Revision and restandardization of the Conners Teacher Rating Scale (CTRS-R): factor structure, reliability, and criterion validity
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.
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Clinical status was reassessed by a trained professional administering the K-SADS to parents and children, complemented by ADHD questionnaires.
“clinical status was reassessed by a trained professional administering the Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS)29 to parents and children and complemented by ADHD questionnaires”
From Increased neural responses to reward in adolescents and young adults with attention-deficit/hyperactivity disorder and their unaffected siblings (2015) · cites this paper as [29]
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- Authors
- Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N.
- Affiliations
- Duke Medical Center (US)
- York University (CA)
- Trent University (CA)
- Venue
- Journal of Abnormal Child Psychology
- Published
- 1998-08
- Volume
- 26
- Issue
- 4
- Pages
- 279-291
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- OpenAlex
- W1564761171
- Cited by
- 678
- References
- 1
- Citations by year
- 2026: 8 · 2025: 19 · 2024: 15 · 2023: 21 · 2022: 23 · 2021: 22 · 2020: 20 · 2019: 16 · 2018: 25 · 2017: 19 · 2016: 36 · 2015: 35 · 2014: 40 · 2013: 45 · 2012: 58
- FWCI
- 4.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Research on Child and Adolescent Psychopathology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (5k05mh001229-04)
- National Institute of Mental Health (MH01229)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- Conners Teacher Rating Scale, teacher rating scale, classroom behavior, factor structure, reference values, reliability statistics, criterion validity, attention deficit hyperactivity disorder, hyperactivity/impulsivity, perfectionism, inattention, social problems, oppositionality, children
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Child Behavior Disorders, Female, Humans, Male, Personality Assessment, Psychometrics, Reference Values, Social Environment, Reproducibility of Results, Observer Variation, Attention Deficit and Disruptive Behavior Disorders
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