Manual

Conners 4 Manual

Chapter 7: Standardization, Tables


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Table 7.20. Parental Education Level x Country x Age Group: Conners 4 Self-Report Normative Sample–Combined Gender

Age (in years)

U.S.

Canada

Total

PEL 1

PEL 2

PEL 3

PEL 4

PEL 5

Subtotal

PEL 1

PEL 2

PEL 3

PEL 4

PEL 5

Subtotal

8

11

23

26

22

14

96

2

4

7

1

0

14

110

9

10

26

28

19

13

96

2

3

5

2

2

14

110

10

13

24

28

17

14

96

2

2

5

3

2

14

110

11

10

25

28

20

13

96

2

2

5

3

2

14

110

12

15

27

22

16

16

96

2

3

6

3

0

14

110

13

10

27

26

22

11

96

3

4

4

2

1

14

110

14

11

23

27

21

14

96

2

5

4

2

1

14

110

15

11

27

29

16

13

96

1

2

5

4

2

14

110

16

12

24

28

18

14

96

2

2

5

2

3

14

110

17/18

12

27

26

21

10

96

3

4

4

1

2

14

110

Total

115

253

268

192

132

960

21

31

50

23

15

140

1,100

Total (%)

12.0

26.4

27.9

20.0

13.8

100.0

15.0

22.1

35.7

16.4

10.7

100.0

Census (%)

11.7

26.9

28.9

20.0

12.6

14.4

23.7

35.1

17.7

9.1

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. U.S. census figures are from the 2018 American Community Survey; Canadian census figures are from the 2016 Statistics Canada National Census

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Table 7.21b. Parental Education Level x Country x Age Group: Conners 4 Parent Normative Sample Gender Specific–Females

Age (in years)

U.S.

Canada

Total

PEL 1

PEL 2

PEL 3

PEL 4

PEL 5

Subtotal

PEL 1

PEL 2

PEL 3

PEL 4

PEL 5

Subtotal

6

8

16

17

11

7

59

1

1

2

1

1

6

65

7

6

16

17

13

7

59

1

1

2

2

0

6

65

8

7

17

17

13

5

59

1

1

2

2

0

6

65

9

7

17

17

10

8

59

1

2

1

1

1

6

65

10

9

15

16

12

7

59

1

1

2

1

1

6

65

11

6

16

16

13

8

59

0

2

2

2

0

6

65

12

8

13

17

12

9

59

1

1

0

4

0

6

65

13

6

16

17

11

9

59

0

2

2

1

1

6

65

14

7

15

18

10

9

59

0

1

3

1

1

6

65

15

6

16

18

11

8

59

1

1

2

2

0

6

65

16

8

15

17

11

8

59

1

1

3

1

0

6

65

17/18

6

18

17

11

7

59

1

1

2

1

1

6

65

Total

84

190

204

138

92

708

9

15

23

19

6

72

780

Total (%)

11.9

26.8

28.8

19.5

13.0

100.0

12.5

20.8

31.9

26.4

8.3

100.0

Census (%)

11.7

26.9

28.9

20.0

12.6

 

14.4

23.7

35.1

17.7

9.1

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. U.S. census figures are from the 2018 American Community Survey; Canadian census figures are from the 2016 Statistics Canada National Census

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Table 7.22a. Parental Education Level x Country x Age Group: Conners 4 Self-Report Normative Sample Gender Specific–Males

Age (in years)

U.S.

Canada

Total

PEL 1

PEL 2

PEL 3

PEL 4

PEL 5

Subtotal

PEL 1

PEL 2

PEL 3

PEL 4

PEL 5

Subtotal

8

6

11

12

10

9

48

1

2

4

0

0

7

55

9

5

15

13

9

6

48

1

2

2

1

1

7

55

10

8

11

15

8

6

48

1

1

3

1

1

7

55

11

4

11

14

11

8

48

1

1

2

2

1

7

55

12

9

13

11

6

9

48

1

1

3

2

0

7

55

13

5

13

13

12

5

48

1

2

2

1

1

7

55

14

5

12

14

10

7

48

1

3

3

0

0

7

55

15

6

14

14

7

7

48

0

1

2

3

1

7

55

16

6

12

15

9

6

48

1

1

2

1

2

7

55

17/18

6

14

12

11

5

48

2

2

2

0

1

7

55

Total

60

126

133

93

68

480

10

16

25

11

8

70

550

Total (%)

12.5

26.2

27.7

19.4

14.2

100.0

14.3

22.9

35.7

15.7

11.4

100.0

Census (%)

11.7

26.9

28.9

20.0

12.6

 

14.4

23.7

35.1

17.7

9.1

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. U.S. census figures are from the 2018 American Community Survey; Canadian census figures are from the 2016 Statistics Canada National Census

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Table 7.22b. Parental Education Level x Country x Age Group: Conners 4 Self-Report Normative Sample Gender Specific–Females

Age (in years)

U.S.

Canada

Total

PEL 1

PEL 2

PEL 3

PEL 4

PEL 5

Subtotal

PEL 1

PEL 2

PEL 3

PEL 4

PEL 5

Subtotal

8

5

12

14

12

5

48

1

2

3

1

0

7

55

9

5

11

15

10

7

48

1

1

3

1

1

7

55

10

5

13

13

9

8

48

1

1

2

2

1

7

55

11

6

14

14

9

5

48

1

1

3

1

1

7

55

12

6

14

11

10

7

48

1

2

3

1

0

7

55

13

5

14

13

10

6

48

2

2

2

1

0

7

55

14

6

11

13

11

7

48

1

2

1

2

1

7

55

15

5

13

15

9

6

48

1

1

3

1

1

7

55

16

6

12

13

9

8

48

1

1

3

1

1

7

55

17/18

6

13

14

10

5

48

1

2

2

1

1

7

55

Total

55

127

135

99

64

480

11

15

25

12

7

70

550

Total (%)

11.5

26.5

28.1

20.6

13.3

100.0

15.7

21.4

35.7

17.1

10.0

100.0

Census (%)

11.7

26.9

28.9

20.0

12.6

 

14.4

23.7

35.1

17.7

9.1

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. U.S. census figures are from the 2018 American Community Survey; Canadian census figures are from the 2016 Statistics Canada National Census

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Table 7.23. Distribution of Clinical Diagnoses: Conners 4 Parent Normative Samples

Diagnosis

Males

Females

Combined

Total Portion of Sample (%)

Prevalence Rate in Youth (%)

Attention-Deficit/Hyperactivity Disorder

49

25

74

4.7

5.0

Specific Learning Disability

66

35

101

6.5

5.0

Oppositional Defiant Disorder

22

12

34

2.2

3.3

Autism Spectrum Disorder

12

9

21

1.3

1.0

Emotional Disturbance

12

28

40

2.6

0.7

Note. The total number of clinical cases in the Normative Sample is less than the sum of cases in each clinical group because youth with co-occurring diagnoses count towards more than one diagnostic group. Youth in the Combined column were included in the Combined Gender Normative Sample, those in the Male column were included in the Gender Specific Normative Sample–Males, and those in the Female column were included in the Gender Specific Normative Sample–Females.

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Table 7.24. Distribution of Clinical Diagnoses: Conners 4 Teacher Normative Samples

Diagnosis

Males

Females

Combined

Total Portion of Sample (%)

Prevalence Rate in Youth (%)

Attention-Deficit/Hyperactivity Disorder

49

26

75

4.8

5.0

Specific Learning Disability

65

28

93

6.0

5.0

Oppositional Defiant Disorder

22

9

31

2.0

3.3

Autism Spectrum Disorder

13

9

22

1.4

1.0

Emotional Disturbance

13

26

39

2.5

0.7

Note. The total number of clinical cases in the Normative Sample is less than the sum of cases in each clinical group because youth with co-occurring diagnoses count towards more than one diagnostic group. Youth in the Combined column were included in the Combined Gender Normative Sample, those in the Male column were included in the Gender Specific Normative Sample–Males, and those in the Female column were included in the Gender Specific Normative Sample–Females.

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Table 7.25. Distribution of Clinical Diagnoses: Conners 4 Self-Report Normative Samples

Diagnosis

Males

Females

Combined

Total Portion of Sample (%)

Prevalence Rate in Youth (%)

Attention-Deficit/Hyperactivity Disorder

50

27

77

4.9

5.0

Specific Learning Disability

37

23

60

3.8

5.0

Oppositional Defiant Disorder

13

7

20

1.3

3.3

Autism Spectrum Disorder

1.0

Emotional Disturbance

15

25

40

2.6

0.7

Note. The total number of clinical cases in the Normative Sample is less than the sum of cases in each clinical group because youth with co-occurring diagnoses count towards more than one diagnostic group. Youth in the Combined column were included in the Combined Gender Normative Sample, those in the Male column were included in the Gender Specific Normative Sample–Males, and those in the Female column were included in the Gender Specific Normative Sample–Females. Autism Spectrum Disorder cases were not recruited for the Self-Report, as they may lack the insight or ability to provide self-reported ratings.

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Table 7.31. Demographic Characteristics: Conners 4 ADHD Reference Samples–Gender Specific

Demographic

Parent

Teacher

Self-Report

Male

Female

Male

Female

Male

Female

N

%

N

%

N

%

N

%

N

%

N

%

U.S. Race/
Ethnicity

Hispanic

31

9.8

15

8.8

15

6.9

4

4.6

9

6.8

7

8.6

Asian

3

0.9

2

1.2

0

0.0

1

1.1

1

0.8

0

0.0

Black

11

3.5

6

3.5

29

13.3

7

8.0

12

9.1

3

3.7

White

249

78.8

138

81.2

163

74.8

70

80.5

100

75.8

65

80.2

Other

22

7.0

9

5.3

11

5.0

5

5.7

10

7.6

6

7.4

Canadian Race/Ethnicity

Not visible minority

47

92.2

22

95.7

7

87.5

6

85.7

11

100.0

4

100.0

Visible minority

4

7.8

1

4.3

1

12.5

1

14.3

0

0

0

0.0

U.S. Region

Northeast

49

15.5

33

19.4

77

35.3

33

37.9

27

20.5

15

18.5

Midwest

90

28.5

48

28.2

45

20.6

20

23.0

38

28.8

21

25.9

South

136

43.0

65

38.2

85

39

25

28.7

58

43.9

40

49.4

West

41

13.0

24

14.1

11

5.0

9

10.3

9

6.8

5

6.2

Canadian Region

East

7

13.7

2

8.7

0

0

0

0

0

0

1

25.0

Central

29

56.9

13

56.5

5

55.6

7

100.0

6

54.5

3

75.0

West

15

29.4

8

34.8

4

44.4

0

0.0

5

45.5

0

0.0

Parental
Education Level

No high school diploma

4

1.1

3

1.6

4

2.8

1

1.2

High school diploma/GED

37

10.2

12

6.3

31

21.7

10

11.8

Some college or associate’s degree

81

22.4

54

28.6

25

17.5

22

25.9

Bachelor’s degree

120

33.1

58

30.7

43

30.1

29

34.1

Graduate or professional degree

120

33.1

62

32.8

40

28.0

23

27.1

ADHD
Presentation

Inattentive

100

27.2

72

37.3

57

25.1

40

42.6

46

32.2

38

44.7

Hyperactive/Impulsive

67

18.3

21

10.9

53

23.3

12

12.8

29

20.3

7

8.2

Combined

200

54.5

100

51.8

117

51.5

42

44.7

68

47.6

40

47.1

Age in years M (SD)

11.4 (3.1)

11.4 (2.9)

11.7 (3.1)

11.9 (3.1)

12.6 (2.6)

12.5 (2.9)

Total

367

100.0

193

100.0

227

100.0

94

100.0

143

100.0

85

100.0

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Table 7.32. Medication Use Status at Time of Rating: Conners 4 ADHD Reference Samples–Combined Gender

Medication Use Status 

Parent

Teacher 

Self-Report

N

%

N

%

N

%

Does not take medication 

169 

31.4

123

38.8

87

40.5  

Takes medication 

370 

68.6

194

61.2

128

59.5

Total 

539

100.0  

317

100.0

215

100.0

Note. Responses were not provided for N = 21 in the Parent sample, N = 4 in the Teacher sample, and N = 14 in the Self-Report sample.

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Table 7.34. Non-Medication Treatment Status: Conners 4 ADHD Reference Samples–Combined Gender

Treatment Type

Parent

Teacher

Self-Report

N

%

N

%

N

%

Group Therapy

22

3.9

14

4.4

12

5.2

Psychological Therapy

212

37.9

90

28.0

97

42.4

Occupational Therapy

17

3.0

16

5.0

4

1.7

Speech Therapy

28

5.0

26

8.1

15

6.6

Special Education

276

49.3

247

76.9

134

58.5

Other Treatment

60

10.7

38

11.8

30

13.1

No Treatment (other than medication)

152

27.1

40

12.5

47

20.5

Total

560

100.0

321

100.0

229

100.0

Note. Raters were instructed to select all applicable treatments. Selections were not mutually exclusive as youth could be receiving multiple forms of treatment concurrently; therefore, the sum of treatment types is greater than the total N.