

Anxiety

70

5.1

118

6.2

Depression

24

1.8

40

2.1

Other Diagnoses

80

5.9

190

10.1

No Diagnosis

1,112

81.6

1,400

74.1

Age in years M (SD)

11.7 (3.5)

11.8 (3.5)

Total

1,362

100.0

1,889

100.0

Note. Anxiety includes Generalized Anxiety Disorder, Panic Disorder, Separation Anxiety, Specific Phobia, and Social Anxiety Disorder. Depression includes Major Depressive Disorder, Major Depressive Episode, and Persistent Depressive Disorder. Other Diagnoses include less frequently reported co-occurring diagnoses, such as Autism Spectrum Disorder and Learning Disorders. The sum of diagnoses is greater than the total N because youth with co-occurring diagnoses count towards more than one diagnostic group.

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Table 11.1c. Demographic Characteristics of Rated Youth: Conners 4–Short Self-Report Calibration and Validation Samples

Demographic

Calibration

Validation

N

%

N

%

Gender

Male

293

49.2

494

49.9

Female

302

50.7

494

49.9

Other

1

0.2

2

0.2

U.S. Race/Ethnicity

Hispanic

115

19.3

171

17.3

Asian

21

3.5

34

3.4

Black

69

11.6

102

10.3

White

38

6.4

499

50.4

Other

291

48.8

48

4.8

Canadian Race/Ethnicity

Not visible minority

44

7.4

91

9.2

Visible minority

18

3.0

45

4.5

U.S. Region

Northeast

93

15.6

151

15.3

Midwest

137

23.0

206

20.8

South

200

33.6

330

33.3

West

104

17.4

167

16.9

Canadian Region

Central

47

7.9

83

8.4

East

5

0.8

9

0.9

West

10

1.7

44

4.4

Diagnosis

ADHD Inattentive

23

3.9

62

6.3

ADHD Hyperactivity/Impulsivity

12

2.0

23

2.3

ADHD Combined

29

4.9

79

8.0

Anxiety

13

2.2

146

14.7

Depression

31

5.2

35

3.5

Other Diagnoses

40

6.7

76

7.7

No Diagnosis

491

82.4

754

76.2

Age in years M (SD)

12.8 (3.0)

12.8 (3.0)

Total

596

100.0

990

100.0

Note. Anxiety includes Generalized Anxiety Disorder, Panic Disorder, Separation Anxiety, Specific Phobia, and Social Anxiety Disorder. Depression includes Major Depressive Disorder, Major Depressive Episode, and Persistent Depressive Disorder. Other Diagnoses include less frequently reported co-occurring diagnoses, such as Autism Spectrum Disorder and Learning Disorders. The sum of diagnoses is greater than the total N because youth with co-occurring diagnoses count towards more than one diagnostic group.

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Table 11.4. Comparison of Short Form Options: Conners 4 Parent Family Life Scale

Form

Number of Items

Correlation with Full-Length

Internal Consistency

Goodness-of-Fit Statistics

τ

α

ω

χ2

df

CFI

TLI

RMSEA
(95% CI)

SRMR

Full-Length

7

—

.92

.92

4.43

9

1.00

1.00

.038

(.000, .038)

.009

Shortened Options

5

.82

.91

.92

1.29

5

1.00

1.00

.035

(.000, .035)

.005

4

.87

.91

.91

0.85

2

1.00

1.00

.058

(.000, .058)

.005

Note. N = 1,362. τ = Kendall’s tau correlation coefficient; guidelines for interpreting |τ|: weak ≤ .20; medium = .21 to .34; strong ≥ .35.; CFI = Comparative Fit Index; TLI = Tucker-Lewis index; RMSEA = root mean square error of approximation; SRMR = standardized root mean square residual. All χ2 results are non-significant; p > .05.

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Table 11.5. Group Differences for Short Form Options: Conners 4 Parent Family Life Scale

Form

Number of Items

General Population vs.
ADHD-Primarily Inattentive

General Population vs.
ADHD-Primarily Hyperactive/Impulsive

General Population vs.
ADHD-Combined

Cliff’s d

95% CI

Cliff’s d

95% CI

Cliff’s d

95% CI

Full-Length

7

.49

.36, .60

.66

.52, .77

.72

.64, .79

Short Form Options

5

.43

.30, .55

.64

.48, .76

.69

.60, .76

4

.47

.34, .58

.67

.53, .78

.69

.60, .77

Note. General Population N = 1,112; ADHD Inattentive N = 59; ADHD Hyperactive/Impulsive N = 39; ADHD Combined N = 93. 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.

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Table 11.6. IRT Parameters: Conners 4–Short Parent

Conners 4–Short Scale

Item Stem

Conners 4–Short
Calibration Sample

Conners 4–Short
Validation Sample

Conners 4–Full-Length

Total Sample

a

b1

b2

b3

a

b1

b2

b3

a

b1

b2

b3

Content Scales

Inattention/

Executive
Dysfunction

Getting too focused on some things

1.48

−0.41

1.25

2.38

1.37

−0.56

1.19

2.43

1.40

−0.49

1.22

2.42

Having trouble getting started

2.58

−0.35

0.85

1.83

2.97

−0.36

0.79

1.65

2.79

−0.35

0.82

1.73

Having trouble prioritizing

3.49

−0.20

0.87

1.68

3.78

−0.26

0.76

1.53

3.52

−0.24

0.81

1.61

Having trouble changing tasks

3.09

0.28

1.35

2.10

2.66

0.23

1.32

2.18

2.73

0.25

1.34

2.17

Having trouble staying focused

2.83

0.18

1.18

2.14

2.84

0.11

1.15

2.02

2.97

0.13

1.15

2.04

Having trouble finishing tasks

2.59

0.12

1.18

1.99

2.58

0.05

1.12

1.81

2.57

0.08

1.15

1.89

Avoiding effortful tasks

1.66

−0.98

0.54

1.89

1.71

−0.97

0.45

1.69

1.73

−0.96

0.48

1.76

Having difficulty managing time

3.48

−0.17

0.80

1.67

3.15

−0.34

0.76

1.49

3.18

−0.27

0.79

1.58

Having trouble concentrating

3.37

−0.17

0.87

1.70

3.27

−0.27

0.83

1.61

3.46

−0.23

0.84

1.64

Having trouble staying organized

3.54

0.00

0.94

1.77

3.51

−0.08

0.92

1.54

3.43

−0.05

0.93

1.64

Hyperactivity

Appearing restless

2.25

−0.28

1.11

2.16

2.59

−0.24

0.92

1.97

2.22

−0.27

1.03

2.12

Needing to move around

2.42

−0.32

0.81

1.71

2.56

−0.34

0.74

1.61

2.49

−0.33

0.77

1.66

Leaving their seat

1.93

0.02

1.26

2.27

2.06

−0.03

1.27

2.10

2.05

−0.01

1.25

2.15

Fidgeting

3.89

0.03

1.00

1.68

3.78

0.00

0.90

1.60

3.25

0.01

0.97

1.69

Being loud without knowing

1.57

−0.19

1.17

2.23

1.60

−0.17

1.06

2.05

1.83

−0.17

1.03

1.98

Impulsivity

Intruding on others

2.65

0.61

1.56

2.43

2.70

0.52

1.61

2.46

2.53

0.55

1.63

2.53

Acting before thinking

1.58

−0.61

1.04

2.08

1.68

−0.57

1.00

1.94

1.76

−0.56

0.98

1.94

Blurting out answers

2.24

0.01

1.32

2.30

2.37

−0.01

1.30

2.18

2.27

−0.02

1.32

2.27

Having difficulty waiting

2.47

0.15

1.28

2.11

2.52

0.15

1.31

2.04

2.39

0.14

1.32

2.12

Interrupting others

3.00

0.05

1.07

1.88

3.14

−0.04

0.99

1.74

3.07

−0.02

1.02

1.82

Emotional
Dysregulation

Having trouble calming down

2.75

0.16

1.19

1.96

2.98

0.13

1.18

1.92

2.84

0.13

1.19

1.97

Getting really angry

3.38

0.80

1.66

2.30

3.07

0.78

1.65

2.35

3.23

0.77

1.66

2.37

Having trouble controlling their emotions

3.26

0.20

1.22

2.03

3.16

0.06

1.09

1.86

3.18

0.11

1.14

1.95

Changing mood quickly

3.01

0.16

1.18

1.93

3.37

0.15

1.08

1.71

2.93

0.14

1.14

1.86

Impairment & Functional Outcome Scales

Schoolwork

Handing things in late

3.09

0.16

1.14

1.85

3.81

0.14

1.13

1.76

3.63

0.15

1.12

1.78

Not knowing where or what their homework is

3.02

0.32

1.23

1.86

3.47

0.21

1.06

1.73

3.24

0.25

1.14

1.78

Forgetting to turn in work

5.11

0.24

1.10

1.78

4.97

0.16

1.06

1.70

4.51

0.19

1.09

1.75

Having trouble completing work

2.97

0.10

1.05

1.77

2.83

0.03

0.95

1.78

3.03

0.06

0.98

1.75

Peer
Interactions

People don’t want to be friends with them

3.86

0.92

1.83

2.39

4.22

0.86

1.68

2.19

4.73

0.87

1.68

2.17

Being annoying to peers

3.06

0.51

1.63

2.61

3.33

0.40

1.45

2.30

2.67

0.48

1.58

2.52

Having peers complain about them

3.27

0.76

1.72

2.56

3.24

0.74

1.79

2.55

2.83

0.78

1.80

2.61

Having trouble making or keeping friends

2.81

0.79

1.51

2.26

2.90

0.68

1.41

2.04

3.52

0.70

1.38

1.98

Family Life

Disrupting family activities

2.88

0.52

1.50

2.46

2.90

0.44

1.44

2.39

2.87

0.46

1.48

2.44

Creating chaos for the family

5.16

0.61

1.39

1.95

5.56

0.55

1.27

1.79

4.84

0.57

1.35

1.89

Creating stress for the family

4.76

0.47

1.32

1.97

5.26

0.35

1.20

1.79

4.85

0.39

1.26

1.89

Making it difficult for the family to have fun

4.41

0.74

1.52

2.06

4.54

0.65

1.47

2.03

4.57

0.68

1.50

2.06
Click to expand

Table 11.7. IRT Parameters: Conners 4–Short Teacher

Conners 4–Short Scale

Item Stem

Conners 4–Short
Calibration Sample

Conners 4–Short
Validation Sample

Conners 4 –Full-Length

Total Sample

a

b1

b2

b3

a

b1

b2

b3

a

b1

b2

b3

Content Scales

Inattention/Executive Dysfunction

Having trouble changing tasks

2.53

0.23

1.37

2.16

2.69

0.19

1.23

2.02

2.77

0.20

1.27

2.03

Having trouble staying focused

3.19

−0.02

0.94

1.60

3.20

−0.05

0.88

1.69

3.62

−0.04

0.89

1.60

Being forgetful

1.97

−0.34

1.44

2.45

1.98

−0.38

1.27

2.35

1.99

−0.37

1.34

2.38

Having trouble listening

2.41

0.29

1.38

2.23

2.20

0.19

1.32

2.34

2.22

0.23

1.36

2.32

Having trouble finishing tasks

3.21

0.13

1.07

1.63

3.14

0.02

0.98

1.67

3.10

0.06

1.02

1.66

Having trouble following through on instructions

3.83

0.13

1.24

1.88

3.72

0.06

1.09

1.83

3.47

0.09

1.17

1.87

Avoiding effortful tasks

2.24

−0.40

0.79

1.72

1.92

−0.39

0.88

1.82

2.04

−0.39

0.84

1.78

Having trouble staying organized

3.63

0.05

0.99

1.72

3.65

−0.03

0.92

1.59

3.76

−0.01

0.95

1.63

Making careless mistakes

2.94

−0.16

0.97

1.72

2.96

−0.16

0.97

1.79

2.70

−0.17

1.00

1.80

Having trouble paying attention to details

4.22

−0.17

0.83

1.45

3.98

−0.22

0.71

1.49

3.76

−0.21

0.78

1.49

Hyperactivity

Appearing restless

2.73

−0.03

1.12

2.00

2.95

−0.08

1.00

1.84

2.82

−0.07

1.05

1.92

Having trouble sitting still

5.92

0.17

1.05

1.62

5.95

0.15

0.94

1.48

4.93

0.14

1.01

1.58

Fidgeting

4.06

0.05

1.08

1.67

3.92

0.05

0.99

1.57

3.61

0.04

1.04

1.65

Talking too much

1.90

−0.31

0.98

1.74

1.85

−0.34

0.92

1.72

2.00

−0.33

0.91

1.68

Having trouble doing things quietly

2.46

0.41

1.34

2.05

2.46

0.39

1.25

1.99

2.65

0.38

1.27

1.99

Impulsivity

Acting before thinking

1.76

−0.15

1.05

2.00

1.72

−0.17

1.02

2.04

1.76

−0.15

1.03

2.01

Blurting out what comes to mind

2.69

0.19

1.19

1.82

2.61

0.13

1.13

1.88

2.75

0.14

1.14

1.84

Using other people’s things without permission

2.09

0.90

1.88

2.86

2.08

0.82

1.88

2.62

2.08

0.85

1.89

2.72

Having difficulty waiting

3.09

0.36

1.37

2.10

3.47

0.28

1.24

1.88

3.00

0.31

1.33

2.02

Interrupting others

3.60

0.22

1.23

1.90

3.47

0.13

1.17

1.88

3.71

0.15

1.19

1.89

Emotional Dysregulation

Having trouble calming down

3.32

0.42

1.28

1.96

3.49

0.42

1.24

1.88

3.37

0.42

1.27

1.93

Getting really angry

3.25

1.08

1.72

2.30

3.97

0.96

1.59

2.13

4.03

0.99

1.62

2.18

Having trouble controlling their emotions

3.48

0.57

1.53

2.11

3.88

0.48

1.36

1.86

3.52

0.52

1.44

1.99

Changing mood quickly

3.39

0.56

1.46

2.12

4.21

0.48

1.29

1.95

3.47

0.52

1.39

2.08

Impairment & Functional Outcome Scales

Schoolwork

Handing things in late

4.32

−0.04

0.97

1.59

3.55

−0.11

0.93

1.57

4.09

−0.08

0.94

1.56

Not knowing where or what their homework is

3.95

0.33

1.17

1.87

3.76

0.27

1.11

1.78

3.61

0.30

1.15

1.83

Forgetting to turn in work

4.14

0.14

1.11

1.74

4.55

0.04

1.04

1.67

3.99

0.08

1.09

1.72

Having trouble completing work

3.08

0.04

1.01

1.73

2.97

−0.05

0.92

1.63

3.23

−0.01

0.94

1.64

Peer
Interactions

People don’t want to be friends with them

3.60

0.88

1.66

2.30

4.24

0.70

1.51

2.15

5.60

0.75

1.49

2.08

Being annoying to peers

3.66

0.36

1.37

1.95

3.91

0.31

1.28

1.89

2.78

0.35

1.40

2.05

Having peers complain about them

4.44

0.57

1.40

1.96

4.15

0.49

1.31

1.97

3.2

0.56

1.42

2.07

Having trouble making or keeping friends

2.63

0.79

1.60

2.32

2.95

0.67

1.47

2.18

3.59

0.69

1.44

2.09
Click to expand

Table 11.8. IRT Parameters: Conners 4–Short Self-Report

Conners 4–Short Scale

Item Stem

Conners 4–Short
Calibration Sample

Conners 4–Short
Validation Sample

Conners 4 –Full-Length

Total Sample

a

b1

b2

b3

a

b1

b2

b3

a

b1

b2

b3

Content Scales

Inattention/

Executive
Dysfunction

Having trouble paying attention to details

2.34

−0.13

1.34

2.12

2.31

0.02

1.32

2.33

2.28

−0.02

1.32

2.25

Losing things

1.67

−0.62

1.35

2.50

1.59

−0.38

1.38

2.68

1.61

−0.46

1.37

2.61

Having trouble getting started

1.56

−0.70

1.19

2.36

1.87

−0.37

1.01

2.25

1.90

−0.46

1.03

2.18

Having trouble prioritizing

1.91

−0.23

1.38

2.25

2.19

−0.05

1.31

2.24

2.00

−0.11

1.35

2.27

Avoiding things that make them think hard

1.80

−0.22

1.26

2.27

1.87

0.04

1.38

2.26

1.83

−0.05

1.33

2.26

Having trouble changing tasks

2.09

−0.05

1.44

2.54

2.29

0.13

1.52

2.44

2.12

0.07

1.50

2.51

Having trouble staying focused

2.08

−0.41

0.94

1.81

2.80

−0.23

0.85

1.54

2.82

−0.27

0.84

1.55

Being distracted

1.87

−1.04

0.65

1.58

1.68

−1.00

0.68

1.65

1.87

−0.98

0.65

1.57

Having trouble following through on instructions

2.01

−0.09

1.54

2.65

2.28

0.22

1.52

2.51

2.18

0.12

1.52

2.54

Having trouble staying organized

1.68

−0.48

1.08

1.98

1.96

−0.25

1.00

1.89

1.86

−0.32

1.02

1.91

Hyperactivity

Feeling restless

1.31

−0.40

1.49

2.60

1.25

−0.15

1.51

2.79

1.34

−0.23

1.47

2.63

Having trouble sitting still

2.71

−0.27

0.79

1.49

3.00

−0.07

0.92

1.56

2.90

−0.14

0.88

1.53

Having too much energy to sit still

2.63

−0.26

0.85

1.67

3.16

−0.12

0.83

1.52

2.56

−0.17

0.88

1.64

Needing to move around

2.44

−0.47

0.87

1.62

2.31

−0.46

0.86

1.79

2.16

−0.48

0.90

1.78

Talking too much

0.84

−1.41

0.73

2.15

1.13

−0.85

0.85

2.13

1.21

−0.91

0.72

1.88

Impulsivity

Acting before thinking

1.53

−0.51

1.28

2.50

1.87

−0.28

1.33

2.33

1.90

−0.34

1.25

2.29

Talking out of turn

1.69

−0.18

1.54

2.52

2.12

0.04

1.59

2.42

1.91

−0.04

1.58

2.47

Deciding quickly without thinking

1.67

−0.62

1.28

2.45

1.37

−0.79

1.28

2.60

1.60

−0.69

1.22

2.42

Having difficulty waiting

1.71

0.07

1.48

2.39

1.83

0.26

1.62

2.45

1.76

0.19

1.58

2.45

Interrupting others

1.91

−0.03

1.57

2.33

2.28

0.09

1.70

2.62

1.91

0.05

1.72

2.60

Emotional
Dysregulation

Having trouble calming down

2.57

−0.19

1.10

1.84

2.55

0.00

1.30

2.09

2.27

−0.08

1.26

2.08

Having trouble controlling their anger

2.69

0.28

1.38

1.99

2.31

0.41

1.53

2.22

2.77

0.34

1.41

2.05

Having trouble controlling their emotions

1.72

−0.19

1.27

2.21

2.35

0.06

1.29

2.20

1.95

−0.03

1.31

2.26

Changing mood quickly

1.21

−0.59

1.27

2.43

1.54

−0.40

1.15

2.20

1.55

−0.44

1.12

2.15

Impairment & Functional Outcome Scales

Schoolwork

Handing things in late

2.02

−0.20

1.33

2.23

2.53

−0.06

1.33

2.21

2.09

−0.11

1.37

2.30

Not knowing where or what their homework is

1.87

0.28

1.58

2.42

1.98

0.44

1.65

2.52

1.99

0.38

1.61

2.45

Forgetting to turn in work

2.56

0.03

1.35

2.18

2.90

0.20

1.33

2.10

2.39

0.15

1.39

2.22

Having trouble completing work

1.34

−0.30

1.60

2.60

1.59

−0.06

1.44

2.44

1.89

−0.13

1.32

2.19

Peer
Interactions

People don’t want to be friends with them

3.71

0.60

1.57

2.29

2.67

0.71

1.78

2.56

2.93

0.67

1.71

2.46

Feeling like they don’t fit in

1.80

−0.07

1.27

2.09

1.68

0.03

1.44

2.34

1.64

−0.01

1.41

2.30

Being annoying to peers

1.13

0.06

1.81

2.92

1.27

0.40

1.96

3.02

1.47

0.25

1.69

2.63

Having difficulty making friends

1.78

0.38

1.48

2.07

2.47

0.52

1.38

1.94

1.95

0.49

1.48

2.08

Family Life

Feeling rejected by family

1.89

0.98

2.11

2.64

1.63

1.26

2.64

3.21

1.87

1.11

2.31

2.83

Causing problems for family

2.34

0.27

1.66

2.49

2.79

0.44

1.60

2.27

2.68

0.38

1.61

2.31

Creating stress for the family

2.38

−0.28

1.11

2.03

3.04

−0.22

1.17

1.85

2.52

−0.24

1.17

1.96

Arguing with family

1.66

−0.53

1.21

2.30

1.84

−0.35

1.31

2.26

1.84

−0.40

1.25

2.23
Click to expand

Table 11.9. Correlations Between Conners 4 and Conners 4–Short Scales: Validation Sample

Scale

Correlations: Full-Length & Short (τ)

Parent

Teacher

Self-Report

Content Scales

Inattention/Executive Dysfunction

.90

.91

.88

Hyperactivity

.86

.87

.86

Impulsivity

.87

.89

.86

Emotional Dysregulation

.85

.88

.85

Impairment & Functional
Outcome Scales

Schoolwork

.86

.87

.81

Peer Interactions

.77

.78

.77

Family Life

.84

—

.86

Note. N = 1,889 Parent; N = 1,674 Teacher; N = 990 Self-Report. τ = tau correlation coefficient. All correlations significant, p < .001. Guidelines for interpreting |τ|: weak ≤ .20; medium = .21 to .34; strong ≥ .35.

Click to expand
Click to expand

Table 11.11. Clinical Group Differences: Conners 4–Short Validation Sample

Form

Scale

ADHD Inattentive vs.
General Population

ADHD Hyperactive/Impulsive vs.
General Population

ADHD Combined vs.
General Population

Full-Length

Short Form

Full-Length

Short Form

Full-Length

Short Form

Cliff’s d

95% CI

Cliff’s d

95 % CI

Cliff’s d

95% CI

Cliff’s d

95% CI

Cliff’s d

95% CI

Cliff’s d

95% CI

Parent 

Inattention/Executive Dysfunction

.80

.73, .85

.78

.70, .84

.79

.71, .86

.80

.70, .86

.88

.84, .91

.87

.83, .90

Hyperactivity

.38

.27, .48

.44

.33, .54

.80

.67, .88

.81

.68, .88

.74

.68, .78

.77

.72, .81

Impulsivity

.42

.31, .52

.41

.30, .50

.79

.67, .87

.75

.62, .85

.76

.70, .80

.71

.65, .76

Emotional Dysregulation

.40

.29, .51

.44

.33, .53

.72

.62, .80

.69

.59, .77

.65

.59, .71

.65

.59, .70

Schoolwork

.67

.58, .74

.66

.57, .73

.69

.59, .77

.64

.52, .74

.75

.69, .79

.70

.64, .75

Family Life

.52

.42, .61

.48

.38, .57

.72

.60, .81

.70

.56, .80

.75

.69, .79

.73

.67, .78

Peer Interactions

.45

.35, .54

.45

.34, .54

.61

.45, .73

.65

.51, .76

.62

.55, .68

.68

.62, .72

Teacher

Inattention/Executive Dysfunction

.54

.42, .64

.54

.42, .64

.56

.41, .68

.53

.36, .66

.55

.46, .63

.55

.46, .63

Hyperactivity

.12

−.02, .27

.17

.02, .30

.53

.37, .66

.53

.38, .65

.40

.29, .49

.43

.33, .52

Impulsivity

.18

.03, .32

.20

.06, .33

.52

.35, .65

.49

.33, .62

.46

.36, .54

.46

.36, .55

Emotional Dysregulation

.15

.00, .29

.17

.02, .30

.45

.71, .86

.43

.70, .86

.33

.22, .44

.34

.24, .45

Schoolwork

.51

.39, .62

.47

.33, .59

.50

.67, .88

.46

.68, .88

.46

.36, .55

.45

.35, .53

Peer Interactions

.34

.21, .47

.26

.11, .40

.42

.67, .87

.43

.62, .85

.43

.31, .53

.44

.33, .54

Self-Report

Inattention/Executive Dysfunction

.64

.53,.73

.64

.53, .74

.50

.62, .80

.50

.59, .77

.55

.43, .65

.57

.45, .67

Hyperactivity

.40

.26, .52

.40

.26, .52

.64

.59, .77

.60

.52, .74

.50

.37, .60

.48

.35, .60

Impulsivity

.35

.20, .48

.37

.21, .50

.46

.45, .73

.39

.51, .76

.42

.30, .54

.43

.31, .54

Emotional Dysregulation

.37

.22, .50

.39

.25, .51

.40

.60, .81

.31

.56, .80

.32

.19, .44

.31

.18, .43

Schoolwork

.51

.38, .63

.47

.33, .58

.40

.41, .68

.28

.36, .66

.52

.41, .62

.46

.34, .56

Peer Interactions

.35

.20, .49

.39

.24, .52

.49

.23, .69

.51

.29, .69

.29

.14, .42

.31

.17, .43

Family Life

.37

.24, .48

.35

.22, .46

.28

.06, .48

.35

.14, .52

.39

.28, .50

.42

.30, .52

Note. Parent Samples: General Population N = 1,400; ADHD Inattentive N = 113; ADHD Hyperactive/Impulsive N = 49; ADHD Combined N = 207. Teacher Samples: General Population N = 1,332; ADHD Inattentive N = 64; ADHD Hyperactive/Impulsive N = 41; ADHD Combined N = 113. Self-Report Samples: General Population N = 754; ADHD Inattentive N = 62; ADHD Hyperactive/Impulsive N = 23; ADHD Combined N = 79. 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 greater endorsement by the listed ADHD group, relative to the General Population group.

Click to expand
Click to expand

Table 11.13. Internal Consistency: Conners 4–Short Parent Normative Samples

Conners 4–Short Scale

Number of Items

Age Group

Combined Gender

Males

Females

N

α

ω

MIC

N

α

ω

MIC

N

α

ω

MIC

Content Scales

Inattention/Executive Dysfunction

10

6 to 7

260

.94

.96

.50

130

.94

.94

.51

130

.94

.94

.50

8 to 9

260

.95

.95

.56

130

.96

.96

.60

130

.94

.94

.51

10 to 11

260

.94

.94

.53

130

.94

.94

.53

130

.94

.94

.54

12 to 13

260

.95

.95

.49

130

.96

.96

.51

130

.94

.94

.48

14 to 15

260

.94

.95

.52

130

.94

.94

.50

130

.95

.95

.52

16 to 18

260

.94

.94

.56

130

.94

.94

.60

130

.94

.94

.51

Hyperactivity

5

6 to 7

260

.84

.85

.46

130

.84

.84

.46

130

.84

.85

.47

8 to 9

260

.84

.85

.47

130

.87

.87

.50

130

.81

.81

.42

10 to 11

260

.86

.87

.46

130

.86

.86

.45

130

.87

.87

.47

12 to 13

260

.87

.87

.37

130

.88

.88

.36

130

.84

.85

.38

14 to 15

260

.87

.87

.45

130

.87

.87

.44

130

.87

.87

.45

16 to 18

260

.82

.83

.44

130

.82

.83

.50

130

.83

.83

.37

Impulsivity

5

6 to 7

260

.87

.87

.45

130

.86

.86

.44

130

.89

.89

.46

8 to 9

260

.86

.87

.46

130

.89

.89

.46

130

.83

.83

.46

10 to 11

260

.87

.87

.53

130

.86

.86

.55

130

.87

.87

.52

12 to 13

260

.87

.87

.36

130

.87

.87

.37

130

.87

.87

.35

14 to 15

260

.91

.91

.48

130

.92

.92

.46

130

.90

.91

.51

16 to 18

260

.83

.83

.46

130

.83

.84

.52

130

.83

.83

.38

Emotional Dysregulation

4

6 to 7

260

.87

.88

.58

130

.87

.88

.58

130

.88

.88

.57

8 to 9

260

.90

.90

.63

130

.91

.92

.67

130

.88

.88

.59

10 to 11

260

.91

.91

.62

130

.92

.92

.69

130

.90

.91

.54

12 to 13

260

.93

.93

.63

130

.94

.94

.63

130

.91

.91

.63

14 to 15

260

.92

.92

.52

130

.94

.95

.51

130

.90

.90

.53

16 to 18

260

.93

.93

.57

130

.93

.93

.60

130

.93

.93

.53

Impairment & Functional Outcome Scales

Schoolwork

4

6 to 7

260

.90

.90

.65

130

.90

.90

.55

130

.90

.90

.72

8 to 9

260

.92

.92

.72

130

.93

.93

.76

130

.89

.90

.65

10 to 11

260

.93

.93

.71

130

.89

.90

.77

130

.95

.95

.64

12 to 13

260

.95

.95

.68

130

.96

.96

.71

130

.93

.93

.63

14 to 15

260

.94

.94

.54

130

.96

.96

.56

130

.92

.92

.53

16 to 18

260

.94

.94

.63

130

.94

.94

.66

130

.93

.93

.56

Peer
Interactions

4

6 to 7

260

.93

.93

.55

130

.93

.93

.56

130

.92

.92

.54

8 to 9

260

.93

.93

.57

130

.93

.93

.60

130

.91

.91

.50

10 to 11

260

.91

.92

.62

130

.93

.93

.65

130

.90

.91

.60

12 to 13

260

.92

.92

.48

130

.92

.92

.56

130

.90

.90

.38

14 to 15

260

.93

.93

.56

130

.95

.95

.59

130

.92

.92

.53

16 to 18

260

.90

.90

.61

130

.92

.92

.64

130

.88

.89

.52

Family Life

4

6 to 7

260

.94

.94

.65

130

.95

.95

.66

130

.94

.94

.65

8 to 9

260

.94

.94

.72

130

.94

.94

.74

130

.94

.94

.70

10 to 11

260

.94

.94

.69

130

.94

.94

.71

130

.94

.94

.67

12 to 13

260

.96

.96

.68

130

.97

.97

.69

130

.96

.96

.66

14 to 15

260

.95

.95

.67

130

.96

.96

.70

130

.94

.94

.66

16 to 18

260

.95

.95

.64

130

.95

.95

.67

130

.95

.95

.62

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

Click to expand

Table 11.14. Internal Consistency: Conners 4–Short Teacher Normative Samples

Conners 4–Short Scale

Number of Items

Age Group

Combined Gender

Males

Females

N

α

ω

MIC

N

α

ω

MIC

N

α

ω

MIC

Content Scales

Inattention/Executive Dysfunction

10

6 to 7

260

.95

.96

.60

130

.95

.95

.60

130

.95

.95

.57

8 to 9

260

.95

.95

.57

130

.95

.95

.58

130

.95

.95

.55

10 to 11

260

.96

.96

.60

130

.96

.96

.59

130

.95

.95

.58

12 to 13

260

.96

.96

.60

130

.96

.96

.60

130

.95

.95

.55

14 to 15

260

.96

.96

.58

130

.96

.96

.58

130

.95

.95

.57

16 to 18

260

.96

.96

.59

130

.96

.96

.59

130

.96

.96

.56

Hyperactivity

5

6 to 7

260

.93

.93

.63

130

.91

.92

.63

130

.95

.95

.61

8 to 9

260

.92

.92

.57

130

.93

.93

.58

130

.90

.90

.55

10 to 11

260

.93

.93

.66

130

.92

.93

.67

130

.93

.93

.65

12 to 13

260

.91

.92

.58

130

.91

.92

.60

130

.92

.92

.51

14 to 15

260

.94

.94

.66

130

.94

.94

.61

130

.94

.95

.70

16 to 18

260

.92

.92

.60

130

.93

.93

.64

130

.90

.91

.53

Impulsivity

5

6 to 7

260

.91

.92

.52

130

.91

.91

.54

130

.92

.92

.46

8 to 9

260

.89

.89

.50

130

.90

.90

.46

130

.86

.87

.54

10 to 11

260

.90

.90

.52

130

.90

.90

.53

130

.88

.88

.51

12 to 13

260

.89

.90

.42

130

.87

.88

.44

130

.91

.91

.42

14 to 15

260

.90

.90

.58

130

.90

.91

.58

130

.90

.90

.56

16 to 18

260

.87

.88

.51

130

.88

.88

.56

130

.88

.88

.44

Emotional Dysregulation

4

6 to 7

260

.96

.96

.69

130

.97

.97

.75

130

.95

.95

.58

8 to 9

260

.95

.96

.63

130

.96

.96

.63

130

.95

.95

.62

10 to 11

260

.95

.95

.62

130

.96

.96

.57

130

.92

.92

.67

12 to 13

260

.93

.93

.57

130

.94

.94

.64

130

.93

.93

.49

14 to 15

260

.94

.94

.72

130

.92

.92

.77

130

.95

.95

.66

16 to 18

260

.92

.92

.71

130

.94

.94

.75

130

.89

.90

.64

Impairment & Functional Outcome Scales

Schoolwork

4

6 to 7

260

.92

.92

.71

130

.92

.92

.65

130

.91

.91

.77

8 to 9

260

.93

.94

.68

130

.93

.94

.72

130

.93

.93

.61

10 to 11

260

.94

.95

.75

130

.92

.92

.73

130

.97

.97

.76

12 to 13

260

.94

.94

.63

130

.95

.95

.64

130

.92

.92

.59

14 to 15

260

.96

.96

.63

130

.95

.95

.64

130

.96

.96

.58

16 to 18

260

.93

.93

.69

130

.92

.92

.71

130

.92

.92

.66

Peer
Interactions

4

6 to 7

260

.94

.94

.76

130

.93

.93

.77

130

.95

.95

.73

8 to 9

260

.95

.95

.63

130

.95

.95

.66

130

.95

.96

.61

10 to 11

260

.96

.96

.50

130

.96

.96

.51

130

.96

.96

.46

12 to 13

260

.93

.93

.54

130

.94

.94

.56

130

.92

.92

.50

14 to 15

260

.89

.89

.66

130

.88

.89

.64

130

.88

.88

.70

16 to 18

260

.90

.90

.71

130

.90

.90

.72

130

.90

.91

.68

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

Click to expand

Table 11.15. Internal Consistency: Conners 4–Short Self-Report Normative Samples

Conners 4–Short Scale

Number of Items

Age Group

Combined Gender

Males

Females

N

α

ω

MIC

N

α

ω

MIC

N

α

ω

MIC

Content Scales

Inattention/Executive Dysfunction

20

8 to 9

220

.87

.87

.38

110

.88

.88

.38

110

.86

.86

.38

10 to 11

220

.86

.86

.51

110

.86

.86

.56

110

.86

.86

.46

12 to 13

220

.91

.91

.48

110

.93

.93

.52

110

.89

.89

.44

14 to 15

220

.90

.90

.43

110

.92

.92

.45

110

.89

.89

.40

16 to 18

220

.88

.88

.40

110

.89

.89

.43

110

.87

.87

.37

Hyperactivity

11

8 to 9

220

.86

.87

.38

110

.87

.87

.36

110

.86

.87

.42

10 to 11

220

.81

.82

.39

110

.79

.81

.44

110

.83

.84

.33

12 to 13

220

.81

.83

.51

110

.84

.85

.51

110

.78

.79

.51

14 to 15

220

.88

.88

.42

110

.88

.88

.39

110

.88

.88

.47

16 to 18

220

.84

.84

.47

110

.81

.82

.48

110

.87

.87

.47

Impulsivity

9

8 to 9

220

.82

.82

.39

110

.83

.84

.41

110

.80

.81

.38

10 to 11

220

.82

.82

.35

110

.83

.83

.35

110

.81

.82

.35

12 to 13

220

.80

.80

.46

110

.80

.81

.52

110

.80

.80

.41

14 to 15

220

.86

.86

.34

110

.88

.88

.41

110

.83

.83

.28

16 to 18

220

.80

.80

.38

110

.84

.85

.40

110

.75

.76

.35

Emotional Dysregulation

8

8 to 9

220

.78

.79

.44

110

.81

.81

.50

110

.75

.78

.40

10 to 11

220

.82

.83

.49

110

.85

.86

.48

110

.79

.80

.50

12 to 13

220

.86

.87

.47

110

.86

.87

.46

110

.87

.87

.47

14 to 15

220

.84

.84

.48

110

.84

.84

.50

110

.84

.84

.48

16 to 18

220

.85

.85

.35

110

.86

.87

.40

110

.86

.86

.33

Impairment & Functional Outcome Scales

Schoolwork

6

8 to 9

220

.79

.79

.38

110

.82

.82

.42

110

.76

.77

.35

10 to 11

220

.80

.81

.48

110

.81

.82

.48

110

.79

.79

.48

12 to 13

220

.86

.86

.48

110

.85

.86

.49

110

.86

.86

.47

14 to 15

220

.85

.85

.50

110

.84

.84

.53

110

.86

.86

.46

16 to 18

220

.86

.86

.37

110

.88

.88

.42

110

.83

.83

.34

Peer
Interactions

6

8 to 9

220

.84

.84

.43

110

.82

.82

.41

110

.86

.86

.45

10 to 11

220

.83

.83

.36

110

.82

.82

.34

110

.85

.85

.38

12 to 13

220

.79

.81

.40

110

.80

.82

.45

110

.79

.80

.35

14 to 15

220

.82

.83

.31

110

.84

.85

.26

110

.79

.80

.36

16 to 18

220

.75

.77

.45

110

.73

.74

.41

110

.77

.79

.49

Family Life

7

8 to 9

220

.80

.81

.47

110

.77

.78

.47

110

.83

.83

.47

10 to 11

220

.86

.86

.41

110

.85

.86

.44

110

.87

.87

.37

12 to 13

220

.82

.82

.54

110

.85

.85

.55

110

.77

.78

.53

14 to 15

220

.89

.89

.50

110

.89

.89

.54

110

.89

.89

.47

16 to 18

220

.87

.87

.38

110

.88

.88

.33

110

.86

.87

.44

Note. α = alpha, ω = omega, MIC = mean inter-item correlation.

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Table 11.19a. Standard Error of Measurement for T-scores: Conners 4–Short Normative Samples Content Scales

Conners 4–Short Scale

Age Group

Parent

Teacher

Self-Report

Combined Gender

Males

Females

Combined Gender

Males

Females

Combined Gender

Males

Females

Inattention/
Executive
Dysfunction

6 to 7

2.07

2.41

2.37

1.90

2.19

2.12

—

—

—

8 to 9

2.20

2.01

2.42

2.14

2.14

2.25

3.59

3.44

3.74

10 to 11

2.42

2.37

2.45

2.05

2.08

2.13

3.74

3.70

3.75

12 to 13

2.18

2.01

2.38

2.10

2.06

2.19

2.94

2.67

3.24

14 to 15

2.33

2.35

2.28

2.05

2.09

2.14

3.11

2.89

3.35

16 to 18

2.45

2.40

2.48

1.99

2.04

2.05

3.43

3.25

3.62

Hyperactivity

6 to 7

3.93

3.96

3.87

2.58

2.90

2.21

—

—

—

8 to 9

3.91

3.55

4.34

2.82

2.63

3.10

3.62

3.55

3.67

10 to 11

3.67

3.76

3.54

2.61

2.73

2.61

4.24

4.35

4.00

12 to 13

3.63

3.42

3.87

2.89

2.89

2.88

4.17

3.81

4.58

14 to 15

3.61

3.64

3.58

2.36

2.41

2.33

3.45

3.43

3.40

16 to 18

4.15

4.15

4.08

2.79

2.70

3.07

—

—

—

Impulsivity

6 to 7

3.56

3.70

3.37

2.89

2.98

2.87

3.94

4.26

3.58

8 to 9

3.67

3.34

4.07

3.31

3.11

3.61

4.19

4.01

4.34

10 to 11

3.62

3.70

3.57

3.18

3.12

3.46

4.22

4.08

4.27

12 to 13

3.57

3.55

3.60

3.23

3.52

2.95

4.42

4.37

4.42

14 to 15

3.00

2.81

3.04

3.09

3.07

3.08

3.78

3.48

4.07

16 to 18

4.06

4.02

4.11

3.49

3.49

3.43

4.44

3.89

4.86

Emotional
Dysregulation

6 to 7

3.53

3.53

3.51

2.03

1.81

2.33

—

—

—

8 to 9

3.14

2.91

3.40

2.12

2.00

2.30

4.63

4.34

4.71

10 to 11

2.96

2.85

3.07

2.29

1.96

2.85

4.16

3.80

4.51

12 to 13

2.71

2.45

2.94

2.56

2.52

2.60

3.66

3.66

3.59

14 to 15

2.75

2.33

3.22

2.54

2.80

2.26

4.01

4.04

4.00

16 to 18

2.60

2.58

2.59

2.80

2.46

3.23

3.81

3.67

3.75
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Table 11.37a. Differences between General Population and ADHD Groups: Conners 4-Short Parent

Conners 4–Short 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

48.9

65.1

65.8

69.7

253.50

.52

ADHD (all groups) > GenPop
ADHDc > ADHDin

SD

8.9

10.8

8.6

8.8

Hyperactivity

M

48.8

58.7

69.0

68.5

200.58

.47

ADHD (all groups) > GenPop
ADHDhi, ADHDc > ADHDin

SD

9.2

10.4

8.3

10.8

Impulsivity

M

49.0

58.6

68.0

66.2

139.38

.38

ADHD (all groups) > GenPop
ADHDhi, ADHDc > ADHDin

SD

9.2

12.0

10.3

11.7

Emotional
Dysregulation

M

48.8

58.9

62.9

63.4

83.64

.27

ADHD (all groups) > GenPop

SD

9.3

13.6

14.6

12.0

Impairment & Functional Outcome Scales

Schoolwork

M

48.7

61.2

62.0

64.4

114.63

.33

ADHD (all groups) > GenPop

SD

8.9

12.0

12.2

11.4

Peer Interactions

M

48.4

59.0

65.7

66.0

111.65

.33

ADHD (all groups) > GenPop
ADHDhi, ADHDc > ADHDin

SD

7.7

13.4

16.6

14.5

Family Life

M

48.9

59.0

66.8

66.7

115.11

.33

ADHD (all groups) > GenPop
ADHDhi, ADHDc > ADHDin

SD

8.8

13.3

14.7

14.0

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 .05; medium effect size = .06 to .13; large effect size ≥ .14.

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Table 11.37b. Differences between General Population and ADHD Groups: Conners 4-Short Parent Effect Sizes

Conners 4–Short Scale

GenPop vs.
ADHDin

GenPop vs.
ADHDhi

GenPop vs.
ADHDc

ADHDin vs.
ADHDhi

ADHDin vs.
ADHDc

ADHDhi vs.
ADHDc

Content Scales

Inattention/Executive Dysfunction

1.74

1.90

2.35

0.06

0.49

0.46

Hyperactivity

1.05

2.24

2.01

1.08

0.92

−0.06

Impulsivity

0.97

2.03

1.70

0.83

0.65

−0.15

Emotional Dysregulation

0.98

1.38

1.41

0.28

0.35

0.04

Impairment & Functional Outcome Scales

Schoolwork

1.30

1.42

1.60

0.07

0.28

0.20

Peer Interactions

1.15

1.83

1.65

0.46

0.49

0.02

Family Life

1.01

1.82

1.63

0.57

0.56

−0.01

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 second group listed scored higher than the first group listed.

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Table 11.38b. Differences between General Population and ADHD Groups: Conners 4-Short Teacher Effect Sizes

Conners 4–Short Scale

GenPop vs.
ADHDin

GenPop vs.
ADHDhi

GenPop vs.
ADHDc

ADHDin vs.
ADHDhi

ADHDin vs.
ADHDc

ADHDhi vs.
ADHDc

Content Scales

Inattention/Executive Dysfunction

1.07

1.13

1.06

0.05

−0.01

−0.06

Hyperactivity

0.24

1.00

0.68

0.73

0.43

−0.26

Impulsivity

0.28

1.10

0.82

0.73

0.50

−0.21

Emotional Dysregulation

0.36

0.87

0.69

0.41

0.31

−0.07

Impairment & Functional Outcome Scales

Schoolwork

0.98

1.01

0.82

0.01

−0.16

−0.17

Peer Interactions

0.46

1.06

0.80

0.51

0.33

−0.16

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 second group listed scored higher than the first group listed.

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Table 11.39b. Differences between General Population and ADHD Groups: Conners 4-Short Self-Report Effect Sizes

Conners 4–Short 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

1.23

1.17

−0.03

−0.07

−0.04

Hyperactivity

0.75

1.37

0.99

0.60

0.26

−0.28

Impulsivity

0.69

1.04

0.75

0.36

0.12

−0.21

Emotional Dysregulation

0.64

0.73

0.72

0.12

0.15

0.04

Impairment & Functional Outcome Scales

Schoolwork

0.75

0.78

0.71

0.02

−0.05

−0.07

Peer Interactions

0.64

0.79

0.78

0.12

0.15

0.05

Family Life

0.45

0.79

0.86

0.37

0.45

0.12

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 = 36); 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 second group listed scored higher than the first group listed.

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Table 11.40. Differences between ADHD and Depression/Anxiety Groups: Conners 4–Short Parent

Conners 4–Short Scale

ADHD

(N = 438)

Depression/

Anxiety

(N = 107)

Cohen’s d

F
(1, 543)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

67.1

57.7

0.96

79.01

< .001

.13

SD

9.5

11.1

Hyperactivity

M

65.1

54.6

0.90

69.15

< .001

.11

SD

11.6

11.6

Impulsivity

M

62.7

52.9

0.79

54.06

< .001

.09

SD

12.4

11.9

Emotional Dysregulation

M

59.9

60.3

0.04

0.12

.734

.00

SD

12.6

11.9 

Impairment &
Functional Outcome Scales

Schoolwork

M

63.0

54.5

0.73

45.22

< .001

.08

SD

11.7

12.2

Peer Interactions

M

61.9

56.9

0.35

10.56

.001

.02

SD

14.9

12.7

Family Life

M

62.1

57.4

0.34

10.19

.001

.02

SD

14.1

12.3

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 higher scores for the ADHD group than the Depression/Anxiety group.

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Table 11.41. Differences between ADHD and Depression/Anxiety Groups: Conners 4–Short Teacher

Conners 4–Short Scale

ADHD

(N = 264)

Depression/

Anxiety

(N = 76)

Cohen’s d

F (1, 338)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

60.2

55.6

0.44

11.12

.001

.03

SD

10.5

11.2

Hyperactivity

M

57.3

49.3

0.72

30.30

< .001

.08

SD

11.7

8.8

Impulsivity

M

57.4

51.8

0.47

13.17

< .001

.04

SD

11.9

10.8

Emotional Dysregulation

M

55.3

56.8

0.11

0.76

.383

.00

SD

13.0

13.1

Impairment & Functional Outcome Scales

Schoolwork

M

58.9

54.7

0.37

7.99

.005

.02

SD

11.6

11.1

Peer Interactions

M

58.0

57.5

0.04

0.08

.778

.00

SD

13.8

12.4

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 higher scores for the ADHD group than the Depression/Anxiety group.

Click to expand

Table 11.42. Differences between ADHD and Depression/Anxiety Groups: Conners 4–Short Self-Report

Conners 4–Short Scale

ADHD

(N = 187)

Depression/Anxiety

(N = 76)

Cohen’s d

F (1 ,263)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

60.3

53.8

0.62

20.68

< .001

.07

SD

10.5

10.4

Hyperactivity

M

58.8

53.1

0.53

15.02

< .001

.05

SD

10.6

11.2

Impulsivity

M

57.3

51.2

0.55

16.18

< .001

.06

SD

11.5

10.3

Emotional Dysregulation

M

54.9

57.3

0.23

2.77

.097

.01

SD

10.8

10.7

Impairment & Functional Outcome Scales

Schoolwork

M

56.9

52.2

0.42

9.24

.003

.03

SD

11.3

11.9

Peer Interactions

M

55.1

59.8

0.39

8.13

.005

.03

SD

11.6

13.3

Family Life

M

54.9

54.6

0.02

0.03

.867

.00

SD

9.9

11.3

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 higher scores for the ADHD group than the Depression/Anxiety group.

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Table 11.43. Classification Accuracy Statistics: Conners 4–Short

Form

Overall Correct Classification Rate (%)

Sensitivity (%)

Specificity (%)

Positive
Predictive
Value (%)

Negative
Predictive
Value (%)

Kappa

Parent

84.9

86.2

83.6

84.0

85.8

.69

Teacher

73.0

75.8

70.2

71.8

74.4

.46

Self-Report

72.8

74.9

70.7

71.8

73.8

.45

Note. Predictor Scales = Content Scales + Impairment & Functional Outcome Scales. Classification accuracy is based on classifying youth with ADHD and youth in the general population.

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Table 11.44. Classification Accuracy Statistics Adjusted for Base Rates: Conners 4–Short

Form

10% Base Rate

60% Base Rate

70% Base Rate

80% Base Rate

PPV (%)

NPV (%)

PPV (%)

NPV (%)

PPV (%)

NPV (%)

PPV (%)

NPV (%)

Parent

51.3

96.8

86.3

83.4

88.0

81.2

89.4

79.1

Teacher

33.7

93.6

75.3

70.8

78.1

67.5

80.3

64.5

Self-Report

33.8

93.4

75.4

70.1

78.1

66.7

80.3

63.7

Note. PPV = Positive Predictive Value. NPV = Negative Predictive Value. Predictor Scales = Content Scales + Impairment & Functional Outcome Scales. Classification accuracy is based on classifying youth with ADHD and youth in the general population.

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Table 11.48. Differential Test Functioning Effect Sizes by Gender

Conners 4–Short Scales

Parent

Teacher

Self-Report

Content Scales

Inattention/Executive Dysfunction

.02

−.01

−.02

Hyperactivity

.03

−.04

.07

Impulsivity

.02

.03

−.05

Emotional Dysregulation

−.03

.01

−.06

Impairment & Functional Outcome Scales

Schoolwork

.01

−.02

−.03

Peer Interactions

.00

.08

.03

Family Life

.03

—

−.01

Note. Values presented are expected test score standardized differences (ETSSD); guidelines for interpreting |ETSSD|: 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. Positive ETSSD values indicate that female youth received higher scores than male youth who had the same level of the construct being measured.

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Table 11.49. Group Differences by Gender (Male vs. Female): Conners 4–Short Parent

Conners 4–Short Scale

Male
(N = 492)

Female
(N = 492)

Cohen’s d

F
(1, 916)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

50.0

49.4

0.06

0.84

.360

.00

SD

10.1

9.9

Hyperactivity

M

49.9

49.0

0.09

1.90

.168

.00

SD

10.0

9.4

Impulsivity

M

49.3

49.8

−0.04

0.39

.530

.00

SD

10.0

10.4

Emotional Dysregulation

M

49.6

50.1

−0.05

0.57

.449

.00

SD

10.2

9.9

Impairment & Functional Outcome Scales

Schoolwork

M

50.6

49.3

0.12

3.45

.064

.00

SD

10.8

9.7

Peer Interactions

M

50.2

49.5

0.07

1.07

.302

.00

SD

10.7

9.4

Family Life

M

49.9

49.8

0.01

0.01

.911

.00

SD

10.1

10.0

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of males resulted in higher scores than ratings of females.

Click to expand

Table 11.50. Group Differences by Gender (Male vs. Female): Conners 4–Short Teacher

Conners 4–Short Scale

Male
(N = 644)

Female
(N = 644)

Cohen’s d

F
(1, 1180)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

52.0

47.9

0.41

50.41

< .001

.04

SD

10.6

8.9

Hyperactivity

M

51.8

47.8

0.41

48.55

< .001

.04

SD

10.6

8.9

Impulsivity

M

51.3

48.6

0.27

21.47

< .001

.02

SD

10.6

9.3

Emotional Dysregulation

M

50.5

49.3

0.03

4.61

.032

.00

SD

10.6

9.3

Impairment & Functional Outcome Scales

Schoolwork

M

51.7

48.4

0.34

33.64

< .001

.03

SD

10.7

9.0

Peer Interactions

M

51.1

48.5

0.25

18.83

< .001

.02

SD

11.1

9.0

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of males resulted in higher scores than ratings of females.

Click to expand

Table 11.51. Group Differences by Gender (Male vs. Female): Conners 4–Short Self-Report

Conners 4–Short Scale

Male
(N = 322)

Female
(N = 322)

Cohen’s d

F
(1, 580)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

50.5

49.6

0.09

1.16

.282

.00

SD

10.7

9.5

Hyperactivity

M

50.7

50.2

0.05

0.37

.545

.00

SD

10.3

9.6

Impulsivity

M

50.1

50.0

0.01

0.03

.869

.00

SD

10.5

10.0

Emotional Dysregulation

M

49.9

49.9

0.00

0.00

.995

.00

SD

10.1

9.6

Impairment & Functional Outcome Scales

Schoolwork

M

50.5

49.1

0.14

2.83

.093

.00

SD

10.8

9.1

Peer Interactions

M

50.0

50.1

−0.01

0.03

.874

.00

SD

9.8

10.1

Family Life

M

50.4

49.6

0.02

0.77

.381

.00

SD

10.5

10.5

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 males had higher scores than females.

Click to expand
Click to expand
Click to expand
Click to expand
Click to expand
Click to expand
Click to expand

Table 11.58. Differential Test Functioning Effect Sizes by U.S. Race/Ethnicity

Conners 4–Short Scale

Hispanic/White Comparisons

Black/White Comparisons

Parent

Teacher

Self-Report

Parent

Teacher

Self-Report

Content Scales

Inattention/Executive Dysfunction

.01

.01

.01

.02

−.01

−.03

Hyperactivity

−.01

.03

−.02

−.04

.07

.04

Impulsivity

.04

.03

.06

.04

.05

.01

Emotional Dysregulation

.03

−.01

.04

−.02

−.02

−.02

Impairment
& Functional
Outcome Scales

Schoolwork

.03

.01

−.03

.08

−.02

−.04

Peer Interactions

−.02

−.02

.06

−.01

.00

.06

Family Life

−.03

—

.03

−.06

—

.11

Note. Values presented are expected test score standardized differences (ETSSD); guidelines for interpreting |ETSSD|: 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. Positive ETSSD values indicate that Black or Hispanic youth received higher scores than White youth who had the same level of the construct being measured.

Click to expand

Table 11.59. Group Difference by U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Parent

Conners 4–Short Scale

White
(N = 187)

Hispanic
(N = 187)

Cohen’s d

F
(1, 338)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

50.1

49.1

0.10

0.97

.325

.00

SD

10.1

9.3

Hyperactivity

M

50.2

49.2

0.11

1.16

.281

.00

SD

9.8

9.5

Impulsivity

M

50.0

49.8

0.02

0.05

.826

.00

SD

9.8

9.6

Emotional Dysregulation

M

49.8

48.8

0.11

1.03

.310

.00

SD

9.7

8.9

Impairment & Functional Outcome Scales

Schoolwork

M

50.5

50.2

0.03

0.06

.807

.00

SD

10.2

10.0

Peer Interactions

M

49.8

49.3

0.05

0.22

.637

.00

SD

9.4

9.8

Family Life

M

49.6

49.5

0.01

0.02

.890

.00

SD

10.0

10.0

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of White youth resulted in higher scores than ratings of Hispanic youth.

Click to expand

Table 11.60. Group Difference by U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Teacher

Conners 4–Short Scale

White
(N = 150)

Hispanic
(N = 150)

Cohen’s d

F
(1, 282)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

48.8

49.9

−0.10

0.76

.383

.00

SD

9.5

10.6

Hyperactivity

M

49.7

50.2

−0.04

0.15

.703

.00

SD

9.4

10.6

Impulsivity

M

49.0

50.0

−0.10

0.73

.393

.00

SD

8.8

11.0

Emotional Dysregulation

M

48.6

50.9

−0.25

4.38

.037

.02

SD

7.6

11.2

Impairment & Functional Outcome Scales

Schoolwork

M

47.9

50.6

−0.27

5.45

.020

.02

SD

9.7

10.5

Peer Interactions

M

48.3

50.5

−0.23

3.96

.048

.01

SD

8.2

10.8

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of White youth resulted in higher scores than ratings of Hispanic youth.

Click to expand

Table 11.61. Group Difference by U.S. Race/Ethnicity (White vs. Hispanic): Conners 4–Short Self-Report

Conners 4–Short Scale

White
(N = 141)

Hispanic
(N = 141)

Cohen’s d

F
(1, 260)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

49.3

50.2

−0.09

0.60

.439

.00

SD

10.2

8.8

Hyperactivity

M

50.4

49.5

0.10

0.67

.412

.00

SD

9.3

8.2

Impulsivity

M

49.8

50.0

−0.02

0.03

.854

.00

SD

10.8

9.0

Emotional Dysregulation

M

50.1

50.1

0.00

0.00

.998

.00

SD

10.8

9.2

Impairment & Functional Outcome Scales

Schoolwork

M

48.9

50.7

−0.19

2.56

.111

.01

SD

9.3

9.2

Peer Interactions

M

49.3

49.9

−0.06

0.24

.622

.00

SD

9.9

9.7

Family Life

M

49.6

49.3

0.14

0.05

.817

.00

SD

9.5

8.5

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 White youth had higher scores than Hispanic youth.

Click to expand

Table 11.62. Group Difference by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Parent

Conners 4–Short Scale

White
(N = 176)

Black
(N = 176)

Cohen’s d

F
(1, 320)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

49.8

48.9

0.09

0.72

.396

.00

SD

9.6

10.2

Hyperactivity

M

50.1

49.1

0.10

0.83

.364

.00

SD

9.5

10.4

Impulsivity

M

49.1

49.7

−0.06

0.28

.597

.00

SD

8.9

10.8

Emotional Dysregulation

M

48.9

49.8

−0.09

0.67

.413

.00

SD

8.7

10.6

Impairment & Functional Outcome Scales

Schoolwork

M

49.8

49.3

0.06

0.28

.595

.00

SD

9.7

9.8

Peer Interactions

M

49.6

49.6

−0.01

0.00

.953

.00

SD

9.6

10.1

Family Life

M

48.7

49.6

−0.09

0.76

.384

.00

SD

7.9

10.7

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of White youth resulted in higher scores than ratings of Black youth.

Click to expand

Table 11.63. Group Difference by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Teacher

Conners 4–Short Scale

White
(N = 192)

Black
(N = 192)

Cohen’s d

F
(1, 350)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

49.7

53.2

−0.34

10.94

.001

.03

SD

9.9

10.4

Hyperactivity

M

49.7

53.2

−0.34

11.13

.001

.03

SD

9.3

11.3

Impulsivity

M

49.7

53.7

−0.38

13.78

< .001

.03

SD

9.2

11.7

Emotional Dysregulation

M

50.3

53.0

−0.23

4.80

.029

.01

SD

10.1

12.4

Impairment & Functional Outcome Scales

Schoolwork

M

48.7

52.7

−0.40

15.65

< .001

.04

SD

9.4

10.5

Peer Interactions

M

50.2

52.6

−0.21

4.27

.040

.01

SD

10.3

12.0

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of White youth resulted in higher scores than ratings of Black youth.

Click to expand

Table 11.64. Group Difference by U.S. Race/Ethnicity (White vs. Black): Conners 4–Short Self-Report

Conners 4–Short Scale

White
(N = 129)

Black
(N = 129)

Cohen’s d

F
(1, 236)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

50.7

50.0

0.06

0.23

.631

.00

SD

10.1

11.0

Hyperactivity

M

51.6

51.0

0.06

0.22

.638

.00

SD

9.9

11.3

Impulsivity

M

51.0

49.8

0.11

0.81

.369

.00

SD

10.7

10.7

Emotional Dysregulation

M

51.1

51.4

−0.03

0.06

.803

.00

SD

11.0

10.9

Impairment & Functional Outcome Scales

Schoolwork

M

50.5

50.7

−0.02

0.04

.845

.00

SD

10.2

11.5

Peer Interactions

M

50.0

51.3

−0.13

1.16

.282

.00

SD

9.9

10.2

Family Life

M

50.0

52.1

0.28

2.14

.144

.01

SD

9.8

12.2

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 White youth had higher scores than Black youth.

Click to expand

Table 11.65. Group Difference by U.S. Race/Ethnicity (White vs. Asian): Conners 4–Short Parent

Conners 4–Short Scale

White
(N = 129)

Black
(N = 129)

Cohen’s d

F
(1, 236)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

50.7

50.0

0.06

0.23

.631

.00

SD

10.1

11.0

Hyperactivity

M

51.6

51.0

0.06

0.22

.638

.00

SD

9.9

11.3

Impulsivity

M

51.0

49.8

0.11

0.81

.369

.00

SD

10.7

10.7

Emotional Dysregulation

M

49.6

46.8

0.31

2.32

.131

.02

SD

10.1 

7.9

Impairment & Functional Outcome Scales

Schoolwork

M

50.5

50.7

−0.02

0.04

.845

.00

SD

10.2

11.5

Peer Interactions

M

50.0

51.3

−0.13

1.16

.282

.00

SD

9.9

10.2

Family Life

M

50.0

52.1

0.28

2.14

.144

.01

SD

9.8

12.2

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of White youth resulted in higher scores than ratings of Asian youth.

Click to expand

Table 11.66. Group Difference by U.S. Race/Ethnicity (White vs. Asian): Conners 4–Short Teacher

Conners 4–Short Scale

White
(N = 43)

Asian
(N = 43)

Cohen’s d

F (1, 78)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

48.1

45.9

0.28

1.58

.212

.02

SD

8.5

8.0

Hyperactivity

M

48.9

47.6

0.17

0.58

.448

.01

SD

8.5

7.4

Impulsivity

M

49.1

46.0

0.41

3.57

.062

.04

SD

8.6

6.5

Emotional Dysregulation

M

49.5

46.5

0.42

3.49

.065

.04

SD

8.0

6.4

Impairment & Functional Outcome Scales

Schoolwork

M

46.5

45.4

0.14

0.44

.511

.01

SD

8.5

7.4

Peer Interactions

M

49.9

47.0

0.35

2.54

.115

.03

SD

9.5

7.3

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of White youth resulted in higher scores than ratings of Asian youth.

Click to expand

Table 11.67. Group Difference by U.S. Race/Ethnicity (White vs. Asian): Conners 4–Short Self-Report

Conners 4–Short Scale

White
(N = 43)

Asian
(N = 43)

Cohen’s d

F
(1, 46)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

49.7

48.5

0.15

0.46

.499

.01

SD

8.1

7.6

Hyperactivity

M

54.4

51.0

0.33

2.11

.150

.03

SD

10.8

10.4

Impulsivity

M

50.4

50.9

−0.05

0.06

.815

.00

SD

9.7

9.3

Emotional Dysregulation

M

53.2

49.9

0.38

2.89

.093

.04

SD

10.1

7.4

Impairment & Functional Outcome Scales

Schoolwork

M

50.5

47.9

0.34

2.26

.137

.03

SD

8.4

6.7

Peer Interactions

M

55.8

53.6

0.19

0.71

.402

.01

SD

12.2

10.3

Family Life

M

55.3

52.0

−0.08

2.32

.132

.03

SD

9.8

9.9

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 White youth had higher scores than Asian youth.

Click to expand
Click to expand
Click to expand
Click to expand

Table 11.71. Differential Test Functioning Effect Sizes by Country of Residence

Conners 4–Short Scale

Parent

Teacher

Self-Report

Content Scales

Inattention/Executive Dysfunction

.00

−.03

−.02

Hyperactivity

−.02

−.02

.02

Impulsivity

.02

.01

−.05

Emotional Dysregulation

.02

.01

.00

Impairment & Functional Outcome Scales

Schoolwork

.04

−.03

.06

Peer Interactions

−.01

.00

.05

Family Life

−.01

—

−.03

Note. Values presented are expected test score standardized differences (ETSSD); guidelines for interpreting |ETSSD|: 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. Positive ETSSD values indicate that Canadian youth received higher scores than American youth who had the same level of the construct being measured.

Click to expand

Table 11.72. Group Differences by Country of Residence: Conners 4–Short Parent

Conners 4–Short Scale

U.S.
(N = 74)

Canada
(N = 74)

Cohen’s d

F (1, 132)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

51.4

50.5

0.09

0.27

.606

.00

SD

10.4

10.1

Hyperactivity

M

51.0

50.7

0.03

0.04

.850

.00

SD

9.2

11.3

Impulsivity

M

49.4

51.1

−0.19

1.27

.262

.01

SD

8.8

9.7

Emotional Dysregulation

M

51.1

50.5

0.02

0.11

.738

.00

SD

10.8

9.9

Impairment & Functional Outcome Scales

Schoolwork

M

51.1

50.4

0.06

0.15

.701

.00

SD

11.3

8.7

Peer Interactions

M

50.2

49.7

0.05

0.08

.784

.00

SD

9.9

8.9

Family Life

M

50.5

50.5

0.00

0.00

1.00

.00

SD

10.7

10.1

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of American youth resulted in higher scores than ratings of Canadian youth.

Click to expand

Table 11.73. Group Differences by Country of Residence: Conners 4–Short Teacher

Conners 4–Short Scale

U.S.
(N = 119)

Canada
(N = 119)

Cohen’s d

F
(1, 222)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

49.3

48.6

0.06

0.24

.622

.00

SD

10.4

9.3

Hyperactivity

M

50.3

48.7

0.16

1.60

.207

.01

SD

9.9

9.1

Impulsivity

M

49.2

48.7

0.05

0.15

.701

.00

SD

9.2

9.1

Emotional Dysregulation

M

49.6

49.0

0.08

0.33

.567

.00

SD

8.8

8.8

Impairment & Functional Outcome Scales

Schoolwork

M

48.5

48.4

0.01

0.01

.921

.00

SD

10.4

9.5

Peer Interactions

M

49.0

49.1

−0.01

0.01

.925

.00

SD

8.5

9.7

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 ratings of American youth resulted in higher scores than ratings of Canadian youth.

Click to expand

Table 11.74. Group Differences by Country of Residence: Conners 4–Short Self-Report

Conners 4–Short Scale

U.S.
(N = 80)

Canada
(N = 80)

Cohen’s d

F
(1, 144)

p

η2

Content Scales

Inattention/Executive Dysfunction

M

50.3

50.0

0.03

0.04

.844

.00

SD

9.6

8.6

Hyperactivity

M

52.0

49.8

0.23

2.17

.142

.01

SD

9.1

10.2

Impulsivity

M

51.2

49.7

0.15

0.89

.348

.01

SD

11.0

8.8

Emotional Dysregulation

M

50.6

49.7

0.09

0.33

.564

.00

SD

9.9

9.8

Impairment & Functional Outcome Scales

Schoolwork

M

51.1

49.6

0.15

0.95

.332

.01

SD

9.9

9.8

Peer Interactions

M

50.9

50.6

0.03

0.04

.838

.00

SD

9.5

9.5

Family Life

M

50.9

49.1

0.02

1.54

.216

.01

SD

9.5

8.2

Note. Guidelines for interpreting η2: negligible effect size < .01; small effect size = .01 to .05; 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 American youth had higher scores than Canadian youth.

Click to expand

Table 11.75. Measurement Invariance by Parental Education Level: Conners 4–Short Parent

Conners 4–Short Scale

Model

χ2

df

RMSEA

CFI

TLI

SRMR

Comparison

Satorra-Bentler χ2

df

∆CFI

Content Scales

Configural

3094.02***

492

.057

.979

.977

.036

—

Threshold

3145.93***

516

.056

.979

.977

.036

configural v. threshold

33.62

24

.000

Loading

3116.10***

536

.055

.979

.979

.036

threshold v. loading

32.01*

20

.000

Intercept

3167.33***

556

.054

.979

.979

.036

loading v. intercept

82.21***

20

.000

Impairment & Functional Outcome Scales

Configural

2077.64***

298

.061

.975

.971

.041

—

Threshold

2096.36***

310

.060

.975

.972

.041

configural v. threshold

15.30

12

.000

Loading

1503.73***

326

.047

.983

.983

.043

threshold v. loading

32.05*

16

.010

Intercept

1522.08***

342

.046

.983

.983

.043

loading v. intercept

41.25**

16

.000

Note. N = 855 youth with a PEL of high school education or less (Group 1; PEL 1 and PEL 2); N = 2,385 youth with a PEL of post-secondary education (Group 2; PEL 3, PEL 4, and PEL 5). RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; RMSEA = Root mean square error of approximation; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

Click to expand

Table 11.76. Measurement Invariance by Parental Education Level: Conners 4–Short Self-Report

Conners 4–Short Scale

Model

χ2

df

RMSEA

CFI

TLI

SRMR

Comparison

Satorra-Bentler χ2

df

∆CFI

Content Scales

Configural

1553.54***

492

.052

.969

.965

.043

—

Threshold

1585.36***

516

.051

.968

.966

.043

configural v. threshold

22.68

24

.001

Loading

1558.84***

536

.049

.970

.969

.043

threshold v. loading

21.13

20

.002

Intercept

1534.92***

556

.047

.971

.971

.043

loading v. intercept

24.58

20

.001

Impairment & Functional Outcome Scales

Configural

1215.79***

298

.062

.935

.925

.058

—

Threshold

1236.76***

310

.061

.934

.927

.058

configural v. threshold

10.63

12

.000

Loading

1071.43***

326

.054

.947

.944

.059

threshold v. loading

19.06

16

.010

Intercept

1064.94***

342

.052

.949

.949

.059

loading v. intercept

17.39

16

.000

Note. N = 530 youth with a PEL of high school education or less (Group 1; PEL 1 and PEL 2); N = 1,057 youth with a PEL of post-secondary education (Group 2; PEL 3, PEL 4, and PEL 5). RMSEA = Root mean square error of approximation; CFI = Comparative Fit Index; TLI = Tucker-Lewis Index; SRMR = Standardized root mean square residual; RMSEA = Root mean square error of approximation; ∆CFI = change in CFI. *p < .05, **p < .01, ***p < .001.

Click to expand

Table 11.77. Differential Test Functioning Effect Sizes by Parental Education Level

Conners 4–Short Scale

Parent

Self-Report

Content Scales

Inattention/Executive Dysfunction

  .04

−.01

Hyperactivity

−.05

  .02

Impulsivity

  .06

−.05

Emotional Dysregulation

  .02

  .02

Impairment & Functional Outcome Scales

Schoolwork

−.04

  .04

Peer Interactions

  .02

  .05

Family Life

−.02

  .02

Note. Values presented are expected test score standardized differences (ETSSD); guidelines for interpreting |ETSSD|: 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. Positive ETSSD values indicate that higher scores would be observed for youth whose parents do not have post-secondary education (PEL 1 and PEL 2) relative to youth whose parents have post-secondary education.

Click to expand
Click to expand

Table 11.78b. Group Differences by Parental Education Level: Conners 4–Short Parent Effect Sizes

Conners 4–Short Scale

PEL1
vs.
PEL2

PEL1
vs.
PEL3

PEL1
vs.
PEL4

PEL1
vs.
PEL5

PEL2
vs.
PEL3

PEL2
vs.
PEL4

PEL2
vs.
PEL5

PEL3
vs.
PEL4

PEL3
vs.
PEL5

PEL4
vs.
PEL5

Content Scales

Inattention/Executive Dysfunction

0.09

0.06

0.10

0.10

−0.03

0.00

−0.01

0.03

0.03

−0.01

Hyperactivity

0.09

0.12

0.12

0.21

0.03

0.02

0.09

−0.01

0.06

0.08

Impulsivity

0.13

0.19

0.15

0.21

0.05

0.00

0.04

−0.05

−0.01

0.04

Emotional Dysregulation

0.09

0.15

0.12

0.14

0.05

0.01

0.02

−0.05

−0.03

0.02

Impairment & Functional Outcome Scales

Schoolwork

0.11

0.05

0.13

0.16

−0.06

0.01

0.03

0.07

0.09

0.02

Peer Interactions

0.15

0.20

0.19

0.20

0.05

0.01

0.02

−0.04

−0.04

0.00

Family Life

0.18

0.19

0.18

0.15

0.01

−0.02

−0.06

−0.03

−0.07

−0.04

Note. PEL = Parental education level; PEL 1 = No high school diploma; PEL 2 = High school diploma/GED; PEL 3 = Some college or associate’s degree; PEL 4 = Bachelor’s degree; PEL 5 = Graduate or professional degree. Values presented are Cohen’s d effect size estimates; 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.

Click to expand
Click to expand

Table 11.79b. Group Differences by Parental Education Level: Conners 4–Short Self-Report Effect Sizes

Conners 4–Short Scale

PEL1
vs.
PEL2

PEL1
vs.
PEL3

PEL1
vs.
PEL4

PEL1
vs.
PEL5

PEL2
vs.
PEL3

PEL2
vs.
PEL4

PEL2
vs.
PEL5

PEL3
vs.
PEL4

PEL3
vs.
PEL5

PEL4
vs.
PEL5

Content Scales

Inattention/Executive Dysfunction

−0.03

−0.02

0.03

−0.02

0.01

0.06

0.01

0.05

0.00

−0.06

Hyperactivity

−0.10

−0.01

−0.05

−0.14

0.09

0.06

−0.02

−0.04

−0.12

−0.09

Impulsivity

0.09

0.06

0.11

0.07

−0.03

0.01

−0.03

0.04

0.00

−0.04

Emotional Dysregulation

0.01

−0.03

0.00

−0.10

−0.04

−0.02

−0.11

0.03

−0.06

−0.10

Impairment & Functional Outcome Scales

Schoolwork

0.02

0.00

0.13

0.08

−0.02

0.10

0.05

0.12

0.07

−0.05

Peer Interactions

0.01

0.02

0.00

0.05

0.01

−0.01

0.04

−0.03

0.02

0.05

Family Life

0.01

−0.05

−0.03

−0.04

−0.05

−0.03

−0.04

0.02

0.02

−0.01

Note. PEL = Parental education level; PEL 1 = No high school diploma; PEL 2 = High school diploma/GED; PEL 3 = Some college or associate’s degree; PEL 4 = Bachelor’s degree; PEL 5 = Graduate or professional degree. Values presented are Cohen’s d effect size estimates; 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.