Conners 3* Quick Reference

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SfEp l: Assess the validity of the rat¡ng§. STEP 1: ldentify and prioritize tréatment target§,
Common threats to validity Broad category to address w¡th treatment

Response style Why this area needs to be addressed

. Pos¡tive lmpression
Current level of functioning in each area
. Negative lmpression
. lnconsistency lndex Level of priority in overall treatment plan
Use Conners 3 results to support rationale,
itfP z: lnterpret scate scores.
establish baseline, and prioritize treatment targets
Conners 3 Content scales
(I-scores) STEP 2: Create specifi( treatmeñt goals.
. lnattention Short-term goals to be met and dates
. Hyperactiv¡ty/ lmpulsivity
Long-term goals to be met and dates
. Learning Problems
. Executive Functioning (Parent and Teacher) Review each goal to ensure it is specific,
realistic. measurable, and meaningful for
. Defiance/Aggress¡on
youtht long-term success
. Peer/Family Relations
SIEP 3: Deve¡op individualized strategies to
DSM-lV-TR'" Symptom scales reach each goal.
(f scores and Symptom Counts)
. ADHD
lndividualized strategies
lnattent¡ve
(use strengths to compensate for weaknesses)
. ADHD Hyperactive-lmpuls¡ve
. Conduct Disorder Who will implement
. Oppositional Defiant Disorder When and where to implement
SIEP 3: Exam¡no the overall profile of score¡. Why each strategy was suggested
Graph of scale scores STEP 4: Track progress; Review and revise plan,
(e.9., all high, all low, some elevations)
Obtain regular measures of progress. including
lmpa¡rment ¡tems the Conners 3
(raw scores)
Has the target behavior been changed?
. Schoolwork/Grades
ls the youth making progress?
. Friendships/Relationsh ips
. lf so, consider creat¡ng maintenance goals/strategies,
. Home life (Parent and Self-report) or develop higher standards for new goal.
. lf not, evaluate reasons for lack of progress,
lndices
. Conners 34l'" (probability score) then revise plan.
. Conners 3Gl" (I-score) Are other targets or goals higher priority atthis time?
(consider emerqinq and new behaviors)
STEP 4: Cons¡der item-level respons€s,
For each target/goal, consider:
Items contributing to an elevated scale score
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Multi-Health systems lnc.
lndividual items with high ratings
. What changed (e.9., frequency, severity, ways
or target behavior)
of exhibiting,

. Who changed (e.9., teacher, parent, youth)

All rights reserved. Screener ¡tems
. When each strategy was implemented and when changes
. Anxiety
USA were noted.
P.O. Box 950 . Depression
. Where an improvement was noticed, including settings
North Tonawanda, NY
1 41 20-0950 Severe Conduct Critical items in which the improvement was not noticed.
Tel:1.800.456.3003 . How each strategy was implemented and how this changed
Fax:1.888.540.4484 Additional Questions
the youth's functioning.
CANADA Other concerns
DSM-IV-TR is a trademark of the American Psychiatric Assoc¡ation.
3770 Victoria Park Ave. . Strengths and skills
Toronto, ON M2H 3l\¡6
Tel:'1.800.268.6011 STEP 5: lntegrate results.
Fax:1.888.540.4484
Consolidate results from a single rater
INTERNATIONAL (i.e., similarities and discrepancies w¡thin a report)
rel: +1.416.492.2627
tax: +1.416.492.3343 Compare findings across multiple raters
WE BS ITE Consíder additional sources of information
www.mhs.com/conners (e.9., interview, record review, observation, and testing)
EMAIL STEP 6: Report resulti.
cu sto m e rservice @m h s. co m