A Generalizability Study of the Conners' Teacher Rating Scale-Revised

Conger, Anthony J.; Conger, Judith Cohen; Wallander, Jan L.; Ward, Darrell N.; Dygdon, Judith A.

doi:10.1177/001316448304300410

Cited by 10 publications

(4 citation statements)

References 12 publications

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“…This may be due to multiple factors, including the fact that the scales are not completed at the same time (due to teacher schedules), there is limited contact or time to develop relationships between teacher and child, and the CTRS cognitive subscale assesses a slightly broader set of symptoms (academic performance) than just the ADHD symptom list. Previous studies also suggest that there is a low correlation between teachers' ratings and ratings made by trained classroom observers using the CTRS (Conger et al, 1983;Kazdin et al, 1983). This 200 comparison between patients with ADHD and controls was not possible.…”

Section: Discussionmentioning

confidence: 94%

ADHD rating scale IV: psychometric properties from a multinational study as clinician-administered instrument

Zhang

Faries

Vowles³

et al. 2005

Int. J. Methods Psychiatr. Res.

213

147

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The development of rating scales for attention-deficit/hyperactivity disorder (ADHD) has traditionally focused on parent-or teacher-rated scales. However, clinician-based instruments are valuable tools for assessing ADHD symptom severity. The ADHD Rating Scale IV (ADHD RS), clinician administered and scored, has been validated as a useful instrument to assess ADHD symptoms among American children and adolescents. In this study, we assessed the psychometric properties of the scale in a recent clinical trial conducted mainly in Europe with over 600 children and adolescents diagnosed with ADHD. The trial was conducted in 11 European countries plus Australia, Israel, and South Africa. Results based on data in the study indicate that this version of the scale has acceptable psychometric properties including inter-rater reliability, test-retest reliability, internal consistency, factor structure, convergent and divergent validity, discriminant validity, and responsiveness. There were low-to-moderate ceiling and floor effects. The psychometric properties were comparable with other validated scales for assessing ADHD symptom severity. These results were consistent across the 14 countries participating in this trial. Overall, the data from this study support the use of the ADHD RS as a clinician-rated instrument for assessing the severity of ADHD symptoms in children and adolescents in Europe.

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Section: Discussionmentioning

confidence: 94%

ADHD rating scale IV: psychometric properties from a multinational study as clinician-administered instrument

Zhang

Faries

Vowles³

et al. 2005

Int. J. Methods Psychiatr. Res.

213

147

View full text Add to dashboard Cite

show abstract

“…Although the scale does not directly measure physiological stress responses, the subscales evaluate behaviors that are often associated with stress. The scale has high reliability (Conger, Conger, Wallander, Ward, & Dygdon, 1983) and agreement between raters (teacher and an observer) is also good (g = 0.70). In a previous study of 320 children, the revised scale (Conners et al, 1998) demonstrated hightest-retest reliability (n = 50; r = 0.86) and the sensitivity is 78% and specificity 91% for identifying children with ADHD.…”

Section: Semi-structured Interviews With Classroom Teachermentioning

confidence: 96%

Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention

Klatt

Harpster

Browne

et al. 2013

The Journal of Positive Psychology

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This feasibility study investigated teachers' assessment of Move-Into-Learning (MIL), an eight-week school-based Mindfulness-based intervention (MBI), designed to reduce stress and improve behavior in at-risk elementary students. MIL was implemented with two classrooms of third-grade students (n = 41) in a low income, urban neighborhood using a pretest to posttest single group design. One of the two classrooms (n = 20) completed a two-month follow-up measure examining sustainability of results. The program included mindfulness meditation, yoga movement with breathing exercises, and Appreciative Inquiry (AI) exercises that invited students to express themselves in the written and visual arts. MIL was evaluated via semi-structured teacher interviews and the Connors' Behavior Rating Scale. Pre/post intervention showed significant improvement in behaviors, such as hyperactivity (t[1,39 = 3.1; p = 0.002), and highly significant differences in the attention-deficit/hyperactivity disorder index (t[1,39] = 5.42; p < 0.001) and cognitive/inattentiveness (t[1,39] = 5.56; p < 0.001) subscales. Teacher interview data supported these findings suggesting MIL as a feasible and acceptable MBI that can be implemented in a third-grade classroom.

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“…-The Conners' Teacher Rating Scale was assessed in a generalizability study by Conger, Conger, Wallander, Ward, & Dygdon (1983). In one of their designs, teachers filled out the form on a sample of children on three occasions.…”

Section: Purposementioning

confidence: 99%

The Effects of Correlated Errors on Generalizability and Dependability Coefficients

Bost

1995

Applied Psychological Measurement

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This study investigated the effects of correlated errors on the person x occasion design in which the confounding effect of equal time intervals results in correlated error terms in the linear model. Two specific error correlation structures were examined: the first-order stationary autoregressive (SARI), and the first-order nonstationary autoregressive (NARI) with increasing variance parameters. The effects of correlated errors on the existing generalizability and dependability coefficients were assessed by simulating data with known variances (six different combinations of person, occasion, and error variances), occasion sizes, person sizes, correlation parameters, and increasing variance parameters. Estimates derived from the simulated data were compared to their true values. The traditional estimates were acceptable when the error terms were not correlated and the error variances were equal. The coefficients were underestimated when the errors were uncorrelated with increasing error variances. However, when the errors were correlated with equal vanances the traditional formulas overestimated both coefficients. When the errors were correlated with increasing variances, the traditional formulas both overestimated and underestimated the coefficients. Finally, increasing the number of occasions sampled resulted in more improved generalizability coefficient estimates than dependability coefficient estimates. Index terms: changing error variances, computer simulation, correlated errors, dependability coefficients, generalizability coefficients. In the past 20 years, generalizability theory has emerged as an important method of analyzing the reliability or generalizability of test scores or observational data when multiple sources of variation occur simultaneously. Traditionally, the reliability of test scores was measured by classical test theory statistics such as the Pearson product-moment correlation coefficient and coefficient alpha, which often could not adequately account for all sources of variation. Ebel (1951), Horst (1949), Hoyt (1941), and Medley & Mitzel (1958) showed that classical test theory estimates of reliability could be written in terms of the ratio of mean squares derived using analysis of variance (ANOVA) techniques. Cronbach, Gleser, Nanda, & Rajaratnam (1972) demonstrated that by using ANOVA mean squares for models with several effects, reliability estimates could be derived for multiple sources of variation (e.g., occasions, items, and raters) in a testing situation. The study of such reliability estimates is known as generalizability theory. Random or mixed effects ANOVA methods are used to estimate the variance components in generalizability theory. The ANOVA mean squares are derived for each effect in the model and set equal to their expectations. The variance components then are determined by algebraic manipulation of these equations. Finally, lizability coefficients (p~), which reflect the ratios of various combinations of these variance components, are estimated. Consequently, some of...

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A Generalizability Study of the Conners' Teacher Rating Scale-Revised

Cited by 10 publications

References 12 publications

ADHD rating scale IV: psychometric properties from a multinational study as clinician-administered instrument

ADHD rating scale IV: psychometric properties from a multinational study as clinician-administered instrument

Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention

The Effects of Correlated Errors on Generalizability and Dependability Coefficients

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