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Conners' Parent Rating ScalesRevised: Long (CPRSR:L)

By C. Keith Conners, Ph.D.

Interpretive Report

Psychological Assessments Australia


PO Box 27, Jannali NSW 2226
Copyright
2002,
Multi-Health Systems Inc. All rights reserved.
Ph (02) 9589 0011 Fax: (02)
9589
0063
P.O. Box 950, North Tonawanda, NY 14120-0950
E: infopaa@psychassessments.com.au
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www.psychassessments.com.au

CPRSR:L Interpretive Report for John Sample

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Introduction
Conners' Parent Rating ScalesRevised: Long (CPRSR:L) is an assessment tool that prompts a child's
parent to provide valuable information about the child's behavior. This instrument is helpful when a
diagnosis of ADHD (or related problems) is being considered. The normative sample includes 2,482
parents. This report provides information about the child's score, how he compares to other children,
and what subscales are elevated. See the Conners' Rating ScalesRevised Technical Manual
(published by MHS) for more information about the instrument.
This computerized report is an interpretive aid and should not be used as the sole basis for clinical
diagnosis or intervention. This report works best when combined with other sources of relevant
information.

CPRSR:L T-Scores
The following graph provides John's T-scores for each of the CPRSR:L subscales.

CPRSR:L Interpretive Report for John Sample

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Summary of Subscale Scores


The following table summarizes the results of the parent's assessment of John and provides general
information about how he compares to the normative group. More interpretive data are provided later in
this report.
Subscale
Oppositional

Raw
Score
12

Cognitive Problems/Inattention 19

TGuideline
Score
61
Mildly Atypical
(Possible significant
problem)
66
Moderately Atypical
(Indicates a
significant problem)

Hyperactivity

20

77

Anxious-Shy

47

Perfectionism

51

Social Problems

50

Psychosomatic

44

ADHD Index

27

73

CGI: Restless-Impulsive

17

79

CGI: Emotional Lability

77

CGI: Total

24

81

DSM-IV: Inattentive

16

66

Symptom Count (max of 9)


2
DSM-IV: Hyperactive-Impulsive 19

74

Symptom Count (max of 9)

Markedly Atypical
(Indicates a
significant problem)
Average (Typical
score: Should not
raise concern)
Average (Typical
score: Should not
raise concern)
Average (Typical
score: Should not
raise concern)

Common Characteristics of
High Scorers
Break rules, problems with
authority, easily annoyed.
Learn slowly, organizational
problems, difficulty completing
tasks, concentration
problems.
Have difficulty sitting still,
cannot stay on task, restless,
impulsive.
Have worries and/or fears,
emotional, sensitive to
criticism, shy, withdrawn.
Set high goals, fastidious,
obsessive.

Have few friends, low


self-esteem and
self-confidence, feel
emotionally distant from
peers.
Slightly Atypical (Low Report an unusual amount of
scores are good: Not aches and pains.
a concern)
Markedly Atypical
Identifies children/adolescents
(Indicates a
'at risk' for ADHD.
significant problem)
Markedly Atypical
Restless, impulsive,
(Indicates a
inattentive.
significant problem)
Markedly Atypical
Emotional, cry a lot, get angry
(Indicates a
easily.
significant problem)
Markedly Atypical
Hyperactive, broad ranged
(Indicates a
behavior problems.
significant problem)
Moderately Atypical Correspondence with the
(Indicates a
DSM-IV diagnostic criteria for
significant problem) Inattentive type ADHD.
Markedly Atypical
Correspondence with the
(Indicates a
DSM-IV diagnostic criteria for
significant problem) Hyperactive-Impulsive type
ADHD.

CPRSR:L Interpretive Report for John Sample

DSM-IV: Total

Raw
Score
35

Symptom Count (max of 18)

Subscale

TGuideline
Score
74
Markedly Atypical
(Indicates a
significant problem)

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Common Characteristics of
High Scorers
Correspondence to DSM-IV
criteria for combined type
ADHD.

CPRSR:L Interpretive Report for John Sample

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Item Responses
The following response values were entered for the items on CPRSR:L. The pie graph shows the
distribution of responses.

Response Key
0 = Not true at all (Never, Seldom)
1 = Just a little true (Occasionally)
2 = Pretty much true (Often, Quite a Bit)
3 = Very much true (Very Often, Very Frequent)

CPRSR:L Interpretive Report for John Sample

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DSM-IV Subscales: Elevated Responses


The following graph shows the number of items for which the parent answered Very Much True ("3") or
Pretty Much True ("2"). The answers are grouped by DSM-IV subscale. The DSM-IV subscales are
interpreted in more detail later in this report.

Validity Assessment
If the findings presented here conflict with other sources of information, then the reasons for the
conflicting information should be considered, and the results described in this report should be
interpreted with those reasons in mind. It is possible, however, that the parent is either exaggerating or
denying problems which may exist. It is also possible that behavior and attitudes at home may be quite
different than behavior and attitudes away from home (e.g., at school).
An examination of the individual item responses reveals some possible inconsistencies. Quite different
responses were given to items with similar content. If possible, discrepancies in the responses to items
should be discussed with the parent. Some items may have been misunderstood, or perhaps the parent
was unwilling or unable to give a clear picture of the child/adolescent's behavior and attitudes.

Analysis of the Index Scores


The scores on both the ADHD Index and the Conners' Global Index are notably elevated. The ADHD
Index consists of the single best set of items for differentiating children/adolescents with attention
problems from those without attention problems. This initial indicator suggests possible ADHD. The fact
that the Conners' Global Index is also elevated lends further support for the presence of an attention
problem, and also suggests that there may be other problems as well as attention problems, or that the
attention problems are affecting other aspects of functioning.

General Examination of the Profile


There are a substantial number of subscale elevations. These elevations relate to a number of different
areas of behavior suggesting comorbidity. Because the profile is indicative of pervasive problems and
the profile shows fairly global elevations, it is often called a Type G (for "Global") Profile. More specific
information about the areas that are elevated can be obtained from examining the subscale descriptions
given below.

CPRSR:L Interpretive Report for John Sample

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Examination of Subscale Scores


ADHD Index: T-Score = 73
Markedly elevated. This index consists of the best set of CPRSR items for identifying
children/adolescents "at risk" for ADHD. John's score on this index is markedly elevated indicating
possible ADHD. This finding should be combined with other information to corroborate the
appropriateness of a diagnosis of ADHD.

Conners' Global Index Total: T-Score = 81


Markedly elevated. John's score on this index is markedly elevated, indicating general problematic
behavior. Although high scores may be associated with hyperactivity, often the problems are broader in
nature and difficulties exist with a number of different aspects of behavior.

Conners' Global Index Restless-Impulsive: T-Score = 79


Markedly elevated. John's score on the Restless-Impulsive subcomponent of the index is considerably
elevated, indicating potentially serious problems with restlessness, impulsivity, and inattentiveness.

Conners' Global Index Emotional Lability: T-Score = 77


Markedly elevated. John's score on the Emotional Lability subcomponent of the index is notably high,
indicating an individual who is very prone to emotional responses/behaviors like crying, anger, etc.

Oppositional: T-Score = 61
Mildly elevated. Elevated scores on this subscale indicate an individual with a tendency to break rules,
and to have problems with persons in authority. This individual may be more easily annoyed and
angered than others his age.

Cognitive Problems/Inattention: T-Score = 66


Moderately elevated. High scorers on this subscale tend to learn more slowly than most individuals their
age. John may have problems organizing his work, completing tasks on schoolwork, or concentrating
on tasks that require sustained mental effort. A number of items on this subscale relate to
inattentiveness.

Hyperactivity: T-Score = 77
Markedly elevated. Based on the parent's responses, this subscale score indicates that John has
difficulty sitting still or remaining at the same task for very long. John is probably more restless and
impulsive than most individuals his age, and he probably has the need to be always "on the go".

Anxious-Shy: T-Score = 47
About average. The score on the Anxious-Shy subscale is about average. According to the parent's
responses, John is fairly typical in terms of worries and fears, and is not overly shy or withdrawn.

Perfectionism: T-Score = 51
About average. The score on the Perfectionism subscale is about average. According to the parent's
responses, John probably sets and keeps fairly realistic goals. He can strive to achieve and accomplish
things without becoming overly obsessive.

CPRSR:L Interpretive Report for John Sample

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Social Problems: T-Score = 50


About average. The score on the Social Problems subscale is about average. The parent feels that
John's ability to make and keep friends is about typical compared to other individuals his age. John
probably has adequate self-confidence and probably fits in well with his peers.

Psychosomatic: T-Score = 44
Better than average. The Psychosomatic score indicates that John does not report physical symptoms
(e.g., aches and pains) unless they have an identifiable physical cause. Psychosomatic behavior is not
an issue for this individual.

DSM-IV: Inattentive: T-Score = 66


The parent's responses indicate that six or more symptoms of the Inattentive subtype of ADHD may be
present. The stringent requirement is that at least 6 items be rated "Very Much True" before suggesting
a possible DSM-IV diagnosis. However, if you combine the fact that 2 of 9 items are rated "Very Much
True" with the observation that 4 of 9 items are rated "Pretty Much True", there does seem to be
sufficient reason to explore the possibility that this youth meets the DSM-IV criteria for the Inattentive
subtype of ADHD.

DSM-IV: Hyperactive-Impulsive: T-Score = 74


The parent's responses indicate that six or more symptoms of the Hyperactive-Impulsive subtype of
ADHD may be present. The stringent requirement is that at least 6 items be rated "Very Much True"
before suggesting a possible DSM-IV diagnosis. However, if you combine the fact that 2 of 9 items are
rated "Very Much True" with the observation that 6 of 9 items are rated "Pretty Much True", there does
seem to be sufficient reason to explore the possibility that this individual meets the DSM-IV criteria for
the Hyperactive-Impulsive subtype of ADHD.

DSM-IV: Total (Combined Type ADHD): T-Score = 74


Based on the parent's responses there is moderate, although not substantial, evidence for a diagnosis
of both the Hyperactive-Impulsive subtype ADHD and Inattentive subtype ADHD. In addition, the
possibility of Combined type ADHD should be considered.

Integrating Results with Other Information


The following subscale scores are elevated and could be cause for concern.
Oppositional
Cognitive Problems/Inattention
Hyperactivity
ADHD Index
CGI: Restless-Impulsive
CGI: Emotional Lability
CGI: Total
DSM-IV: Inattentive
DSM-IV: Hyperactive-Impulsive
DSM-IV: Total
These results must be incorporated with other information before drawing any conclusions. It is
recommended that a comprehensive evaluation include
A history of the pregnancy, delivery, and developmental milestones from infancy;
A family history of psychiatric disorders;
Assessment of specific symptoms, including severity, frequency, situational specificity, and duration;
An educational assessment that covers both academic functioning and classroom behavior;
An overview of the individual's intrapsychic processes, including self-image and sense of efficacy

CPRSR:L Interpretive Report for John Sample

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with family, peers, and school;


Child and family interaction patterns and family structure;
An assessment of neurological status, when related problems are indicated by other evidence.

CPRS-R:L results interpreted without considering these other factors may have limited validity.

Considering Intervention
There are a large number of possible treatment approaches, and the choice of which treatment is most
appropriate can vary from case to case. The intervention should be individualized, and the goals/targets
of each intervention should be clearly specified. All of the following types of intervention should be
considered.
Parent-Based Intervention
Involves educating parents about the disorder or concern (e.g., ADHD), and teaching parents behavior
management skills so that they can reduce negative behavior in their children and promote adaptive
functioning.
School-Based Intervention
This can involve both academic and behavioral intervention.
Child-Based Intervention
The child is taught to monitor, evaluate, and reinforce himself with respect to target behaviors.
Pharmacologic Intervention
Medication is often effective (with ADHD) but should only be used after careful consideration of the
child's particular symptomatology. The choice of drug, dosage, and potential side effects must be
considered.
In many cases, these and other intervention approaches can be used in combination with each other to
produce the optimal results.
Date Printed: Thursday, December 30, 2004
End of Report

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