Journal of Abnormal Child Psychology

, Volume 26, Issue 4, pp 279–291

Revision and Restandardization of the Conners Teacher Rating Scale (CTRS-R): Factor Structure, Reliability, and Criterion Validity

Authors

  • C. Keith Conners
    • Duke University Medical Center
  • Gill Sitarenios
    • York University
  • James D. A. Parker
    • Trent University
  • Jeffery N. Epstein
    • Duke University Medical Center
Article

DOI: 10.1023/A:1022606501530

Cite this article as:
Conners, C.K., Sitarenios, G., Parker, J.D.A. et al. J Abnorm Child Psychol (1998) 26: 279. doi:10.1023/A:1022606501530

Abstract

The Conners Teacher Rating Scale (CTRS) is a commonly used research and clinical tool for assessing children's behavior in the classroom. The present study introduces the revised CTRS (CTRS-R) which improves on the original CTRS by (1) establishing normative data from a large, representative North American sample, (2) deriving a factor structure using advanced statistical techniques, and (3) updating the item content to reflect current conceptualizations of childhood disorders. Using confirmatory factor analysis, a six-factor structure was found which includes Hyperactivity-Impulsivity, Perfectionism, Inattention/Cognitive Problems, Social Problems, Oppositionality, and Anxious/Shy factors. The reliability of the scale, as measured by test-retest correlations and internal consistency, is generally satisfactory. Using all of the scale factors to discriminate between attention deficit hyperactivity disordered and normal children, 85 percent of children were correctly classified, supporting the validity of the scale and indicating excellent clinical utility. Similarities and differences between the original CTRS factor structure and the CTRS-R factor structure are discussed.

ADHDCTRS-Rrating scaleclassroom behaviorchildren

Copyright information

© Plenum Publishing Corporation 1998