Conners EC™

Assessment Reports provide detailed information about scores from a single administration, presented both numerically and graphically. An individual's scores are compared to those in the normative sample and elevations at the scale and subscale level are indicated.
Progress Reports compare the results of two to four administrations for the same individual to measure changes over time. These reports are ideal to use when monitoring treatment and intervention effectiveness.
Comparative Reports combine the results of different raters to provide an overview of an individual's scores from a multi-rater perspective. This highlights potentially important inter-rater differences in scores.

Conners Early Childhood–Parent (Conners EC–P) & Conners Early Childhood–Teacher/Childcare Provider (Conners EC–T)

The Conners Early Childhood forms are available for use by both parents (Conners EC–P, 190 items) and teachers/childcare providers (Conners EC–T, 186 items). These forms the Behavior Scales, Developmental Milestone Scales, Other Clinical Indicators, Connors Early Childhood Global Index, Validity Scales, Impairment Items, and Additional Questions. These forms are most appropriately used in initial evaluations, and can also be used for follow-up evaluation and treatment monitoring. The Conners Early Childhood–Parent and –Teacher/Childcare Provider forms convey detailed information and provide a comprehensive view of the child’s functioning in terms of both problem behaviors and developmental milestones.

Conners Early Childhood Developmental Milestones–Parent (Conners EC DM–P) & Conners EC Developmental Milestones–Teacher/Childcare Provider (Conners EC DM–T)

The Conners Early Childhood Developmental Milestones forms are available to both parents (Conners EC DM–P, 80 items) and teachers/childcare providers (Conners Early Childhood DM–T, 74 items).

The Conners Early Childhood Developmental Milestones– parent and teacher/childcare provider forms include the Developmental Milestones, Impairment Items, and Additional Questions. The forms are available as separate standalone forms and are helpful for follow-up purposes, when there are concerns regarding attainment of milestones.

Conners Early Childhood Behavior–Parent (Conners EC BEH–P) & Conners Early Childhood Behavior–Teacher/Childcare Provider (Conners EC BEH–T)

The Conners Early Childhood Behavior forms are available for parents (Conners Early Childhood BEH–P, 115 items) and teachers/childcare providers (Connors Early Childhood BEH–T, 116 items). These forms are appropriate for initial evaluations, but can also be used to monitor progress. These forms are useful when there are only concerns regarding a child’s behavior, and developmental milestones have been met.

The Conners Early Childhood Behavior parent and teacher/childcare provider forms include all of the Behavior Scales, Other Clinical Indicators, the Conners Early Childhood Global Index, Validity Scales, Impairment Items, and Additional Questions.

Conners Early Childhood Behavior–Parent Short [Conners EC BEH–P(S)] & Conners Early Childhood Behavior–Teacher/Childcare Provider Short [Conners EC BEH–T(S)]

The Conners Early Childhood Behavior parent and teacher/childcare provider short forms comprise subsets of items from the Conners Early Childhood Behavior form. The Conners Early Childhood BEH–P(S) form consists of 49 items, and the Conners Early Childhood BEH–T(S) form has 48 items. In addition to the Behavior Scales, both forms include Positive Impression and Negative Impression Validity Scales, as well as the Additional Questions. The wording of items on the short forms is identical to that on the full-length Behavior forms. The short forms are useful when administration of the full-length version is not possible or practical (e.g., due to limited time or when multiple administrations over time are desired).

Conners Early Childhood Global Index–Parent (Conners EC GI–P) & Conners Early Childhood Global Index–Teacher/Childcare Provider (Conners EC GI–T)

The Conners Early Childhood includes two 10-item indices, to be completed by parents and teachers/childcare providers—the Conners EC GI–P and the Conners EC GI–T. This component is available both in online and paper-and-pencil formats. The Conners Early Childhood GI can also be handscored with QuikScore™ forms.

The Conners EC GI–P and the Conners EC GI–T are quick and effective measures of general psychopathology and helpful tools for monitoring treatment and preschool intervention. The Conners EC GI–P and the Conners EC GI–T are embedded in the full-length Conners Early Childhood forms or can be purchased separately.

Both of these indices include the 10 highest loading items from the original Conners Parent and Teacher Rating Scales (Conners, 1989, 1997) with updated normative data.

The Conners EC instrument includes multiple components that can all be administered using online and paper-and-pencil formats. All forms can be scored through the MHS Online Assessment Center+. The Conners Early Childhood Global Index (Conners EC GI) can be administered and scored with the QuikScore™ Form. It can also be administered and scored online.

Reliability

High levels of internal consistency were found for the majority of the scales (ranging from .64 to .96). Test-retest correlations were calculated for scores over a 2- to 4-week interval. Overall, test-retest values for the Conners EC scales indicate excellent temporal stability (ranging from .73 to 1.00).

Validity

Discriminative validity ensures that the scales discriminate between relevant groups. Overall, results suggest that scores on the Conners EC can accurately distinguish not only general population groups from clinical groups, but can also differentiate between various clinical groups.

Convergent/divergent validity determines if scores correlate in a meaningful and theoretically expected way with scores from other instruments designed to assess similar constructs and do not correlate meaningfully with scores from other measures designed to measure different constructs. Overall, the pattern of correlations was as expected with criterion measures (including the BASC-2, BRIEF-P, CBCL, and Vineland II), providing strong evidence of the convergent and divergent validity of the Conners EC forms.

The Conners EC provides you with a contemporary normative data sample that reflects a diverse population. The large normative sample is representative of the general U.S. population in terms of ethnicity/race, gender, and age.

The normative sample is also diverse in terms of socioeconomic status and geographic region. The data collected during the normative study allowed for a thorough evaluation of the psychometric properties of all versions of the assessment tool.

The normative data sample included 800 parent and 800 teacher/childcare provider raters. Separate norms are provided for male and female children at 6-month age intervals. Combined gender norms are also available.