Skip to main content
SpringerLink
Log in

Does the Conners' Continuous Performance Test Aid in ADHD Diagnosis?

  • Published:
Journal of Abnormal Child Psychology Aims and scope Submit manuscript

Abstract

The performance of clinic-referred children aged 6–11 (N = 100) was examined using the Conners' Continuous Performance Test (CPT) and measures of auditory attention (Auditory Continuous Performance Test; ACPT), phonological awareness, visual processing speed, and visual-motor competence. The Conners' CPT overall index was unrelated to measures of visual processing speed or visual-motor competence. Although the Conners' CPT converged with the ACPT, the latter demonstrated age and order effects. Significant variance in Conners' CPT parameters was predicted by phonological awareness measures, suggesting that Reading Disordered (RD) children could be “false positives” on the Conners' CPT. The Conners' CPT overall index, phonological awareness, and visual-motor measures were submitted to a 2×2 MANCOVA (ADHD vs. RD, covarying for age and socieoeconomic status): a main effect for RD status was found. Children with ADHD did not have higher Conners' CPT scores than did clinical controls; however, children with Reading Disorders did. Phonological measures distinguished RD children from ADHD children and other clinical controls. ADHD children who failed the Conners' CPT were rated by teachers as more hyperactive. Despite the strengths of the Conners' CPT, its utility for differential diagnosis of ADHD is questioned.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

REFERENCES

  • Achenbach, T. (1991a). Manual for the Child Behavior Checklist/4-18 and 1991 Profile. Burlington, VT: University of Vermont.

    Google Scholar 

  • Achenbach, T. (1991b). Manual for the Teacher's Report Form/4-18 and 1991 Profile. Burlington, VT: University of Vermont.

    Google Scholar 

  • Adams, W., & Sheslow, D. (1995). Wide Range Assessment of Visual-Motor Abilities. Wilmington, DE: Wide Range.

    Google Scholar 

  • August, G., & Garfinkel, B. (1990). Comorbidity of ADHD and reading disability among clinic-referred children. Journal of Abnormal Child Psychology, 18(1), 29-45.

    Google Scholar 

  • Barkley, R. (1991). The ecological validity of laboratory and analogue assessment methods of ADHD symptoms. Journal of Abnormal Child Psychology, 19(2), 149-178.

    Google Scholar 

  • Barkley, R., DuPaul, G., & McMurray, M. (1990). Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting and Clinical Psychology, 58, 775-589.

    Google Scholar 

  • Barkley, R., Grodzinsky, G., & DuPaul, G. (1992). Frontal lobe functions in attention deficit disorder with and without hyperactivity: A review and research report. Journal of Abnormal Child Psychology, 20, 163-188.

    Google Scholar 

  • Bedi, G., Halperin, J., & Sharma, V. (1994). Investigation of modalityspecific distractibility in children. International Journal of Neuroscience, 74, 79-85.

    Google Scholar 

  • Blishen, B. R., Carroll, W. K., & Moore, C. (1987). The 1981 socioeconomic index for occupations in Canada. Canadian Review of Sociology and Anthropology, 24, 465-488.

    Google Scholar 

  • Campbell, D., & Fiske, D. (1959). Convergent and discriminant validation by the multi-trait-multimethod matrix Psychological Bulletin, 56, 81-105.

    Google Scholar 

  • Catts, H. (1989). Defining dyslexia as a developmental language disorder. Annals of Dyslexia, 39, 50-63.

    Google Scholar 

  • Conners, C. K. (1990). Manual for the Conners' Rating Scales, Toronto: Multi-Health Systems.

    Google Scholar 

  • Conners, C. K. (1995). Conners' Continuous Performance Test. Toronto: Multi-Health Systems.

    Google Scholar 

  • Conners, C. K. (1997). Is ADHD a disease? Journal of Attention Disorders, 2(1), 3-17.

    Google Scholar 

  • Corkum, P., & Siegel, L. (1993). Is the Continuous Performance Task a valuable research tool for use with children with Attention-Deficit-Hyperactivity Disorder? Journal of Child Psychology and Psychiatry, 34(7), 1217-1239.

    Google Scholar 

  • Draeger, S., Prior, M., & Sanson, A. (1986). Visual and auditory attention performance in hyperactive children: Competence or compliance? Journal of Abnormal Child Psychology, 14, 411-424.

    Google Scholar 

  • Eliason, M., & Richman, L. (1987). The Continuous Performance Test in learning disabled and nondisabled children. Journal of Reading Disabilities, 20(10), 614-619.

    Google Scholar 

  • Epstein, J., Goldberg, N., Conners, C. K., & March, J. (1997). The effects of anxiety on continuous performance test functioning in an ADHD clinic sample. Journal of Attention Disorders, 2(1), 45-52.

    Google Scholar 

  • Fischer, M., Newby, R., & Gordon, M. (1995). Who are the false negatives on continuous performance tests? Journal of Clinical Child Psychology, 24(4), 427-433.

    Google Scholar 

  • Halperin, J., Newcorn, J., Sharma, V., Healey, J., Wolf, L., Pascualvaca, D., & Schwartz, S. (1990). Inattentive and noninattentive ADHD children: Do they constitute a unitary group? Journal of Abnormal Child Psychology, 18(4), 437-449.

    Google Scholar 

  • Keith, R. (1994). The Auditory Continuous Performance Test. San Antonio, TX: Psychological Corp.

    Google Scholar 

  • Koelega, H. (1995). Is the continuous performance task useful in research with ADHD children? Comments on a review. Journal of Child Psychology and Psychiatry, 36(8), 1477-1485.

    Google Scholar 

  • Koriath, U., Gualtieri, T., Van Bourgondien, M., Quade, D., & Werry, J. (1985). Construct validity of clinical diagnosis in pediatric psychiatry: Relationship among measures. Journal of the American Academy of Child Psychiatry, 242, 429-436.

    Google Scholar 

  • Kuehne, C., Kehle, T., & McMahon, W. (1987). Differences between children with attention deficit disorder, children with specific reading disabilities, and normal children. Journal of School Psychology, 25, 161-166.

    Google Scholar 

  • Levy, F., & Hobbes, G. (1979). The influences of social class and sex on sustained attention (vigilance) and motor inhibition in children. Australian and New Zealand Journal of Psychiatry, 13, 231-234.

    Google Scholar 

  • McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87(2), 179-192.

    Google Scholar 

  • Phelps, L. (1996). Discriminative validity of the WRAML with ADHD and RD children. Psychology in the Schools, 33, 5-12.

    Google Scholar 

  • Quay, H. (1997). Inhibition and attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 25, 7-13.

    Google Scholar 

  • Riccio, C., Cohen, M., Hynd, G., & Keith, R. (1996). Validity of the Auditory Continuous Performance Test in differentiating central processing auditory disorders with and without ADHD. Journal of Reading Disabilities, 29(5), 561-566.

    Google Scholar 

  • Schachar, R., Logan, G., Wachsmuth, R., & Chajczyk, D. (1988). Attaining and maintaining preparation: A comparison of attention in hyperactive, normal, and disturbed control children. Journal of Abnormal Child Psychology, 16(4), 361-378.

    Google Scholar 

  • Seidel, W., & Joschko, M. (1990). Evidence of difficulties in sustained attention in children with ADHD. Journal of Abnormal Child Psychology, 18, 217-229.

    Google Scholar 

  • Semrud-Clikeman, M., Biederman, J., Sprich-Buckminster, S, Lehman, B., Farone, S., & Norman, D. (1992). Comorbidity between ADHD and learning disability: A review and report in a clinically referred sample. Journal of American Academy of Child and Adolescent Psychiatry, 31(3), 439-448.

    Google Scholar 

  • Shapiro, S., & Herod, L. (1994). Combining visual and auditory tasks in the assessment of attention-deficit hyperactivity disorder. In D. Routh (Ed.), Disruptive behavior disorders in childhood (pp. 87-107). New York: Plenum Press.

    Google Scholar 

  • Tarnowski, K., Prinz, R., & Nay, S. (1986). Comparative analysis of attentional deficits in hyperactive and learning-disabled children. Journal of Abnormal Child Psychology, 95(4), 341-345.

    Google Scholar 

  • Trommer, B., Hoeppner, J., Lorder, R., & Armstrong, K. (1988). Pitfalls in the use of a continuous performance test as a diagnostic tool in attention deficit disorder. Journal of Developmental and Behavioral Pediatrics, 9, 339-346.

    Google Scholar 

  • Wechsler, D. (1991). The Wechsler Intelligence Scale for Children (3rd ed.). San Antonio, TX: Psychological Corporation.

    Google Scholar 

  • Wechsler, D. (1992). The Wechsler Individual Achievement Test. San Antonio, TX: Psychological Corporation.

    Google Scholar 

  • Werry, J., Elkind, G., & Reeves, J. (1987). Attention deficit, conduct, oppositional, and anxiety disorders in children: III. Laboratory differences. Journal of Abnormal Child Psychology, 15, 409-428.

    Google Scholar 

  • Wiederholt, J. L., & Bryant, B. R. (1992). The Gray Oral Reading Test (3rd ed.). Austin, TX: Pro-Ed.

    Google Scholar 

  • Wilkinson, G. S. (1993). The Wide Range Achievement Test (3rd ed.). Wilmington, DE: Wide Range.

    Google Scholar 

  • Woodcock, R., & Johnson, M. (1989/1990). Woodcock-Johnson Psychoeducational Battery (Rev.). Chicago, IL: Riverside.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, Acadia University, Wolfville, Nova Scotia, Canada

    R. A. McGee, S. E. Clark & D. K. Symons

  2. Child and Adolescent Mental Health Services, Valley Regional Hospital, 150 Exhibition Street, Kentville, Nova Scotia, Canada, B4N 5E3

    R. A. McGee

Authors
  1. R. A. McGee
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. S. E. Clark
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. D. K. Symons
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

McGee, R.A., Clark, S.E. & Symons, D.K. Does the Conners' Continuous Performance Test Aid in ADHD Diagnosis?. J Abnorm Child Psychol 28, 415–424 (2000). https://doi.org/10.1023/A:1005127504982

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1005127504982

Search

Navigation