By C. Keith Conners, Ph.D.

Conners 3–Parent Short Form

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Assessment Report

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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(S) Assessment Report for Susan S Admin Date: 01/01/2007

Introduction
The Conners 3rd Edition–Parent Short form [Conners 3–P(S)] 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(S)
can provide valuable information for guiding assessment decisions. This report provides information about
the parent's assessment of the youth, how she compares to other youth, and which scales 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

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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

Positive Impression
Raw score = 0 (Probably valid)
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The following section provides the parent’s scores for the Positive and Negative Impression scales.

The Positive Impression score does not suggest an overly positive response style.

Negative Impression
Raw score = 0 (Probably valid)
The Negative Impression score does not suggest an overly negative response style.
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Conners 3–P(S) Assessment Report for Susan S Admin Date: 01/01/2007

Conners 3–P(S) Content Scales: T-scores

The following graph provides T-scores for each of the Conners 3–P(S) 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(S) Assessment Report for Susan S Admin Date: 01/01/2007

Conners 3–P(S) Content Scales: Detailed Scores

The following table summarizes the results of the parent’s assessment of Susan S and provides general
information about how she 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 10 76 ± 3.7 (97) Very Elevated Score (Many Poor concentration and attention, difficulty
more concerns than are typically keeping his/her mind on work, makes
reported) careless mistakes, easily distracted.
Hyperactivity/ 12 80 ± 3.6 (97) Very Elevated Score (Many Moves around a lot, fidgets, restless,

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Impulsivity more concerns than are typically impulsive.
reported)
Learning 2 49 ± 4.7 (57) Average Score (Typical levels of Problems with learning and/or
Problems concern) understanding academic material that
involves reading, spelling, or math skills;
needs extra explanations.
Executive
Functioning
Aggression

Peer Relations
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64 ± 4.4 (90) Elevated Score (More concerns Poor organization, loses things; difficulty
than are typically reported)

concern)
getting started on projects.
44 ± 4.0 (32) Average Score (Typical levels of Physically and/or verbally aggressive;
bullying behavior; poor control of
anger/aggression.
61 ± 4.7 (80) Elevated Score (More concerns Difficulty with friendships, poor social
than are typically reported)

Note: SEM = Standard Error of Measurement

Additional Questions
connections; seems to be unaccepted by
group.
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The following section displays additional comments from the parent about Susan S.
Item Item Content Parent’s Rating
Number
44 Additional concerns about your child This item was omitted.
45 Child's strengths or skills This item was omitted.
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Conners 3–P(S) Assessment Report for Susan S Admin Date: 01/01/2007

Conners 3–P(S) Results and IDEA

The Conners 3–P(S) 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(S) 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(S). Checkmarks indicate
which areas of the Conners 3–P(S) 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

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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(S) content.

Content Areas Follow-up Possible IDEA Eligibility Category

Recommended
Inattention ü ED, LD, OHI
Hyperactivity/Impulsivity
Learning Problems
Executive Functioning
Aggression
Peer Relations
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ü
DD-Emotional , ED, OHI
LD
LD, OHI
DD-Emotional, ED
Autism, DD-Communication, DD-Emotional,
DD-Social, 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(S) Assessment Report for Susan S Admin Date: 01/01/2007

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

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Response Key:

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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

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Conners 3–P(S) Assessment Report for Susan S Admin Date: 01/01/2007

Conners 3rd Edition

Feedback Handout for Parent Short Form Ratings
Child's Name: Susan S
Child's Age: 8
Date of Assessment: January 01, 2007
Parent's Name: Sarah S.
Assessor's Name:

This feedback handout explains scores from parent ratings of this youth’s behaviors and feelings as
assessed by the Conners 3–Parent Short Form [Conners 3–P(S)]. This section of the report may be

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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 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 scales are

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reliable and valid, which means that the scores that are produced by the parent’s ratings can be trusted.
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 behavior in a
number of different situations, including the home and community.

The most common reason for using the Conners 3 scales is to better understand a youth who is having
difficulty, and to determine how to help. The Conners 3 scales can also be used to make sure that treatment
services are helping, or to see if the youth is improving. Sometimes the Conners 3 scales are 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
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feedback form.
How does the Conners 3 work?
The parent read 43 items, and decided how well each statement described Susan S, or how often Susan S
displayed each behavior in the past month (“Not at all/Never, Seldom,” “Just a little true/Occasionally,”
“Pretty much true/Often, Quite a bit,” or “Very much true/Very often, Very frequently”). The parent’s
responses to these 43 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
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compared with what is expected for 8-year-old girls. The scores for each group of items tell how similar
Susan S is to her peers. This information helps the assessor know if Susan S is having more difficulty in a
certain area than other 8-year-old girls.
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
Susan S in the past month. The parent ratings help the assessor know how Susan S 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 Susan S and her parent, other test results, and observations of Susan
S. All of the combined information is used to determine if Susan S 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, let the
assessor know so that you can discuss other possible explanations.

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Conners 3–P(S) Assessment Report for Susan S Admin Date: 01/01/2007

The parent’s responses to the 43 items were combined into groups of possible problem areas. The following
table lists the main topic areas covered by the Conners 3–Parent form. These scores were compared with
other 8-year-old girls. 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 8-year-old girls. The table also gives you a short description of the types of difficulties that are
included in each possible problem area. Susan S 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 Susan S is only showing
some of the problems in an area.
It is important to discuss these results with the assessor listed at the top of this feedback handout. This
feedback handout only describes results from the Conners 3–Parent form. A checkmark in the “more
concerns than average” box does not necessarily mean that Susan S 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 the conclusion is made that an actual problem exists.

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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

Hyperactivity/Impulsivity
Not an area of concern
(good/average score)

Learning Problems
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More concerns than
average
(elevated score)
ü
work, makes careless mistakes, easily distracted.

Problems that may exist if there are more concerns than

average
Moves around a lot, restless, impulsive; difficulty being quiet,
interrupts others.
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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)
Problems with learning and/or understanding academic material that
ü involves reading, writing, or math skills; forgets concepts.

Executive Functioning
More concerns than
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Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
ü Poor organization, loses things; difficulty getting started on projects.

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.

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Conners 3–P(S) Assessment Report for Susan S Admin Date: 01/01/2007

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; bullying; argumentative; poor
ü control of anger/aggression.

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

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Conners 3–P(S) Assessment Report for Susan S Admin Date: 01/01/2007

Assessor comments:

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