SAMPLE. Conners Clinical Index Self-Report Assessment Report. By C. Keith Conners, Ph.D.

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1 By C. Keith Conners, Ph.D. Conners Clinical Index Self-Report 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. P.O. Box 950, North Tonawanda, NY Victoria Park Ave., Toronto, ON M2H 3M6

2 Introduction The Conners Clinical Index Self Report (Conners CI SR) is an assessment tool that prompts the youth to provide valuable information about herself. The Conners CI SR consists of 24 items that best discriminate clinical cases from general population cases in children and adolescents aged 8 to 18 years old. This Index is useful as a preliminary screener and for tracking treatment effects over time. When used in combination with other information, results from the Conners CI SR can provide valuable information to guide assessment decisions. This report provides information about the youth s score and how she compares to other youth. See the Conners CBRS Manual (published by MHS) for more information. This computerized report is an interpretive aid and should not be given to clients or 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 generic interpretations apply to the youth being described. Conners Clinical Index: Probability Score The following graph summarizes Emily s ratings with respect to the Conners CI. Among clinical and general population cases, individuals with a clinical diagnosis obtained this score 63% of the time. Based on this metric, a clinical classification is indicated, but other clinically relevant information should also be carefully considered in the assessment process. Please see the Conners CBRS Manual for further information about interpretation. Page 2

3 Conners CI SR Subscales: T-scores The Conners Clinical Index is derived using subscale scores from 5 areas. These areas are Disruptive Behavior Disorder, Learning and Language Disorder, Mood Disorder, Anxiety Disorder, and ADHD. Scores are provided for each of these subscales to assist interpretation, and help identify specific area(s) that may be of concern. The following graph provides T-scores for the Conners CI SR subscale scores. The error bars on each bar represent Standard Error of Measurement (SEM) for each scale score. For information on SEM, see the Conners CBRS Manual. Page 3

4 Conners CI SR Subscales: Detailed Scores The following table summarizes the results of Emily s assessment of herself and provides general information about how she compares to the normative group. Please refer to the Conners CBRS 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 assessment. T-scores from 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. Subscale T-score ± Raw SEM Score (Percentile) Guideline Subscale Descriptions Disruptive Behavior Disorder 1 52 ± 5.9 (76) Average Score (Typical levels distinguish youth with Disruptive Behavior Disorders (i.e., Conduct Disorder and Oppositional Defiant Disorder) from the general population. Learning and 5 63 ± 5.4 (89) Elevated Score (More concerns Language Disorder than are typically reported) distinguish youth with Learning Disorders (i.e., Reading Disorder, Math Disorder, Disorder of Written Expression) and Language Disorders (i.e., Expressive Language Disorder, Receptive Language Disorder, and Mixed Receptive-Expressive Language Disorder) from the general population. Mood Disorder 0 43 ± 5.1 (28) Average Score (Typical levels distinguish youth with Mood Disorders (i.e., Major Depressive Disorder, Dysthymic Disorder, and Bipolar Disorder) from the general population. Anxiety Disorder 7 70 ± 5.3 (95) Very Elevated Score (Many more concerns than are typically reported) distinguish youth with Anxiety Disorders (i.e., Generalized Anxiety Disorder, Separation Anxiety Disorder, Social Phobia Disorder, and Obsessive Compulsive Disorder) from the general population. ADHD 4 59 ± 6.3 (80) Average Score (Typical levels distinguish youth with Attention Deficit/Hyperactivity Disorder from the general population. SEM = Standard Error of Measurement Page 4

5 Item Responses Emily entered the following response values for the items on the Conners CI SR. 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: March 20, 2008 End of Report Page 5

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