Cited by 682Attention Deficit Hyperactivity DisorderChild and Adolescent Psychosocial and Emotional DevelopmentPsychometric Methodologies and Testing

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

Conners, C. Keith, Sitarenios, Gill, Parker, James D. A., Epstein, Jeffery N.·1998·Journal of Abnormal Child Psychology

DOI 10.1023/a:1022606501530

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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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Authors: Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N.
Affiliations: Duke Medical Center (US)
York University (CA)
Trent University (CA)
ORCID: Sitarenios, Gill
Parker, James D. A.
Epstein, Jeffery N.
Venue: Journal of Abnormal Child Psychology
Publisher: Springer Science and Business Media LLC
Published: 1998-08
Volume: 26
Issue: 4
Pages: 279-291
ISSN: 0091-0627 (ISSN-L)
1573-2835
DOI: 10.1023/a:1022606501530
OpenAlex: W1564761171
Cited by: 678
References: 65
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: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
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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Revision and Restandardization of the Conners Teacher Rating Scale (CTRS-R): Factor Structure, Reliability, and Criterion Validity

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