By C. Keith Conners, Ph.D.

Conners 3–Parent
Assessment Report

This Assessment report is intended for use by qualified assessors only, and is not to be shown or presented
to the respondent or any other unqualified individuals.
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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Introduction
The Conners 3rd Edition–Parent (Conners 3–P) is an assessment tool used to obtain the parent’s
observations about the youth’s behavior. This instrument is designed to assess Attention
Deficit/Hyperactivity Disorder (ADHD) and its most common co-morbid problems in children and adolescents
aged 6 to 18 years old. When used in combination with other information, results from the Conners 3–P can
provide valuable information for guiding assessment decisions. This report provides information about the
parent's assessment of the youth, how he compares to other youth, and which scales and subscales are
elevated. See the Conners 3 Manual (published by MHS) for more information.

This computerized report is an interpretive aid and should not be given to clients or be used as the sole
criterion for clinical diagnosis or intervention. Administrators are cautioned against drawing unsupported
interpretations. Combining information from this report with information gathered from other psychometric
measures, interviews, observations, and review of available records will give the assessor or service
provider a more comprehensive view of the youth than might be obtained from any one source. This report is
based on an algorithm that produces the most common interpretations for the scores that have been
obtained. Administrators should review the client’s responses to specific items to ensure that these typical
interpretations apply to the youth being described.

Assessment of Validity
The following section provides the parent’s scores for the Positive and Negative Impression scales and the
Inconsistency Index.
Positive Impression
Raw score = 1 (Probably valid)
The Positive Impression score does not suggest an overly positive response style.
Negative Impression
Raw score = 6 (Probably invalid)
The Negative Impression score indicates a response style which can affect validity of the results. Often, a
high Negative Impression score indicates an overly negative description of the youth’s behavior, but there
are other reasons why the Negative Impression score may be elevated. You may wish to review individual
items used in calculating the Negative Impression score to consider possible reasons why this score is
elevated. In the context of an elevated Negative Impression score, results from the Conners 3–P may be an
overestimation of Jay’s difficulties.
Inconsistency Index
Raw score = 13, Number of absolute differences ≥ 2 = 3 (Probably invalid)
The responses to similar items are quite different from one another. Inconsistent responding may produce
invalid scores. Interpretation should focus on understanding the reasons why there are differences in
responses to similar items.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Conners 3–P Content Scales: T-scores

The following graph provides T-scores for each of the Conners 3–P Content scales. The error bars on each
bar represent Standard Error of Measurement (SEM). For information on SEM, see the Conners 3 Manual.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Conners 3–P Content Scales: Detailed Scores

The following table summarizes the results of the parent’s assessment of Jay and provides general
information about how he compares to the normative group. Please refer to the Conners 3 Manual for more
information on the interpretation of these results. Caution: please note that T-score cutoffs are guidelines
only and may vary depending on the context of the assessment. T-scores from 57–63 should be considered
borderline and of special note, since the assessor must decide (based on other information and knowledge
of the youth) whether or not the concerns in the associated area warrant clinical intervention.
T-score ±
Scale Raw SEM Guideline Common Characteristics of High
Score (Percentile) Scorers
Inattention 16 71 ± 3.1 (94) Very Elevated Score (Many May have poor concentration/attention or
more concerns than are typically difficulty keeping his/her mind on work.
reported) May make careless mistakes. May be
easily distracted. May give up easily or be
easily bored. May avoid schoolwork.
Hyperactivity/ 32 103 ± 3.3 Very Elevated Score (Many High activity levels, may be restless
Impulsivity (99) more concerns than are typically and/or impulsive. May have difficulty being
reported) quiet. May interrupt others. May be easily
excited.
Learning 18 86 ± 3.6 (96) Very Elevated Score (Many Academic struggles (reading, writing,
Problems more concerns than are typically and/or math). May have difficulty learning
reported) and/or remembering concepts. May need
extra explanations.
Executive 15 64 ± 3.3 (90) Elevated Score (More concerns May have difficulty starting or finishing
Functioning than are typically reported) projects, may complete projects at the last
minute. May have poor planning or
organizational skills.
Aggression 25 116 ± 3.3 Very Elevated Score (Many Physically and/or verbally aggressive; may
(98) more concerns than are typically show violent and/or destructive
reported) tendencies. May bully others. May be
argumentative. May have poor control of
anger and/or aggression. May be
manipulative or cruel.
Peer Relations 10 103 ± 4.9 Very Elevated Score (Many May have difficulty with friendships, may
(97) more concerns than are typically have poor social connections. May seem
reported) to be unaccepted by group.
Note: SEM = Standard Error of Measurement

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

DSM-IV-TR Overview
This section of the report provides the following information for each DSM-IV-TR diagnosis on the Conners
3–P:

1. DSM-IV-TR Symptom scales: T-scores

2. DSM-IV-TR Symptom scales: Detailed scores
3. DSM-IV-TR Total Symptom Counts
4. DSM-IV-TR Symptom tables
· Listing of Conners 3–P item(s) that correspond to each DSM-IV-TR Symptom
· Criterion status of each DSM-IV-TR Symptom (i.e., whether or not the symptom is
"indicated," "may be indicated," or "not indicated"). Symptoms marked indicated or may be
indicated are summed to get the Total Symptom Count for that diagnosis. Please refer to
specific DSM-IV-TR Symptom tables for each criterion status and for any exception that
may alter the Total Symptom Count. See the Conners 3 Manual for details on how each
criterion status is determined.
Interpretive Considerations
Results from the Conners 3–P are a useful component of DSM-IV-TR based diagnosis, but cannot be
relied upon in isolation. When interpreting the Conners 3–P DSM-IV-TR Symptom scales, the assessor
should take the following important considerations into account. Please refer to the Conners 3 Manual for
further interpretative guidelines.
· The Conners 3–P contains symptom-level criteria, not full diagnostic criteria, for DSM-IV-TR
diagnoses. Additional criteria (e.g., course, age of onset, differential diagnosis, level of impairment,
pervasiveness) must be met before a DSM-IV-TR diagnosis can be assigned.
· The Conners 3–P items are approximations of the DSM-IV-TR Symptoms that are intended to
represent the main clinical construct in a format that most parents can understand. As a result, some
aspects of the DSM-IV-TR criteria may not be fully represented. Before using any diagnostic labels, the
assessor must consider all criteria that are required for a DSM-IV-TR diagnosis, including the
symptoms from the Conners 3–P.
· The Conners 3–P provides information relevant to the DSM-IV-TR diagnoses from two different
perspectives: absolute (Symptom Count) and relative (T-score). Results from the DSM-IV-TR Symptom
Counts can contribute to the consideration of whether a particular DSM-IV-TR diagnosis might be
appropriate. A T-score for each DSM-IV-TR diagnosis facilitates comparison of this individual’s
symptoms with his/her peers. At times, there may be discrepancies between the Symptom Count and T-
score for a given diagnosis. This is to be expected, since they are based on different metrics (i.e.,
absolute versus relative). The following points provide some concrete guidelines for the interpretation
of this pair of scores (DSM-IV-TR Symptom Count and T-score).
· Both scores are elevated (i.e., DSM-IV-TR Symptom Count probably met, DSM-IV-TR T-
score ³ 60): This diagnosis should be given strong consideration.
· Both scores are average or below (i.e., DSM-IV-TR Symptom Count probably not met,
DSM-IV-TR T-score < 60): It is unlikely that the diagnosis is currently present (although
criteria may have been met in the past).
· Only Symptom Count is elevated (i.e., DSM-IV-TR Symptom Count probably met, DSM-
IV-TR T-score < 60): Although the absolute DSM-IV-TR symptomatic criteria may have
been met, the current presentation is not atypical for this age and gender. Consider
whether the symptoms are present in excess of developmental expectations (an
important requirement of DSM-IV-TR diagnosis).
· Only T-score is elevated (i.e., DSM-IV-TR Symptom Count probably not met, DSM-IV-TR
T-score ³ 60): Although the current presentation is atypical for the youth's age and
gender, there are not enough symptoms reported to meet DSM-IV-TR symptomatic
criteria for this disorder. Consider alternative explanations for why the T-scores could be
elevated in the absence of this diagnosis (e.g., another diagnosis may be producing
these types of concerns in that particular setting).

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

DSM-IV-TR Symptom Scales: T-scores

The following graph provides T-scores for each of the DSM-IV-TR Symptom scales. The error bars on each
bar represent Standard Error of Measurement for each DSM-IV-TR Symptom scale score.

DSM-IV-TR Symptom Scales: Detailed Scores

The following table summarizes the results of the parent’s assessment of Jay with respect to the DSM-IV-TR
Symptom scales, and provides general information about how he compares to the normative group. Please
refer to the Conners 3 Manual for more information on the interpretation of these results. Caution: please
note that T-score cutoffs are guidelines only and may vary depending on the context of the assessment. T-
scores from 57–63 should be considered borderline and of special note, since the assessor must decide
(based on other information and knowledge of the youth) whether or not the concerns in the associated area
warrant clinical intervention.
T-score ±
Scale Raw SEM Guideline
Score (Percentile)
ADHD Predominantly 17 76 ± 3.2 (94) Very Elevated Score (Many more concerns
Inattentive Type than are typically reported)
ADHD Predominantly 24 109 ± 3.8 Very Elevated Score (Many more concerns
Hyperactive-Impulsive Type (99) than are typically reported)
Conduct Disorder 26 131 ± 4.4 Very Elevated Score (Many more concerns
(99) than are typically reported)
Oppositional Defiant Disorder 13 76 ± 3.3 (89) Very Elevated Score (Many more concerns
than are typically reported)
Note: SEM = Standard Error of Measurement

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

DSM-IV-TR Total Symptom Counts

The following tables summarize the results of the DSM-IV-TR Symptom scale Total Symptom Counts as
indicated by the Conners 3–P.
Results from the Conners 3–P suggest that the Symptom Count requirements are
probably met for the following DSM-IV-TR diagnoses:

DSM-IV-TR Symptom Count Symptom Count as

DSM-IV-TR Symptom scale
Requirements indicated by Conners 3–P
ADHD Predominantly At least 6 out of 9 symptoms 8
Hyperactive-Impulsive Type
(ADHD Hyp-Imp)
Conduct Disorder At least 3 out of 15 symptoms 15
Oppositional Defiant Disorder At least 4 out of 8 symptoms 5

Results from the Conners 3–P suggest that the Symptom Count requirements are
probably not met for the following DSM-IV-TR diagnoses:
DSM-IV-TR Symptom Count Symptom Count as
DSM-IV-TR Symptom scale
Requirements indicated by Conners 3–P
ADHD Predominantly At least 6 out of 9 symptoms 5
Inattentive Type (ADHD In)
ADHD Combined Type Criteria must be met for both ADHD In and ADHD ADHD In: 5
Hyp-Imp ADHD Hyp-Imp: 8

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

DSM-IV-TR Symptom Tables

This section of the report provides information about how the parent rated Jay on items that correspond to
the DSM-IV-TR. Please see the DSM-IV-TR Overview section for important information regarding
appropriate use of DSM-IV-TR Symptom Counts.
The following response key applies to all of the tables in this section:
Parent’s Rating: 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 frequently); ? = Omitted item.

DSM-IV-TR ADHD Predominantly Inattentive Type

DSM-IV-TR Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
A1a. 47 ü Not Indicated
A1b. 95 ü Not Indicated
A1c. 35 ü Indicated
68 ü
A1d. -and- Indicated
79 ü
A1e. 84 ü Indicated
A1f. 28 ü Not Indicated
A1g. 97 ü Not Indicated
A1h. 101 ü Indicated
A1i. 2 ü Indicated

DSM-IV-TR ADHD Predominantly Hyperactive-Impulsive Type

DSM-IV-TR Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
Hyperactivity
A2a. 98 ü Indicated
A2b. 93 ü Not Indicated
69 ü
A2c. -or- Indicated
99 ü
A2d. 71 ü Indicated
54 ü
A2e. -or- Indicated
45 ü
A2f. 3 ü Indicated
Impulsivity
A2g. 43 ü Indicated
A2h. 61 ü Indicated
A2i. 104 ü Indicated

DSM-IV-TR ADHD Combined Type

An ADHD Combined Type diagnosis requires the examination of symptoms for ADHD Predominantly
Inattentive Type and for ADHD Predominantly Hyperactive-Impulsive Type. See the ADHD Predominantly
Inattentive Type and ADHD Predominantly Hyperactive-Impulsive Type symptom tables above. Please also
see the DSM-IV-TR or the Conners 3 Manual for additional guidance.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

DSM-IV-TR Conduct Disorder

DSM-IV-TR Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
A1. 16 ü May be Indicated
A2. 30 ü Indicated
A3. 27 ü Indicated
A4. 39 ü Indicated
A5. 41 ü Indicated
A6. 96 ü Indicated
A7. 11 ü Indicated
A8. 78 ü Indicated¹
A9. 65 ü Indicated¹
A10. 89 ü Indicated
A11. 56 ü Indicated
A12. 58 ü Indicated
A13. 91 ü May be Indicated²
A14. 76 ü Indicated
A15. 6 ü Indicated³
¹Both Criterion A8 (fire setting) and Criterion A9 (destruction of property) were indicated. In order to meet Criterion A9,
the assessor must confirm that property was destroyed other than by fire setting (Criterion A8).

²In order for Criterion A13 (stays out at night) to be indicated, the assessor needs to ensure this criterion occurred
before the age of 13 years.

³In order for Criterion A15 (truancy) to be indicated, the assessor needs to ensure this criterion occurred before the age
of 13 years.

DSM-IV-TR Oppositional Defiant Disorder

DSM-IV-TR Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
A1. 14 ü Not Indicated
A2. 102 ü Indicated
A3. 94 ü Not Indicated
A4. 59 ü Indicated
A5. 21 ü Indicated
A6. 73 ü Not Indicated
A7. 48 ü May be Indicated
A8. 57 ü Indicated

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Impairment
The parent’s report of Jay’s level of impairment in academic, social, and home settings is presented below.
Not true at Just a little Pretty much Very much
all/never true/occasionally true/often true/very often

Academic

Jay’s parent indicated that Jay’s problems seriously affect his schoolwork or grades very often or very frequently
(score of 3).

Social

Jay’s parent indicated that Jay’s problems seriously affect his friendships and relationships very often or very
frequently (score of 3).

Home

Jay’s parent indicated that Jay’s problems seriously affect his home life very often or very frequently (score of 3).

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Conners 3 Index Scores

The following section describes the results for the two index scores on the Conners 3–P.

Conners 3 ADHD Index

The following graph summarizes the parent’s ratings of Jay with respect to the Conners 3 ADHD Index.

Among ADHD and general population cases, individuals with ADHD obtained this score 99% of the time.
Based on this metric, a classification of ADHD is strongly indicated, but other clinically relevant information
should also be carefully considered in the assessment process. Please see the Conners 3 Manual for further
information about interpretation.

Conners 3 Global Index

The following section summarizes the parent’s ratings of Jay with respect to the Conners 3 Global Index
(Conners 3GI). High scores on the Conners 3GI may describe a youth who is moody and emotional, or
restless, impulsive, or inattentive. The error bars on each bar represent Standard Error of Measurement
(SEM). For information on SEM, see the Conners 3 Manual.

T-score = 96 (Raw score = 21, Percentile = 98, SEM = 3.9)

Very Elevated Score (Many more concerns than are typically reported). The parent’s responses to the
Conners 3GI items suggest that Jay may be exhibiting features of general psychological difficulty that may
be expressed behaviorally, academically, socially, or emotionally.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Anxiety Screener Items

The following table displays the results from the parent’s observations of Jay’s behavior with regards to
specific items that are related to generalized anxiety.
Guideline based on the parent’s ratings to these items: Further investigation is recommended
Item Item Content Parent's Rating
Number 0 1 2 3 ?
4 Worries ü
20 Trouble controlling worries ü
70 Nervous or jumpy ü
100 Irritable when anxious ü
Parent’s Rating: 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 frequently); ? = Omitted item.

Depression Screener Items

The following table displays the results from the parent’s observations of Jay’s behavior with regards to
specific items that are related to depression.
Guideline based on the parent’s ratings to these items: Further investigation is recommended
Item Item Content Parent's Rating
Number 0 1 2 3 ?
17 Worthlessness ü
66 Tired; low energy ü
82 Loss of interest or pleasure ü
103 Sad, gloomy, or irritable ü
Parent’s Rating: 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 frequently); ? = Omitted item.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Severe Conduct Critical Items

The following table displays the parent’s observations of Jay’s behavior with regards to several Severe
Conduct Critical items. Endorsement of any Critical item indicates the need for immediate follow-up.
Item Item Content Parent's Rating Recommendation
Number 0 1 2 3 ?
ü Requires immediate
11 Forced sex
attention
ü Requires immediate
27 Uses a weapon
attention
ü Requires immediate
41 Cruel to animals
attention
ü Requires immediate
78 Fire setting
attention
ü Requires immediate
89 Breaking and entering
attention
ü Requires immediate
96 Confrontational stealing
attention
Parent’s Rating: 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 frequently); ? = Omitted item.

Additional Questions
The following section displays additional comments from the parent about Jay.
Item Item Content Parent’s Rating
Number
109 Additional concerns about your child This item was omitted.
110 Child's strengths or skills This item was omitted.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Conners 3–P Results and IDEA

The Conners 3–P provides information that may be useful to consider when determining whether a student
is eligible for special education and related services under current U.S. federal statutes, such as the
Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004).

Elevated scores on the Conners 3–P may indicate the need for special education and related services. The
following table summarizes areas of IDEA 2004 eligibility that are typically listed for children and
adolescents who have elevated scores on various portions of the Conners 3–P. Checkmarks indicate which
areas of the Conners 3–P were indicated or endorsed, suggesting possible consideration of IDEA 2004
eligibility in related areas. The information in this table is based on the IDEA 2004 and general
interpretation/application of this federal law. Specific state and local education agencies may have specific
requirements that supersede these recommendations. The assessor is encouraged to consult local policies
that may impact decision making. Remember that elevated scores or even a diagnosis is not sufficient
justification for IDEA 2004 eligibility. Finally, keep in mind that the IDEA 2004 clearly indicates that
categorization is not required for provision of services. Please see the Conners 3 Manual for further
discussion of the IDEA 2004 and its relation to the Conners 3–P content.

Content Areas Follow-up Possible IDEA Eligibility Category

Recommended
Conners 3–P Content Scales
Inattention ü ED, LD, OHI
Hyperactivity/Impulsivity ü DD-Emotional , ED, OHI
Learning Problems ü LD
Executive Functioning ü LD, OHI
Aggression ü DD-Emotional, ED
Peer Relations Autism, DD-Communication, DD-Emotional,
ü DD-Social, ED
DSM-IV-TR Symptom Scales
ADHD Predominantly Inattentive Type ü ED, LD, OHI
ADHD Predominantly Hyperactive-Impulsive Type ü ED, OHI
ADHD Combined Type ü ED, LD, OHI
Conduct Disorder ü ED
Oppositional Defiant Disorder ü ED
Screener Items
Anxiety ü ED
Depression ü ED
Critical Items
Severe Conduct ü ED
DD=Developmental Delay, ED=Emotional Disturbance, LD=Specific Learning Disability; OHI=Other Health Impairment.
Note: The category of Developmental Delay only applies to children through age 9 years.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Item Responses
The parent entered the following response values for the items on the Conners 3–P.

Response Key:
0 = In the past month, this was not true at all. It never (or seldom) happened.
1 = In the past month, this was just a little true. It happened occasionally.
2 = In the past month, this was pretty much true. It happened often (or quite a bit).
3 = In the past month, this was very much true. It happened very often (very frequently).
? = Omitted Item

Date printed: August 21, 2008

End of Report

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Conners 3–P Items by Scale

This section of the report contains copyrighted items and information that is not intended for public
disclosure. If it is necessary to provide a copy of the report to anyone other than the assessor, this section
must be removed.

Conners 3–P Content Scales

Inattention
Item Parent's Rating
12. Has trouble staying focused on one thing at a time. Very much true/very often
23. Has a short attention span. Just a little true/occasionally
28. Avoids or dislikes things that take a lot of effort and are not fun. Just a little true/occasionally
44. Has trouble concentrating. Just a little true/occasionally
47. Doesn’t pay attention to details; makes careless mistakes. Just a little true/occasionally
49. Has trouble changing from one activity to another. Pretty much true/often
67. Inattentive, easily distracted. Very much true/very often
77. Gets bored. Just a little true/occasionally
88. Gives up easily on difficult tasks. Pretty much true/often
95. Has trouble keeping his/her mind on work or play for long. Just a little true/occasionally

Hyperactivity/Impulsivity
Item Parent's Rating
19. Fidgeting. Very much true/very often
43. Blurts out answers before the question has been completed. Pretty much true/often
45. Is constantly moving. Just a little true/occasionally
50. Excitable, impulsive. Pretty much true/often
52. Gets over-stimulated. Pretty much true/often
54. Acts as if driven by a motor. Very much true/very often
55. Blurts out the first thing that comes to mind. Very much true/very often
61. Has difficulty waiting for his/her turn. Pretty much true/often
69. Runs or climbs when he/she is not supposed to. Very much true/very often
71. Is noisy and loud when playing or using free time. Very much true/very often
93. Leaves seat when he/she should stay seated. Just a little true/occasionally
98. Fidgets or squirms in seat. Pretty much true/often
99. Restless or overactive. Pretty much true/often
104. Interrupts others (for example, butts into conversations or games). Very much true/very often

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Learning Problems
Item Parent's Rating
5. Spelling is poor. Very much true/very often
7. Does not understand what he/she reads. Just a little true/occasionally
9. Is good at memorizing facts. (R) Pretty much true/often
15. Forgets things already learned. Just a little true/occasionally
36. Has trouble with reading. Very much true/very often
51. Needs extra explanation of instructions. Pretty much true/often
53. Learns information as separate facts; does not “get the big picture." Very much true/very often
60. Reads slowly and with a lot of effort. Pretty much true/often
87. Cannot grasp arithmetic. Pretty much true/often
R = This item is reverse scored for score calculations.

Executive Functioning
Item Parent's Rating
34. Fails to finish things he/she starts. Just a little true/occasionally
37. Has trouble getting started on tasks or projects. Very much true/very often
63. Completes projects at the last minute. Just a little true/occasionally
72. Is good at planning ahead. (R) Pretty much true/often
75. Forgets to turn in completed work. Just a little true/occasionally
79. Fails to complete schoolwork, chores, or tasks (even when he/she Pretty much true/often
understands and is trying to cooperate).
84. Has trouble organizing tasks or activities. Very much true/very often
90. Is messy or disorganized. Pretty much true/often
97. Loses things (for example, schoolwork, pencils, books, tools, or toys). Just a little true/occasionally
R = This item is reverse scored for score calculations.

Aggression
Item Parent's Rating
16. Bullies, threatens, or scares others. Just a little true/occasionally
22. Is cold-hearted and cruel. Pretty much true/often
27. Uses a weapon (for example, a bat, brick, broken bottle, knife, or gun). Pretty much true/often
30. Starts fights with others on purpose. Pretty much true/often
39. Physically hurts people. Just a little true/occasionally
46. Tells lies to hurt other people. Just a little true/occasionally
48. Is angry and resentful. Just a little true/occasionally
57. Tries to get even with people. Very much true/very often
58. Steals secretly (for example, shoplifting or forgery). Pretty much true/often
65. Intentionally damages or destroys things that belong to others. Just a little true/occasionally
83. Threatens to hurt others. Very much true/very often
86. Swears or uses bad language. Very much true/very often
94. Actively refuses to do what adults tell him/her to do. Just a little true/occasionally
102. Argues with adults. Pretty much true/often

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Peer Relations
Item Parent's Rating
10. Does not get invited to play or go out with others. Very much true/very often
13. Has no friends. Pretty much true/often
24. Has trouble keeping friends. Just a little true/occasionally
62. Is one of the last to be picked for teams or games. Just a little true/occasionally
64. Interacts well with other children. (R) Just a little true/occasionally
92. Does not know how to make friends. Just a little true/occasionally
R = This item is reverse scored for score calculations.

DSM-IV-TR Symptom Scales

ADHD Predominantly Inattentive Type
DSM-IV-TR Item Parent's Rating
Criterion
A1a. 47. Doesn’t pay attention to details; makes careless mistakes. Just a little true/occasionally
A1b. 95. Has trouble keeping his/her mind on work or play for long. Just a little true/occasionally
A1c. 35. Does not seem to listen to what is being said to him/her. Pretty much true/often
A1d. 68. Does not follow through on instructions (even when he/she Pretty much true/often
understands and is trying to cooperate).
A1d. 79. Fails to complete schoolwork, chores, or tasks (even when Pretty much true/often
he/she understands and is trying to cooperate).
A1e. 84. Has trouble organizing tasks or activities. Very much true/very often
A1f. 28. Avoids or dislikes things that take a lot of effort and are not Just a little true/occasionally
fun.
A1g. 97. Loses things (for example, schoolwork, pencils, books, tools, Just a little true/occasionally
or toys).
A1h. 101. Is easily distracted by sights or sounds. Pretty much true/often
A1i. 2. Is forgetful in daily activities. Pretty much true/often

ADHD Predominantly Hyperactive-Impulsive Type

DSM-IV-TR Item Parent's Rating
Criterion
Hyperactivity
A2a. 98. Fidgets or squirms in seat. Pretty much true/often
A2b. 93. Leaves seat when he/she should stay seated. Just a little true/occasionally
A2c. 69. Runs or climbs when he/she is not supposed to. Very much true/very often
A2c. 99. Restless or overactive. Pretty much true/often
A2d. 71. Is noisy and loud when playing or using free time. Very much true/very often
A2e. 54. Acts as if driven by a motor. Very much true/very often
A2e. 45. Is constantly moving. Just a little true/occasionally
A2f. 3. Talks too much. Pretty much true/often
Impulsivity
A2g. 43. Blurts out answers before the question has been completed. Pretty much true/often
A2h. 61. Has difficulty waiting for his/her turn. Pretty much true/often
A2i. 104. Interrupts others (for example, butts into conversations or Very much true/very often
games).

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Conduct Disorder
DSM-IV-TR
Item Parent's Rating
Criterion
A1. 16. Bullies, threatens, or scares others. Just a little true/occasionally
A2. 30. Starts fights with others on purpose. Pretty much true/often
A3. 27. Uses a weapon (for example, a bat, brick, broken bottle, knife, Pretty much true/often
or gun).
A4. 39. Physically hurts people. Just a little true/occasionally
A5. 41. Is cruel to animals. Very much true/very often
A6. 96. Steals while confronting a person (for example, mugging, Just a little true/occasionally
purse snatching, or armed robbery).
A7. 11. Has forced someone into sexual activity. Very much true/very often
A8. 78. Has intentionally set fires for the purpose of causing damage. Just a little true/occasionally
A9. 65. Intentionally damages or destroys things that belong to Just a little true/occasionally
others.
A10. 89. Has broken into someone else’s house, building, or car. Pretty much true/often
A11. 56. Lies to avoid having to do something or to get things. Very much true/very often
A12. 58. Steals secretly (for example, shoplifting or forgery). Pretty much true/often
A13. 91. Goes out at night even though it breaks the rules. Just a little true/occasionally
A14. 76. Runs away from home for at least one night. Just a little true/occasionally
A15. 6. Skips classes. Pretty much true/often

Oppositional Defiant Disorder

DSM-IV-TR Item Parent's Rating
Criterion
A1. 14. Loses temper. Just a little true/occasionally
A2. 102. Argues with adults. Pretty much true/often
A3. 94. Actively refuses to do what adults tell him/her to do. Just a little true/occasionally
A4. 59. Annoys other people on purpose. Pretty much true/often
A5. 21. Blames others for his/her mistakes or misbehavior. Pretty much true/often
A6. 73. Is irritable and easily annoyed by others. Just a little true/occasionally
A7. 48. Is angry and resentful. Just a little true/occasionally
A8. 57. Tries to get even with people. Very much true/very often

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Indices
Conners 3 ADHD Index
Item Parent's Rating
19. Fidgeting. Very much true/very often
35. Does not seem to listen to what is being said to him/her. Pretty much true/often
47. Doesn’t pay attention to details; makes careless mistakes. Just a little true/occasionally
67. Inattentive, easily distracted. Very much true/very often
84. Has trouble organizing tasks or activities. Very much true/very often
88. Gives up easily on difficult tasks. Pretty much true/often
98. Fidgets or squirms in seat. Pretty much true/often
99. Restless or overactive. Pretty much true/often
101. Is easily distracted by sights or sounds. Pretty much true/often
104. Interrupts others (for example, butts into conversations or games). Very much true/very often

Conners 3 Global Index

Item Parent's Rating
19. Fidgeting. Very much true/very often
25. Cries often and easily. Pretty much true/often
29. Mood changes quickly and drastically. Just a little true/occasionally
34. Fails to finish things he/she starts. Just a little true/occasionally
40. Demands must be met immediately – easily frustrated. Pretty much true/often
50. Excitable, impulsive. Pretty much true/often
67. Inattentive, easily distracted. Very much true/very often
81. Temper outbursts. Pretty much true/often
85. Disturbs other children. Very much true/very often
99. Restless or overactive. Pretty much true/often

Screener Items
Anxiety
Item Parent's Rating
4. Worries about many things. Very much true/very often
20. Has trouble controlling his/her worries. Very much true/very often
70. Appears “on edge,” nervous, or jumpy. Very much true/very often
100. Becomes irritable when anxious. Pretty much true/often

Depression
Item Parent's Rating
17. Feels worthless. Pretty much true/often
66. Seems tired; has low energy. Pretty much true/often
82. Has lost interest or pleasure in activities. Pretty much true/often
103. Is sad, gloomy, or irritable for many days at a time. Pretty much true/often

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Critical Items
Severe Conduct
Item Parent's Rating
11. Has forced someone into sexual activity. Very much true/very often
27. Uses a weapon (for example, a bat, brick, broken bottle, knife, or gun). Pretty much true/often
41. Is cruel to animals. Very much true/very often
78. Has intentionally set fires for the purpose of causing damage. Just a little true/occasionally
89. Has broken into someone else’s house, building, or car. Pretty much true/often
96. Steals while confronting a person (for example, mugging, purse snatching, Just a little true/occasionally
or armed robbery).

Validity Scales
Positive Impression
Item Parent's Rating
31. Makes mistakes. (R) Very much true/very often
33. Tells the truth; doesn’t even tell “little white lies." Pretty much true/often
38. Has to struggle to complete hard tasks. (R) Pretty much true/often
74. Behaves like an angel. Just a little true/occasionally
80. Is patient and content, even when waiting in a long line. Pretty much true/often
105. Is perfect in every way. Very much true/very often
R = This item is reverse scored for score calculations.

Negative Impression
Item Parent's Rating
1. Is happy, cheerful, and has a positive attitude. (R) Just a little true/occasionally
8. Is fun to be around. (R) Just a little true/occasionally
18. I cannot figure out what makes him/her happy. Pretty much true/often
26. Cannot do things right. Very much true/very often
32. Is difficult to please or amuse. Pretty much true/often
42. Is hard to motivate (even with rewards like candy or money). Very much true/very often
R = This item is reverse scored for score calculations.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Inconsistency Index
Item Parent's Rating Item Parent's Rating
44. Has trouble concentrating. Just a little 67. Inattentive, easily distracted. Very much
true/occasionally true/very often
12. Has trouble staying focused on one Very much 23. Has a short attention span. Just a little
thing at a time. true/very often true/occasionally
36. Has trouble with reading. Very much 60. Reads slowly and with a lot of Pretty much
true/very often effort. true/often
14. Loses temper. Just a little 81. Temper outbursts. Pretty much
true/occasionally true/often
19. Fidgeting. Very much 98. Fidgets or squirms in seat. Pretty much
true/very often true/often
45. Is constantly moving. Just a little 99. Restless or overactive. Pretty much
true/occasionally true/often
94. Actively refuses to do what adults Just a little 102. Argues with adults. Pretty much
tell him/her to do. true/occasionally true/often
75. Forgets to turn in completed work. Just a little 79. Fails to complete schoolwork, Pretty much
true/occasionally chores, or tasks (even when he/she true/often
understands and is trying to
cooperate).
13. Has no friends. Pretty much 92. Does not know how to make Just a little
true/often friends. true/occasionally
39. Physically hurts people. Just a little 83. Threatens to hurt others. Very much
true/occasionally true/very often

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Conners 3rd Edition

Feedback Handout for Parent Ratings
Child's Name/ID: Jay
Child's Age: 16
Date of Assessment: September 02, 2008
Parent's Name: Jason
Assessor's Name: Danielle

This feedback handout explains scores from parent ratings of this youth’s behaviors and feelings as
assessed by the Conners 3–Parent form (Conners 3–P). This section of the report may be given to
parents (caregivers) or to a third party upon parental consent.
What is the Conners 3?
The Conners 3 is a set of rating scales that are used to gather information about the behaviors and feelings
of children and adolescents. These rating scales can be completed by parents, teachers, and youth. The
Conners 3 forms were developed by Dr. Conners, an expert in child and adolescent behavior, and are used
all over the world to assess youth from many cultures. Research has shown that the Conners 3 scales are
reliable and valid, which means that you can trust the scores that are produced by the parent’s ratings.
Why do parents complete the Conners 3?
Information from parents (or guardians) about their child’s behavior and feelings is extremely important, as
parents generally know their child better than anyone else. Parents can describe their child’s behaviors in a
number of different situations, including the home and community.

The most common reason for using the Conners 3 is to better understand a youth who is having difficulty,
and to determine how to help. The Conners 3 can also be used to make sure that treatment services are
helping, or to see if the youth is improving. Sometimes the Conners 3 is used for a routine check, even if
there is no reason to suspect the youth is struggling with a problem. If you are not sure why you were asked
to complete the Conners 3, please ask the assessor listed at the top of this feedback form.
How does the Conners 3 work?
The parent read 110 items and decided how well each statement described Jay, or how often Jay displayed
each behavior in the past month (“Not at all/never,” “Just a little true/occasionally,” “Pretty much true/often,”
or “Very much true/very frequently”). The parent’s responses to these 110 statements were combined into
several groups of items. Each group of items describes a certain type of behavior (for example, inattention,
aggression). The parent’s responses were compared with what is expected for 16-year-old boys. The scores
for each group of items show how similar Jay is to his peers. This information helps the assessor know if Jay
is having more difficulty in a certain area than 16-year-old boys.
Results from the Conners 3–Parent Form
The assessor who asked the parent to complete the Conners 3 will help explain these results and answer
any questions you might have. Remember, these scores were calculated from how the parent described Jay
in the past month. The parent ratings help the assessor know how Jay acts at home and in the community.
The results from parent ratings on the Conners 3 should be combined with other important information, such
as interviews with Jay and his parent, other test results, and observations of Jay. All of the combined
information is used to determine if Jay needs help in a certain area and what kind of help is needed.
As you go through the results, it is very helpful to share any additional insights that you might have, make
notes, and freely discuss the results with the assessor. If the scores do not make sense to you, you should
let the assessor know so that you can discuss other possible explanations.
The parent’s responses to the 110 items were combined into groups of possible problem areas. The
following table lists the main topics covered by the Conners 3–Parent form. These scores were compared
with other 16-year-old boys. This table gives you information about whether the parent described typical or
average levels of concern (that is, “not an area of concern”) or if the parent described “more concerns than
average” for 16-year-old boys. This table also gives you a short description of the types of difficulties that
are included in each possible problem area. Jay may not show all of the problems in an area; it is possible to
have “more concerns than average” even if only some of the problems are happening. It is also possible that
a parent may have described typical or average levels of concern, even if Jay is showing some of the
problems in an area.
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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

It is important to discuss these results with the assessor listed at the top of this feedback handout. This
feedback handout describes results only from the Conners 3–Parent form. A checkmark in the “more
concerns than average” box does not necessarily mean that Jay has a serious problem and is in need of
treatment. Conners 3 results must be combined with information from other sources and be confirmed by a
qualified clinician before a conclusion is made that an actual problem exists.

Inattention
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Poor concentration and attention, difficulty keeping his/her mind on
ü work, careless mistakes, easily distracted; gives up easily; easily
bored; avoids schoolwork.

Hyperactivity/Impulsivity
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
High activity levels, restless and/or impulsive; difficulty being quiet;
ü interrupts others; easily excited.

Learning Problems
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Academic struggles; difficulty learning/remembering concepts;
ü needs extra instructions; struggles with reading, spelling, and/or
math.

Executive Functioning
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Difficulty starting or finishing projects; completes projects at the last
ü minute; poor planning, prioritizing, or organizational skills.

Peer Relations
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Difficulty with friendships; poor social skills; seems to be unaccepted
ü by group.

Aggression
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Physically and/or verbally aggressive; violent behaviors, including
ü bullying or destructive tendencies; argumentative; poor control of
anger/aggression; manipulative or cruel.

Oppositional Behavior
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
ü Oppositional, hostile, defiant behaviors.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Conduct Problems
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Aggression; cruelty; destruction of property; deceitfulness; theft;
ü serious rule-breaking behaviors.

Validity
Information about the validity of the Conners 3 results should be considered when the assessor reviews the
results with you.

Additional Topics for Discussion

In addition to the results described above, some of the parent’s responses on the Conners 3 suggest that it
is important to consider the following areas for further evaluation of Jay. Please ask the assessor listed at
the top of this form to discuss these areas with you.

· Symptoms of depression
· Symptoms of anxiety
· Behaviors associated with extreme misbehavior
· Features of general psychological difficulty that may be expressed behaviorally, academically, socially,
or emotionally
· Features that are commonly seen in youth with inattention, hyperactivity, and/or impulsivity

When asked to rate whether the problems described on the Conners 3 Parent form affected the
youth’s functioning, the parent responded:
The parent indicated that Jay’s problems very often seriously affect his schoolwork or grades.
The parent indicated that Jay’s problems very often seriously affect his friendships and relationships.
The parent indicated that Jay’s problems very often seriously affect his home life.

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Conners 3–P Assessment Report for Jay Admin Date: 09/02/2008

Assessor comments:

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