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Conners' Parent Rating Scale Overview

The Conners' Parent Rating Scale—Revised (S) is a tool for parents to assess their child's behavior over the past month. It includes a series of statements regarding common behavioral issues, which parents rate on a scale from 0 (not true at all) to 3 (very much true). The scale aims to identify potential problems such as inattention, hyperactivity, and defiance.

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197 views1 page

Conners' Parent Rating Scale Overview

The Conners' Parent Rating Scale—Revised (S) is a tool for parents to assess their child's behavior over the past month. It includes a series of statements regarding common behavioral issues, which parents rate on a scale from 0 (not true at all) to 3 (very much true). The scale aims to identify potential problems such as inattention, hyperactivity, and defiance.

Uploaded by

tayadyakiv
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Conners' Parent Rating Scale—Revised (S)

by C. Keith Conners, Ph.D.

Child's ID: Gender: M F


(Cmle One)

Birthdate: / Age: School Grade:


Month Day Year

Parent's ID: Today's Date: / /


Month Day Year

Instructions: Below are a number of common problems that children have. Please rate each item according to your
child's behavior in the last month. For each item, ask yourself, "How much of a problem has this been in the last
month?", and circle the best answer for each one If none, not at all seldom, or very infrequently, you would circle 0.
If very much true, or it occurs very often or frequently, you would circle 3. You would circle 1 or 2 for ratings in
between. Please respond to each item. NOT TRUE JUST A PRETTY VERY MUCH
AT ALL LITTLE MUCH TRUE TRUE
(Never, TRUE (Often, Quite a (Very Often,
Seldom) (Occasionally) Bit) Very Frequent)

1. Inattentive, easily distracted 0 1 2 3


"). Angry and resentful 0 1 2 3
3. Difficulty doing or completing homework 0 1 2 3
4. Is always "on the go" or acts as if driven by a motor 0 1 2 3
5. Short attention span 0 1 2 3
6. Argues with adults 0 1 2 3
7. Fidgets with hands or feet or squirms in seat 0 1 2 3
8. Fails to complete assignments 0 1 2 3
9. Hard to control in malls or while grocery shopping 0 1 2 3
10. Messy or disorganized at home or school 0 1 2 3
11. Loses temper 0 1 2 3
12. Needs close supervision to get through assignments 0 1 2 3
13. Only attends if it is something he/she is very interested in 0 1 2 3
14. Runs about or climbs excessively in situations where it is inappropriate 0 1 2 3
15. Distractibility or attention span a problem 0 1 2 3
16. Irritable 1 2 3
17. Avoids, expresses reluctance about, or has difficulties engaging in tasks
that require sustained mental effort (such as schoolwork or homework) 2 3
18. Restless in the "squirmy" sense 0 2 3
19. Gets distracted when given instructions to do something 0 2 3
20. Actively defies or refuses to comply with adults' requests 0 2 3
21. Has trouble concentrating in class 0 2 3
22. Has difficulty waiting in lines or awaiting turn in games or group situations 0 2 3
23. Leaves seat in classroom or in other situations in which remaining seated is
expected 2 3
24. Deliberately does things that annoy other people 0 1 3
25. Does not follow through on instructions and fails to finish schoolwork,
chores or duties in the workplace (not due to oppositional behavior or
failure to understand instructions) 0 2 3
26. Has difficulty playing or engaging in leisure activities quietly 0 1 2 3
27. Easily frustrated in efforts

MH O Q C ht 1997, Multi-Health Systems Inc. All rights reserved, In the United States, P.O. Box 950, North Tonawanda, NY 14120-0950, 1-800-456-3003.
In Canada, 3770 Victoria Park Ave., Toronto, ON M2H 3M6, 1-800-268-6011, 1-416-492-2627, Fax 1-416-492-3343.

Common questions

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The Conners' Parent Rating Scale—Revised (S) assesses a child's behavior over time by having parents rate how much of a problem certain behaviors have been in the past month. Parents rate items on a scale from 0 to 3, indicating the frequency of each behavior, with 0 meaning the behavior is not true at all, and 3 meaning it occurs very often. This allows for tracking changes and a comprehensive evaluation of patterns in a child's behavior .

A parent's subjective perception can significantly influence ratings if, for instance, they perceive certain behaviors as more problematic based on personal experiences or stress levels, which may lead to over or underreporting of issues. Variability in understanding what constitutes 'often' or 'occasionally' might further skew the results. Such subjective influences highlight the need for corroborative evaluations by educators or medical professionals .

Having both 'not true at all' and 'very much true' options is significant for calibrating the scale to capture a full spectrum of behavior occurrence. This helps in accurately gauging the intensity and frequency of behaviors, allowing for differentiation between normal variation and clinically significant problems. It facilitates tracking changes over time, which is crucial for evaluating intervention effectiveness and understanding behavioral dynamics .

Clinicians might face challenges such as discrepancies between the parent-reported symptoms and observations in clinical settings. Parents may also misinterpret the rating scale instructions, leading to inaccurate reporting. Integrating subjective ratings with objective observations requires careful consideration and often further corroborative assessments or interviews. Additionally, variability in behavioral norms across cultural settings could complicate interpreting scores uniformly .

Including a range of behavioral frequencies from 'not true at all' to 'very much true' is important in the Conners' Parent Rating Scale because it allows for nuanced assessment of behavior. This range helps identify the severity and frequency of specific behaviors, providing a detailed profile of the child's behavioral issues. It enables tailored interventions and highlights specific areas that may need attention or behavioral modification techniques .

The specific behaviors identified as problematic in the Conners' Parent Rating Scale include inattentiveness, frequent arguing with adults, tendency to fidget or squirm, difficulty completing assignments, being hard to control in public places, being messy or disorganized, losing temper, difficulty concentrating, and being irritable or easily frustrated among others .

Interpreting results from the Conners' Parent Rating Scale can be challenging due to potential biases from parental reports, cultural variations in behavior norms, and differences in parental expectations. Additionally, behaviors recorded may be context-dependent and influenced by recent events rather than being indicative of long-standing issues. This necessitates a comprehensive evaluation possibly involving multiple raters or assessing contexts .

The Conners' Parent Rating Scale can be used alongside other diagnostic tools such as clinical interviews, teacher reports, and direct behavioral observations to provide a well-rounded view of a child's behavior. This multi-informant approach enhances diagnostic accuracy, as different sources can provide diverse perspectives, validating or questioning parental reports. It also contextualizes reported behaviors within different environments and situations, offering a more complete assessment of the child's behavioral health .

The Conners' Parent Rating Scale differentiates between behaviors requiring immediate attention and those that do not by categorizing behavioral frequencies as either 'occasionally' or 'very often.' Behaviors rated as 'very much true (i.e., very often)' suggest higher urgency due to their frequency and potential impact on daily functioning, signaling the need for prompt intervention. In contrast, behaviors rated as 'occasionally' indicate less frequency and might not require urgent attention .

The structure of the Conners' Parent Rating Scale aids in identifying ADHD-related behaviors by including specific items such as 'inattentive, easily distracted,' 'difficulty doing or completing homework,' 'fidgets with hands or feet,' and 'difficulty waiting in lines.' These align with diagnostic criteria for ADHD, allowing the scale to help in identifying patterns consistent with ADHD symptoms, thus supporting professional diagnosis when used with other assessment tools .

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