Manual

Conners 4 Manual

Chapter 12: Conners 4–ADHD Index, Tables

Table 12.1. Demographic Characteristics of Rated Youth: Conners 4–ADHD Index Parent Training and Validation Samples

Demographic		Training				Validation
		General Population		ADHD		General Population		ADHD
		N	%	N	%	N	%	N	%
Gender	Male	266	68.0	265	67.8	96	60.4	98	61.3
Gender	Female	125	32.0	126	32.2	63	39.6	62	38.8
U.S. Race/Ethnicity	Hispanic	36	9.2	33	8.4	13	8.2	12	7.5
	Asian	4	1.0	3	0.8	2	1.3	2	1.3
	Black	14	3.6	13	3.3	4	2.5	4	2.5
	White	277	70.8	269	68.8	114	71.7	113	70.6
	Other	16	4.1	23	5.9	4	2.5	7	4.4
Canadian Race/Ethnicity	Not visible minority	37	9.5	47	12.0	18	11.3	20	12.5
Canadian Race/Ethnicity	Visible minority	7	1.8	3	0.8	4	2.5	2	1.3
Parental Education Level	No high school diploma	8	2.0	7	1.8	1	0.6	0	0.0
	High school diploma/GED	35	9.0	32	8.2	18	11.3	17	10.6
	Some college or associate’s degree	92	23.5	89	22.8	46	28.9	46	28.8
	Bachelor’s degree	149	38.1	135	34.5	46	28.9	43	26.9
	Graduate or professional degree	107	27.4	128	32.7	48	30.2	54	33.8
U.S. Region	Northeast	67	17.1	60	15.3	26	16.4	22	13.8
	Midwest	85	21.7	97	24.8	24	15.1	40	25.0
	South	136	34.8	142	36.3	65	40.9	55	34.4
	West	59	15.1	42	10.7	22	13.8	21	13.1
Canadian Region	Central	27	6.9	27	6.9	12	7.5	13	8.1
	East	3	0.8	7	1.8	3	1.9	2	1.3
	West	14	3.6	16	4.1	7	4.4	7	4.4
Language(s) Spoken	English only	391	100.0	391	100.0	159	100.0	160	100.0
Language(s) Spoken	English & Non-English	0	0.0	0	0.0	0	0.0	0	0.0
Diagnosis	ADHD Inattentive	0	0.0	120	30.7	0	0.0	49	30.6
	ADHD Combined	0	0.0	209	53.5	0	0.0	86	53.8
	ADHD Hyperactive/Impulsive	0	0.0	62	15.9	0	0.0	25	15.6
	Anxiety	0	0.0	82	21.0	0	0.0	29	18.1
	Depression	0	0.0	19	4.9	0	0.0	7	4.4
	Other Diagnoses	0	0.0	130	33.2	0	0.0	58	36.3
	No Diagnosis	391	100.0	0	0.0	159	100.0	0	0.0
Age in years M (SD)		11.4 (3.0)		11.4 (3.0)		11.4 (3.0)		11.4 (3.0)
Total		391	100.0	391	100.0	159	100.0	160	100.0

Note. Anxiety includes Generalized Anxiety Disorder, Panic Disorder, 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 12.2. Demographic Characteristics of Raters: Conners 4–ADHD Index Parent Training and Validation Samples

Rater Demographic		Training				Validation
		General Population		ADHD		General Population		ADHD
		N	%	N	%	N	%	N	%
Gender	Male	146	37.3	32	8.2	65	40.9	12	7.5
Gender	Female	245	62.7	359	91.8	94	59.1	148	92.5
U.S. Race/Ethnicity	Hispanic	35	9.0	28	7.2	11	6.9	10	6.3
	Asian	8	2.0	4	1.0	2	1.3	2	1.3
	Black	15	3.8	18	4.6	5	3.1	3	1.9
	White	280	71.6	289	73.9	117	73.6	119	74.4
	Other	9	2.3	2	0.5	2	1.3	4	2.5
Canadian Race/Ethnicity	Not visible minority	36	9.2	47	12.0	18	11.3	20	12.5
Canadian Race/Ethnicity	Visible minority	8	2.0	3	0.8	4	2.5	2	1.3
Relation to Youth Being Rated	Biological mother	233	59.6	333	85.2	89	56.0	132	82.5
	Biological father	138	35.3	27	6.9	59	37.1	11	6.9
	Non-biological mother	6	1.5	20	5.1	2	1.3	17	10.6
	Non-biological father	6	1.5	5	1.3	5	3.1	0	0.0
	Other relative	8	2.0	6	1.5	3	1.9	0	0.0
	Other guardian	0	0.0	0	0.0	1	0.6	0	0.0
Age in years M (SD)		42.3 (8.5)		42.1 (6.6)		41.7 (8.3)		42.1 (6.9)
Total		391	100.0	391	100.0	159	100.0	160	100.0

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Table 12.3. Demographic Characteristics of Rated Youth: Conners 4–ADHD Index Teacher Training and Validation Samples

Demographic		Training				Validation
		General Population		ADHD		General Population		ADHD
		N	%	N	%	N	%	N	%
Gender	Male	62	26.5	62	26.5	55	63.2	55	63.2
Gender	Female	172	73.5	172	73.5	32	36.8	32	36.8
U.S. Race/Ethnicity	Hispanic	14	6.0	14	6.0	5	5.7	5	5.7
	Asian	0	0.0	0	0.0	1	1.1	1	1.1
	Black	22	9.4	22	9.4	14	16.1	14	16.1
	White	156	66.7	173	73.9	52	59.8	60	69.0
	Other	9	3.8	13	5.6	4	4.6	3	3.4
Canadian Race/Ethnicity	Not visible minority	28	12.0	12	5.1	10	11.5	2	2.3
Canadian Race/Ethnicity	Visible minority	5	2.1	0	0.0	1	1.1	2	2.3
U.S. Region	Northeast	44	18.8	84	35.9	18	20.7	26	29.9
	Midwest	43	18.4	44	18.8	18	20.7	21	24.1
	South	92	39.3	81	34.6	27	31.0	29	33.3
	West	22	9.4	13	5.6	13	14.9	7	8.0
Canadian Region	East	4	1.7	0	0.0	3	3.4	0	0.0
	Central	21	9.0	9	3.8	5	5.7	3	3.4
	West	8	3.4	3	1.3	3	3.4	1	1.1
Language(s) Spoken	English only	234	100.0	234	100.0	87	100.0	87	100.0
Language(s) Spoken	English & Non-English	0	0.0	0	0.0	0	0.0	0	0.0
Diagnosis	ADHD Inattentive	0	0.0	71	30.3	0	0.0	26	29.9
	ADHD Combined	0	0.0	114	48.7	0	0.0	45	51.7
	ADHD Hyperactive/Impulsive	0	0.0	49	20.9	0	0.0	16	18.4
	Anxiety	0	0.0	38	16.2	0	0.0	13	14.9
	Depression	0	0.0	11	4.7	0	0.0	5	5.7
	Other Diagnoses	0	0.0	93	39.7	0	0.0	36	41.4
	No Diagnosis	234	100.0	0	0.0	87	100.0	0	0.0
Age in years M (SD)		11.8 (3.2)		11.8 (3.1)		11.6 (3.1)		11.6 (3.1)
Total		234	100.0	234	100.0	87	100.0	87	100.0

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Table 12.4. Demographic Characteristics of Raters: Conners 4–ADHD Index Teacher Training and Validation Samples

Rater Demographic		Training				Validation
		General Population		ADHD		General Population		ADHD
		N	%	N	%	N	%	N	%
Gender	Male	72	30.8	41	17.5	26	29.9	17	19.5
Gender	Female	162	69.2	193	82.5	61	70.1	70	80.5
U.S. Race/Ethnicity	Hispanic	7	3.0	6	2.6	3	3.4	4	4.6
	Asian	2	0.9	0	0.0	2	2.3	1	1.1
	Black	9	3.8	10	4.3	5	5.7	5	5.7
	White	183	78.2	201	85.9	60	69.0	72	82.8
	Other	0	0.0	5	2.1	7	8.0	1	1.1
Canadian Race/Ethnicity	Not visible minority	26	11.1	12	5.1	10	11.5	4	4.6
Canadian Race/Ethnicity	Visible minority	7	3.0	0	0.0	0	0.0	0	0.0
Length of Relationship	1–5 months	39	16.7	56	23.9	18	20.7	16	18.4
	6–11 months	95	40.6	90	38.5	41	47.1	38	43.7
	1–3 years	100	42.7	88	37.6	28	32.2	33	37.9
How well does the teacher know the student being rated?	Moderately well	108	46.2	112	47.9	46	52.9	40	46.0
How well does the teacher know the student being rated?	Very well	126	53.8	122	52.1	41	47.1	47	54.0
How often does the teacher interact with the student being rated?	Monthly	3	1.3	4	1.7	1	1.1	0	0.0
	Weekly	36	15.4	37	15.8	14	16.1	14	16.1
	Daily	195	83.3	193	82.5	72	82.8	73	83.9
Age in years M (SD)		43.0 (11.6)		40.2 (10.3)		43.3 (13.2)		38.6 (11.2)
Total		234	100.0	234	100.0	87	100.0	87	100.0

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Table 12.5. Demographic Characteristics: Conners 4–ADHD Index Self-Report Training and Validation Samples

Demographic		Training				Validation
		General Population		ADHD		General Population		ADHD
		N	%	N	%	N	%	N	%
Gender	Male	107	62.9	106	62.4	37	62.7	37	62.7
	Female	63	37.1	63	37.1	22	37.3	22	37.3
	Other	0	0.0	1	0.6	0	0.0	0	0.0
U.S. Race/Ethnicity	Hispanic	20	11.8	11	6.5	7	11.9	5	8.5
	Asian	1	0.6	1	0.6	0	0.0	0	0.0
	Black	10	5.9	12	7.1	1	1.7	3	5.1
	White	109	64.1	123	72.4	37	62.7	43	72.9
	Other	6	3.5	12	7.1	0	0.0	4	6.8
Canadian Race/Ethnicity	Not visible minority	23	13.5	11	6.5	10	16.9	4	6.8
Canadian Race/Ethnicity	Visible minority	1	0.6	0	0.0	4	6.8	0	0.0
Parental Education Level	No high school diploma	5	2.9	5	2.9	0	0.0	0	0.0
	High school diploma/GED	29	17.1	30	17.6	11	18.6	11	18.6
	Some college or associate’s degree	43	25.3	34	20.0	15	25.4	13	22.0
	Bachelor’s degree	52	30.6	55	32.4	18	30.5	17	28.8
	Graduate or professional degree	41	24.1	46	27.1	15	25.4	18	30.5
U.S. Region	Northeast	29	17.1	35	20.6	7	11.9	7	11.9
	Midwest	32	18.8	46	27.1	16	27.1	13	22.0
	South	50	29.4	69	40.6	14	23.7	30	50.8
	West	35	20.6	9	5.3	8	13.6	5	8.5
Canadian Region	Central	17	10.0	8	4.7	12	20.3	1	1.7
	East	3	1.8	0	0.0	1	1.7	1	1.7
	West	4	2.4	3	1.8	1	1.7	2	3.4
Language(s) Spoken	English only	170	100.0	170	100.0	59	100.0	59	100.0
Language(s) Spoken	English & Non-English	0	0.0	0	0.0	0	0.0	0	0.0
Diagnosis	ADHD Inattentive	0	0.0	63	37.1	0	0.0	22	37.3
	ADHD Combined	0	0.0	79	46.5	0	0.0	29	49.2
	ADHD Hyperactive/Impulsive	0	0.0	28	16.5	0	0.0	8	13.6
	Anxiety	0	0.0	31	18.2	0	0.0	5	8.5
	Depression	0	0.0	10	5.9	0	0.0	1	1.7
	Other Diagnoses	0	0.0	51	30.0	0	0.0	19	32.2
	No Diagnosis	170	100.0	0	0.0	59	100.0	0	0.0
Age in years M (SD)		12.6 (2.8)		12.6 (2.8)		12.6 (2.7)		12.5 (2.7)
Total		170	100.0	170	100.0	59	100.0	59	100.0

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Table 12.6. Candidate Items: Conners 4–ADHD Index Parent

Originating Scale	Item Stem	12-item Solution	10-item Solution
Inattention/Executive Dysfunction	Having trouble prioritizing	X	X
Inattention/Executive Dysfunction	Having a short attention span	X	X
Inattention/Executive Dysfunction	Having trouble changing tasks	X	X
Inattention/Executive Dysfunction	Being distracted	X	X
Inattention/Executive Dysfunction	Having trouble following through on instructions	X	X
Inattention/Executive Dysfunction	Having trouble getting back on task	X	X
Inattention/Executive Dysfunction	Having trouble concentrating	X	X
Inattention/Executive Dysfunction	Having trouble staying organized	X	X
Inattention/Executive Dysfunction	Having trouble staying focused	X
Hyperactivity	Appearing restless	X
Impulsivity	Being impulsive	X	X
Schoolwork	Not checking work for mistakes	X	X

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Table 12.7. Candidate Items: Conners 4–ADHD Index Teacher

Originating Scale	Item Stem	12-item Solution	10-item Solution
Inattention/Executive Dysfunction	Having trouble staying organized	X	X
Inattention/Executive Dysfunction	Having a short attention span	X	X
Inattention/Executive Dysfunction	Having trouble concentrating	X	X
Inattention/Executive Dysfunction	Having trouble paying attention to details	X	X
Inattention/Executive Dysfunction	Being forgetful	X	X
Inattention/Executive Dysfunction	Getting too focused on some things	X
Hyperactivity	Having trouble doing things quietly	X	X
Hyperactivity	Running or climbing when not supposed to	X	X
Impulsivity	Acting before thinking	X
Peer Interactions	Having trouble interacting with peers	X	X
Schoolwork	Not checking work for mistakes	X	X
Schoolwork	Handing in incomplete work	X	X

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Table 12.8. Candidate Items: Conners 4–ADHD Index Self-Report

Originating Scale	Item Stem	12-item Solution	10-item Solution
Inattention/Executive Dysfunction	Being distracted	X	X
Inattention/Executive Dysfunction	Having a short attention span	X	X
Inattention/Executive Dysfunction	Having trouble staying organized	X	X
Inattention/Executive Dysfunction	Having trouble paying attention to details	X	X
Inattention/Executive Dysfunction	Having trouble concentrating	X	X
Family Life	Creating stress for the family	X	X
Hyperactivity	Feeling restless	X	X
Peer Interactions	People don’t want to be friends with them	X	X
Peer Interactions	Feeling like they don’t fit in	X	X
Schoolwork	Having trouble knowing what to do	X	X
Hyperactivity	Being loud without knowing	X
Impulsivity	Deciding quickly without thinking	X

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Table 12.9. Classification Accuracy: Conners 4–ADHD Index Training Sample

Form	Item Solution Tested	Overall Accuracy (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Parent	All items	97.2	96.4	98.0	97.9	96.5	.94
	12-item	89.0	91.0	87.0	87.5	90.7	.78
	10-item	89.1	90.3	88.0	88.3	90.1	.78
Teacher	All items	92.3	89.7	94.9	94.6	90.2	.85
	12-item	82.7	82.5	82.9	82.8	82.6	.65
	10-item	78.8	78.2	79.5	79.2	78.5	.58
Self-Report	All items	84.7	84.1	85.3	85.1	84.3	.69
	12-item	83.2	82.4	84.1	83.8	82.7	.67
	10-item	82.6	80.6	84.7	84.0	81.4	.65

Note. N = 782 Parent; N = 468 Teacher; N = 340 Self-Report.

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Table 12.10. Classification Accuracy: Conners 4–ADHD Index Validation Sample

Form	Overall Accuracy (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Parent	86.8	87.5	86.2	86.4	87.3	.74
Teacher	71.3	67.8	74.7	72.8	69.9	.43
Self-Report	62.7	67.8	57.6	61.5	64.2	.25

Note. N = 319 Parent; N = 174 Teacher; N = 118 Self-Report.

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Table 12.11. Classification Accuracy of Raw Score Methods for the Conners 4–ADHD Index: Validation Sample

Form	Raw Score Method	Overall Accuracy (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Parent	Sum	86.8	86.3	87.4	87.3	86.3	.74
Parent	Boosted	86.2	92.5	79.9	82.2	91.4	.72
Teacher	Sum	71.8	77.0	66.7	69.8	74.4	.44
Teacher	Boosted	71.8	74.7	69.0	70.7	73.2	.44
Self-Report	Sum	67.8	84.7	50.8	63.3	76.9	.36
Self-Report	Boosted	73.7	81.4	66.1	70.6	78.0	.48

Note. N = 319 Parent; N = 174 Teacher; N = 118 Self-Report.

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Table 12.12. Final Selected Items for the Conners 4–ADHD Index Parent

Originating Scale	Item Stem
Inattention/Executive Dysfunction	Having trouble prioritizing
Inattention/Executive Dysfunction	Having a short attention span
Inattention/Executive Dysfunction	Having trouble changing tasks
Inattention/Executive Dysfunction	Being distracted
Inattention/Executive Dysfunction	Having trouble following through on instructions
Inattention/Executive Dysfunction	Having trouble getting back on task
Inattention/Executive Dysfunction	Having trouble concentrating
Inattention/Executive Dysfunction	Having trouble staying organized
Inattention/Executive Dysfunction	Having trouble staying focused
Hyperactivity	Appearing restless
Impulsivity	Being impulsive
Schoolwork	Not checking work for mistakes

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Table 12.13. Final Selected Items for the Conners 4–ADHD Index Teacher

Originating Scale	Item Stem
Inattention/Executive Dysfunction	Having trouble staying organized*
Inattention/Executive Dysfunction	Having a short attention span*
Inattention/Executive Dysfunction	Having trouble concentrating
Inattention/Executive Dysfunction	Having trouble paying attention to details
Inattention/Executive Dysfunction	Being forgetful
Inattention/Executive Dysfunction	Getting too focused on some things
Hyperactivity	Having trouble doing things quietly
Hyperactivity	Running or climbing when not supposed to
Impulsivity	Acting before thinking
Peer Interactions	Having trouble interacting with peers
Schoolwork	Not checking work for mistakes*
Schoolwork	Handing in incomplete work

Note. * denotes item is boosted (weighted double) for scoring.

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Table 12.14. Final Selected Items for the Conners 4–ADHD Index Self-Report

Originating Scale	Item Stem
Inattention/Executive Dysfunction	Being distracted*
Inattention/Executive Dysfunction	Having a short attention span*
Inattention/Executive Dysfunction	Having trouble staying organized
Inattention/Executive Dysfunction	Having trouble paying attention to details
Inattention/Executive Dysfunction	Having trouble concentrating
Family Life	Creating stress for the family
Hyperactivity	Feeling restless
Peer Interactions	People don’t want to be friends with them
Peer Interactions	Feeling like they don’t fit in
Schoolwork	Having trouble knowing what to do
Hyperactivity	Being loud without knowing
Impulsivity	Deciding quickly without thinking

Note. * denotes item is boosted (weighted double) for scoring.

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Table 12.15. Internal Consistency: Conners 4–ADHD Index Normative Sample

Form	Age Group	Combined Gender				Males				Females
Form	Age Group	N	α	ω	MIC	N	α	ω	MIC	N	α	ω	MIC
Parent	6 to 7	260	.92	.92	.51	130	.92	.93	.48	130	.92	.92	.53
	8 to 9	260	.93	.94	.55	130	.94	.94	.57	130	.92	.92	.51
	10 to 11	260	.93	.93	.53	130	.92	.92	.52	130	.93	.93	.53
	12 to 13	260	.94	.94	.47	130	.94	.94	.48	130	.93	.93	.46
	14 to 15	260	.93	.93	.49	130	.93	.93	.50	130	.93	.94	.49
	16 to 18	260	.92	.92	.54	130	.92	.92	.58	130	.91	.91	.48
Teacher	6 to 7	260	.91	.92	.43	130	.92	.92	.43	130	.90	.91	.39
	8 to 9	260	.90	.90	.40	130	.90	.91	.37	130	.88	.88	.43
	10 to 11	260	.90	.91	.39	130	.90	.91	.39	130	.89	.89	.36
	12 to 13	260	.89	.90	.38	130	.88	.89	.40	130	.90	.91	.33
	14 to 15	260	.88	.89	.47	130	.89	.90	.48	130	.87	.88	.44
	16 to 18	260	.88	.89	.42	130	.89	.90	.43	130	.86	.86	.37
Self-Report	8 to 9	220	.87	.87	.32	110	.88	.88	.32	110	.86	.86	.33
	10 to 11	220	.85	.86	.37	110	.85	.85	.35	110	.86	.86	.39
	12 to 13	220	.88	.88	.41	110	.87	.87	.42	110	.88	.89	.40
	14 to 15	220	.89	.89	.35	110	.90	.90	.35	110	.89	.89	.36
	16 to 18	220	.87	.87	.36	110	.86	.87	.37	110	.87	.87	.33

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

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Table 12.16. Internal Consistency: Conners 4–ADHD Index ADHD Reference Samples

Form	Age Group	Combined Gender				Males				Females
Form	Age Group	N	α	ω	MIC	N	α	ω	MIC	N	α	ω	MIC
Parent	6 to 12	358	.88	.88	.43	237	.88	.88	.43	121	.87	.87	.45
Parent	13 to 18	202	.90	.90	.37	131	.90	.90	.38	71	.91	.91	.36
Teacher	6 to 12	188	.85	.86	.37	134	.85	.86	.36	54	.84	.85	.39
Teacher	13 to 18	133	.87	.88	.32	93	.87	.88	.33	40	.88	.89	.30
Self-Report	8 to 12	117	.83	.83	.28	72	.82	.82	.26	45	.84	.85	.28
Self-Report	13 to 18	112	.82	.83	.28	71	.81	.81	.27	40	.83	.84	.31

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

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Table 12.17. Standard Error of Measurement for Raw Scores: Conners 4–ADHD Index

Sample	Age Group	Parent			Teacher			Self-Report
Sample	Age Group	Combined Gender	Males	Females	Combined Gender	Males	Females	Combined Gender	Males	Females
Normative Sample	6 to 7	2.75	2.73	2.76	2.91	2.86	3.04	—	—	—
	8 to 9	2.53	2.35	2.80	3.15	3.08	3.43	3.59	3.48	3.73
	10 to 11	2.70	2.80	2.59	3.08	3.04	3.33	3.80	3.83	3.76
	12 to 13	2.48	2.35	2.65	3.20	3.36	3.05	3.48	3.54	3.37
	14 to 15	2.58	2.62	2.55	3.27	3.22	3.45	3.25	3.18	3.31
	16 to 18	2.88	2.84	2.93	3.32	3.20	3.68	3.60	3.61	3.57
ADHD Reference Sample	6 to 12*	3.47	3.43	3.57	3.77	3.71	3.89	4.11	4.23	3.83
ADHD Reference Sample	13 to 18	3.10	3.13	2.98	3.46	3.50	3.33	4.13	4.32	4.05

Note. * = Age Group is 8 to 12 for Self-Report.

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Table 12.18. Test-Retest Reliability: Conners 4–ADHD Index

Form	r	Time 1			Time 2
Form	r	M	Mdn	SD	M	Mdn	SD
Parent	.91	6.8	5	6.1	6.0	4	6.4
Teacher	.89	11.7	9	9.7	11.3	8	10.0
Self-Report	.66	10.1	9	6.8	9.7	8	7.4

Note. N = 81 Parent; N = 61 Teacher; N = 68 Self-Report. 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.

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Table 12.19. Percentage of Change in Probability Score Range: Conners 4–ADHD Index Test-Retest

Form	Administration	Percentage of Sample Within Each Score Range						Cliff’s d
Form	Administration	Very Low	Low	Borderline	Moderate	High	Very High	Cliff’s d
Parent	Time 1	77.5	12.7	2.8	0.0	1.4	5.6	.09
Parent	Time 2	87.3	2.8	4.2	0.0	0.0	5.6	.09
Teacher	Time 1	33.3	31.3	6.3	12.5	8.3	8.3	.02
Teacher	Time 2	37.5	27.1	10.4	6.3	6.3	12.5	.02
Self-Report	Time 1	21.8	54.5	3.6	7.3	12.7	0.0	.09
Self-Report	Time 2	30.9	45.5	10.9	7.3	1.8	3.6	.09

Note. N = 81 Parent; N = 61 Teacher; N = 68 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 proportion of Time 1 scores were higher overall than at Time 2.

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Table 12.20. Inter-Rater Reliability Study 1: Conners 4–ADHD Index

Form	r	Rater 1			Rater 2
Form	r	M	Mdn	SD	M	Mdn	SD
Parent	.83	10.9	10	7.8	11.4	9	8.7
Teacher	.62	22.6	22	9.8	22.2	22	9.3

Note. N = 68 for Parent rater pairs; N = 34 for Teacher rater pairs. 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.

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Table 12.21. Percentage of Change in Probability Score Range: Conners 4–ADHD Index Inter-Rater Study 1

Form	Rater	Percentage of Sample Within Each Score Range						Cliff’s d
Form	Rater	Very Low	Low	Borderline	Moderate	High	Very High	Cliff’s d
Parent	Parent 1	62.3	14.8	3.3	4.9	1.6	13.1	−.01
Parent	Parent 2	62.3	14.8	3.3	1.6	1.6	16.4	−.01
Teacher	Teacher 1	0.0	25.8	6.5	19.4	19.4	29.0	-.03
Teacher	Teacher 2	3.2	19.4	9.7	12.9	25.8	29.0	-.03

Note. N = 68 for Parent rater pairs and N = 34 for Teacher rater pairs. 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 proportion of Parent 1/Teacher 1 scores were higher overall than Parent 2/Teacher 2 scores.

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Table 12.22. Inter-Rater Reliability Study 2: Conners 4–ADHD Index

Form	r	p	Rater 1			Rater 2
Form	r	p	M	Mdn	SD	M	Mdn	SD
Parent/Teacher	.48	< .001	17.5	18	7.2	20.2	21	9.8
Parent/Self-Report	.21	.104	17.5	18	7.2	20.1	20	7.3
Teacher/Self-Report	.11	.413	20.2	21	9.8	20.1	20	7.3

Note. N = 62 for all forms. Guidelines for interpreting |r|: very weak < .20, weak = .20 to .39, moderate = .40 to .59, strong = .60 to .79, very strong ≥ .80.

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Table 12.23. Percentage of Change in Probability Score Range: Conners 4–ADHD Index Inter-Rater Study 2

Form	Rater	Percentage of Sample Within Each Score Range						Cliff’s d
Form	Rater	Very Low	Low	Borderline	Moderate	High	Very High	Cliff’s d
Parent/Teacher	Parent	14.5	8.1	6.5	12.9	3.2	54.8	.24
Parent/Teacher	Teacher	3.2	27.4	3.2	19.4	25.8	21.0	.24
Parent/Self-Report	Parent	14.5	8.1	6.5	12.9	3.2	54.8	.18
Parent/Self-Report	Self-Report	1.6	16.1	11.3	17.7	25.8	27.4	.18
Teacher/Self-Report	Teacher	3.2	27.4	3.2	19.4	25.8	21.0	−.10
Teacher/Self-Report	Self-Report	1.6	16.1	11.3	17.7	25.8	27.4	−.10

Note. N = 62 for all forms. 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 proportion of scores for the first form listed in each pair were higher overall than the second form listed.

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Table 12.24. Distribution of Conners 4–ADHD Index Probability Scores

Probability Score		Parent		Teacher		Self-Report
Range	Guideline	General Population (%)	ADHD Reference Sample (%)	General Population (%)	ADHD Reference Sample (%)	General Population (%)	ADHD Reference Sample (%)
1% to 9%	Very Low	72.2	4.6	31.5	2.0	24.8	2.4
10% to 39%	Low	13.5	7.2	40.5	21.3	45.9	20.2
40% to 59%	Borderline	2.9	5.3	6.9	8.3	9.0	11.5
60% to 79%	Moderate	2.9	6.3	7.2	17.7	7.7	2.9
80% to 89%	High	1.9	5.5	7.4	24.7	7.4	1.9
90% to 99%	Very High	6.7	71.0	6.5	26.0	5.2	27.9

Note. Parent N = 2,204 for General Population and N = 525 for ADHD Reference Sample. Teacher N = 2,079 for General Population and N = 300 for ADHD Reference Sample. Self-Report N = 1,056 for General Population and N = 208 for ADHD Reference Sample. Note that only complete cases from the Total Sample were used in these analyses.

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Table 12.25. Classification Accuracy Statistics: Conners 4–ADHD Index

Rater	Overall Correct Classification Rate (%)	Sensitivity (%)	Specificity (%)	Positive Predictive Value (%)	Negative Predictive Value (%)	Kappa
Parent	85.7	82.9	88.5	87.8	83.8	.71
Teacher	73.6	68.3	78.8	76.4	71.3	.47
Self-Report	72.8	65.9	79.7	76.5	70.0	.46

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Table 12.26. Classification Accuracy Statistics Adjusted for Base Rates: Conners 4–ADHD Index

Rater	10% Base Rate		60% Base Rate		70% Base Rate		80% Base Rate
Rater	PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)	PPV (%)	NPV (%)
Parent	59.1	96.3	89.7	81.1	91.0	78.7	92.0	76.3
Teacher	39.2	92.6	79.5	67.5	81.9	64.0	83.8	60.9
Self-Report	39.4	92.1	79.6	66.1	82.0	62.5	83.9	59.4

Note. PPV = Positive Predictive Value. NPV = Negative Predictive Value.

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Table 12.27. Group Differences by Gender: Conners 4–ADHD Index

Form	Gender	Percentage of Normative Samples in Probability Score Category						Cliff’s d
Form	Gender	Very Low	Low	Borderline	Moderate	High	Very High	Cliff’s d
Parent	Male	67.5	13.1	3.5	3.9	2.4	9.6	.03
Parent	Female	71.0	12.0	2.4	1.7	2.0	10.9	.03
Teacher	Male	19.8	39.3	7.8	11.7	11.2	10.3	.25
Teacher	Female	35.0	42.6	6.1	6.6	4.7	4.9	.25
Self-Report	Male	21.3	42.3	9.3	10.3	8.9	7.9	.05
Self-Report	Female	24.4	42.6	9.3	7.9	8.9	6.9	.05

Note. N = 492 Parent; N = 644 Teacher; N = 322 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 proportion of male scores were higher overall than female scores.

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Table 12.28. Group Differences by U.S. Race/Ethnicity: White vs. Hispanic

Form	Race/Ethnicity of Youth Being Rated	Percentage of Matched Samples in Probability Score Category						Cliff’s d
Form	Race/Ethnicity of Youth Being Rated	Very Low	Low	Borderline	Moderate	High	Very High	Cliff’s d
Parent	White	67.6	9.4	4.7	4.1	2.9	11.2	.05
Parent	Hispanic	70.6	14.1	2.4	3.5	1.8	7.6	.05
Teacher	White	33.1	38.7	6.3	8.5	5.6	7.7	−.03
Teacher	Hispanic	32.4	36.6	4.2	9.2	7.0	10.6	−.03
Self-Report	White	25.2	42.7	10.7	6.9	9.2	5.3	−.03
Self-Report	Hispanic	20.6	48.1	9.2	9.2	7.6	5.3	−.03

Note. N = 187 Parent; N = 150 Teacher; N = 141 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 proportion of scores for White youth were higher overall than scores for Hispanic youth.

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Table 12.29. Group Difference by U.S. Race/Ethnicity: White vs. Black

Form	Race/Ethnicity of Youth Being Rated	Percentage of Matched Samples in Probability Score Category						Cliff’s d
Form	Race/Ethnicity of Youth Being Rated	Very Low	Low	Borderline	Moderate	High	Very High	Cliff’s d
Parent	White	68.3	10.6	6.8	3.1	3.1	8.1	−.05
Parent	Black	72.7	11.8	3.7	1.2	1.2	9.3	−.05
Teacher	White	28.4	38.6	7.4	8.5	8.0	9.1	−.18
Teacher	Black	13.1	42.0	9.7	13.1	11.4	10.8	−.18
Self-Report	White	21.0	41.2	10.9	7.6	9.2	10.1	.06
Self-Report	Black	28.6	37.0	5.0	9.2	10.1	10.1	.06

Note. N = 176 Parent; N = 192 Teacher; N = 129 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 proportion of scores for White youth were higher overall than scores for Black youth.

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Table 12.30. Group Difference by U.S. Race/Ethnicity: White vs. Asian

Form	Race/Ethnicity of Youth Being Rated	Percentage of Matched Samples in Probability Score Category						Cliff’s d
Form	Race/Ethnicity of Youth Being Rated	Very Low	Low	Borderline	Moderate	High	Very High	Cliff’s d
Parent	White	72.9	8.3	6.3	6.3	4.2	2.1	.03
Parent	Asian	72.9	18.8	4.2	0.0	0.0	4.2	.03
Teacher	White	32.5	45.0	5.0	10.0	2.5	5.0	.18
Teacher	Asian	50.0	35.0	2.5	2.5	5.0	5.0	.18
Self-Report	White	25.0	37.5	10.0	10.0	10.0	7.5	.11
Self-Report	Asian	25.0	50.0	10.0	5.0	7.5	2.5	.11

Note. N = 51 Parent; N = 43 Teacher; N = 27 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 proportion of scores for White youth were higher overall than scores for Asian youth.

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Table 12.31. Group Differences by Country of Residence: Conners 4–ADHD Index

Form	Country of Residence	Percentage of Matched Samples in Probability Score Category						Cliff’s d
Form	Country of Residence	Very Low	Low	Borderline	Moderate	High	Very High	Cliff’s d
Parent	U.S.	59.7	16.4	7.5	6.0	1.5	9.0	−.06
Parent	Canada	64.2	17.9	3.0	0.0	1.5	13.4	−.06
Teacher	U.S.	33.0	38.4	3.6	8.9	6.3	9.8	−.03
Teacher	Canada	27.7	43.8	6.3	8.9	7.1	6.3	−.03
Self-Report	U.S.	23.3	37.0	9.6	11.0	12.3	6.8	.02
Self-Report	Canada	19.2	45.2	8.2	13.7	8.2	5.5	.02

Note. N = 74 Parent; N = 119 Teacher; N = 80 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 proportion of scores for Canadian youth were higher overall than scores for youth from the U.S.

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Table 12.32a. Group Differences by Parental Education Level: Conners 4–ADHD Index

Form	Parental Education Level	Percentage of Normative Samples in Probability Score Category
Form	Parental Education Level	Very Low	Low	Borderline	Moderate	High	Very High
Parent	PEL 1	65.0	16.4	3.4	2.3	0.6	12.4
	PEL 2	68.6	14.4	3.5	3.7	1.9	8.0
	PEL 3	68.2	13.0	3.1	3.6	1.4	10.6
	PEL 4	66.4	11.9	3.5	3.1	3.1	11.9
	PEL 5	67.0	15.3	1.7	1.7	1.7	12.5
Self-Report	PEL 1	28.1	43.8	9.1	6.6	7.4	5.0
	PEL 2	20.9	39.5	10.3	10.3	9.9	9.1
	PEL 3	26.4	40.6	7.3	9.7	9.0	6.9
	PEL 4	21.2	45.6	8.3	8.3	11.4	5.2
	PEL 5	22.2	42.2	10.4	8.1	9.6	7.4

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Table 12.32b. Group Differences by Parental Education Level: Conners 4–ADHD Index Effect Sizes

Form	PEL 1 vs. PEL 2	PEL 1 vs. PEL 3	PEL 1 vs. PEL 4	PEL 1 vs. PEL 5	PEL 2 vs. PEL 3	PEL 2 vs. PEL 4	PEL 2 vs. PEL 5	PEL 3 vs. PEL 4	PEL 3 vs. PEL 5	PEL 4 vs. PEL 5
Parent	.04	.03	.00	.02	−.01	−.04	−.02	−.02	−.01	.01
Self-Report	.04	.02	.07	.05	−.06	.03	.01	.09	.07	−.02

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. For Parent, N = 192 for PEL 1, N = 412 for PEL 2, N = 453 for PEL 3, N = 309 for PEL 4, and N = 194 for PEL 5. For Self-Report, N = 136 for PEL 1, N = 284 for PEL 2, N = 318 for PEL 3, N = 215 for PEL 4, and N = 147 for PEL 5. Values presented are Cliff’s d. 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 first in the heading provided higher ratings than the group listed second.