Conners’ Parent Rating Scale – Revised

Abstract

The Conners’ Parent Rating Scale – Revised (CPRS-R) is a widely utilized psychological scale designed for the screening and assessment of behavioral issues and psychopathology in children and adolescents, as reported by their parents. This instrument is a key component of the comprehensive Conners’ Rating Scales system, focusing primarily on symptoms associated with Attention-Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and other common externalizing and internalizing problems. The revised version provides robust factor structure, improved reliability, and enhanced criterion validity, making it a critical tool in clinical assessment and research settings.

Keywords

Conners’ Rating Scale, CPRS-R, ADHD, Hyperactivity, Inattention, Oppositional Defiance, Child Behavior, Parent Report, Clinical assessment, Psychopathology

Authors

C. Keith Conners, G. Sitarenios, J. D. A. Parker, J. N. Epstein

Purpose

The primary purpose of the Conners’ Parent Rating Scale – Revised (CPRS-R) is to provide standardized, quantifiable data regarding the frequency and severity of specific behavioral problems and emotional symptoms exhibited by children and adolescents, as observed within the home environment. It aids clinicians in the initial screening, differential diagnosis, and ongoing monitoring of treatment efficacy for neurodevelopmental and disruptive behavior disorders.

Specifically, the CPRS-R is instrumental in gathering information across multiple domains that are critical for evaluating core symptoms of ADHD, including deficits in attention and hyperactive-impulsive behaviors. The scale also measures co-occurring issues such as aggression, anxiety, and social difficulties, providing a comprehensive profile of the child’s functioning.

Construct

The CPRS-R measures a multidimensional construct of child psychopathology, moving beyond a single hyperactivity score to assess distinct behavioral and emotional dimensions. These dimensions, often derived through factor analysis, reflect both externalizing and internalizing behaviors commonly observed in clinical populations.

The scale structure allows for the identification of specific symptom clusters, which typically include:

• Cognitive Problems/Inattention
• Oppositional/Defiant Behavior
• Hyperactivity-Impulsivity
• Anxious-Shy
• Perfectionism
• Social Problems
• Psychosomatic Concerns

This factor structure aligns closely with diagnostic criteria found in the DSM system, supporting its utility in clinical settings for diagnostic hypothesis generation and treatment planning.

Validity

The validity of the CPRS-R has been extensively documented, particularly following its revision. Studies confirm strong criterion validity, demonstrating that the scale scores correlate significantly with external measures of impairment and clinical diagnoses, especially for ADHD subtypes (Inattentive, Hyperactive-Impulsive, and Combined). The CPRS-R exhibits robust discriminant validity, effectively distinguishing between children diagnosed with clinical disorders (such as ADHD) and non-clinical control groups.

Furthermore, the factor structure derived from the revised scale (as detailed by Conners et al., 1998) provides compelling evidence of construct validity, showing that the items reliably group into theoretically meaningful subscales corresponding to recognized symptom clusters in child psychopathology.

Reliability

The CPRS-R possesses high levels of internal consistency and test-retest reliability. Internal consistency, measured typically using coefficient alpha, is generally strong across all subscales, indicating that the items within each factor are highly correlated and measure the same underlying dimension. Reliability coefficients consistently fall into the acceptable to excellent range for standardized rating scales.

Test-retest reliability has been established by administering the scale to parents over short intervals, demonstrating score stability over time, which is crucial for monitoring chronic conditions like ADHD. This stability confirms the instrument’s capacity to yield consistent results, barring actual changes in the child’s behavior.

Factor Analysis

The development of the Conners’ Rating Scales – Revised was heavily reliant on rigorous factor analysis to refine the internal structure and ensure clinical relevance. The analysis identified the distinct factors listed under the Construct section (e.g., Cognitive Problems, Oppositional, Hyperactivity-Impulsivity). This empirical process led to a cleaner and more stable factor solution compared to earlier versions of the scale, making the CPRS-R highly valuable for differentiated assessment.

The 1998 study by Conners et al. confirmed a stable, multi-factor structure suitable for use with both clinical and normative populations, solidifying the scale’s position as a psychometrically sound instrument for assessing complex behavioral profiles.

Instrument

Test Type: Behavioral Rating Scale (Parent Report)

Format: Self-administered questionnaire using a 4-point Likert-type scale for response frequency.

Language Available: English (and various translations based on international norms, including the Persian version referenced in the source content).

Population Group: Children and adolescents suspected of having behavioral, social, or academic problems.

Age Group: Typically standardized for ages 3 to 17 years (specific age ranges depend on the form used, e.g., 6-11 years for some normative studies).

Population Details: Normative data are derived from large, diverse samples to allow for comparison of the child’s behavior against peers of the same age and gender.

Test Methodology: Parents rate the child’s behavior frequency over a specified period (usually the preceding month) using the following response options:

1. 0 = Not True at all (Never Seldom)
2. 1 = Just Little True (Occasionally)
3. 2 = Pretty much True (Often, Quite a Bit)
4. 3 = Very much True (very Often, Very Frequent)

Keywords

CPRS-R, Disruptive behavior disorders, Child behavior checklist, Psychometrics, Rating Scale, Externalizing behaviors, Inattention, Hyperactivity, Oppositional Defiance, Parental assessment

Authors

Author ORCID Identifier: Not publicly available in source content.

Affiliation Email addresses: Not publicly available in source content.

Correspondence Address: Correspondence is typically handled through the scale publisher, Multi-Health Systems Inc. (MHS).

Permissions & Fee and Test Year

The Conners’ Rating Scales are proprietary instruments published by Multi-Health Systems Inc. (MHS), requiring purchase and professional qualifications for administration and scoring. The original scale was introduced by C.K. Conners in 1973. The primary revised version referenced here (CPRS-R) was finalized and documented in the late 1990s (Technical Manual: 1997; Key Factor Structure Publication: 1998).

The original PDF forms of this instrument can be downloaded here: http://www.kangospediatrics.com/docs/add_adhd_parent_long.pdf and http://www.pediatricenter.com/assets/forms/Conners_Parent_Rating.pdf.

Reference’s

Conners, C. K. (1973). Rating Scales for use in drug studies with children. Psychopharmacology Bulletin, Special Issue, 24-84.

Conners, C.K. (1997). Technical Manual: Conners’ Rating Scales-Revised. New York: Multi-Health Systems Inc.

Goyette, C. H., Conners, C. K., Ulrich, R.F. (1978). Normative data on Revised Conners Parent and Teacher Rating Scales. Journal of Abnormal Child Psychology, 6(2), 221- 236.

Conners, C. K., Sitarenios, G., Parker, J. D. A., and Epstein, J. N. (1998). The Revised Conners’ Parent Rating Scale (CPRS-R): Factor Structure, Reliability, and Criterion Validity. Journal of Abnormal Child Psychology, 26(4), 257-268.

Reitman, D., Hummel, R., Franz, D.Z., & Gross, A.M. (1998). A review of methods and instruments for assessing externalizing disorders: theoretical and practical considerations in rendering a diagnosis. Clinical Psychology Review, 18(5), 555-584.

شهابیان، آمنه؛ شهیم، سیما؛ بشاش، لعیا؛ یوسفی، فریده؛ (1386). هنجاریابی و تحلیل عاملی و پایایی فرم کوتاه ویژه والدین مقیاس درجه بندی کانرز برای کودکان 6 تا 11 ساله شیراز . فصلنامه مطالعات روان شناختی . دانشگاه الزهرا . دوره 3 شماره 3، صفحات 97-120

Items of the Conners’ Parent Rating Scale – Revised

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

CPRS-R Long Form Items (80 Items)

1. Angry and resentful
2. Difficulty doing or completing homework
3. Is always “on the go” or acts as if driven ‘by a motor
4. Timid‚ easily frightened
5. Everything must be just so
6. Has no friends
7. Stomach aches
8. Fights
9. Avoids‚ expresses reluctance about‚ or has difficulties engaging in tasks that require sustained mental effort (such as schoolwork or homework)
10. Has difficulty sustaining attention in tasks or play activities
11. Argues with adults
12. Fails to complete assignments
13. Hard to control in malls or while grocery shopping
14. Afraid of people
15. Keeps checking things over again and again
16. Loses friends quickly
17. Aches and pains
18. Restless or overactive
19. Has trouble concentrating in class
20. Does not seem to listen to what is being said to him/her
21. Loses temper
22. Needs close supervision to get through assignments
23. Runs about or climbs excessively in situations where it is inappropriate
24. Afraid of new situations
25. Fussy about cleanliness
26. Does not know how.1o make friends
27. Gets aches and pains or stomachaches before school
28. Excitable‚ impulsive
29. Does not follow through on instructions and fails to finish schoolwork‚ chores or duties in the workplace (not due to oppositional behavior or failure to understand instructions)
30. Has difficulty organizing tasks and activities
31. Irritable
32. Restless in the “squirmy sense”
33. Afraid of being alone
34. Things must be done the same way every time
35. Does not invited over to friends’ houses
36. Headaches
37. Fails to finish things he/she starts
38. Inattentive‚ easily distracted
39. Talks excessively
40. Actively defies or refuses to comply with adults’ requests
41. Fails to give close attention to details or makes careless mistakes in schoolwork‚ work‚ or other activities
42. Has difficulty waiting in lines or awaiting turn in games or group situations
43. Has a lot of fears
44. Has rituals that he/she must go through
45. Distractibility or attention span a problem
46. Complains about being sick even when nothing is wrong
47. Temper outbursts
48. Gets distracted when given instructions to do something
49. Interrupts or intrudes on others (e.g.‚ butts into others’ conversations or games)
50. Forgetful in daily activities
51. Cannot grasp arithmetic
52. Will run around between mouthfuls at meals
53. Afraid of the dark‚ animals‚ or bugs
54. Sets very high goals for self
55. Fidgets with hands or feet or squirms in seat
56. Short attention span
57. Touchy or easily annoyed by others
58. Has sloppy handwriting
59. Has difficulty playing or engaging in leisure activities quietly
60. Shy‚ withdrawn
61. Blames others for his/her mistakes or misbehavior
62. Fidgeting
63. Messy or disorganized at home or school
64. Gets upset if someone rearranges his/her things
65. Clings to parents or other adults
66. Disturbs other children
67. Deliberately does things that annoy other people
68. Demands must be met immediately – easily frustrated
69. Only attends if it is something he/she is very interested in
70. Spiteful or vindictive
71. Loses things necessary for tasks or activities (e.g.‚ school assignments‚ pencils‚ books‚ tools or toys)
72. Feels inferior to others
73. Seems tired or slowed down all the time
74. Spelling is poor
75. Cries often and easily
76. Leaves seat in classroom or in other situations in which remaining seated is expected
77. Mood changes quickly and drastically
78. Easily frustrated in efforts
79. Easily distracted by extraneous stimuli
80. Blurts out answers to questions before the questions have been completed

CPRS-R Short Form Items (27 Items)

1. Inattentive‚ easily distracted
2. Angry and resentful
3. Difficulty doing or completing homework
4. Is always “on the go” or acts as if driven ‘by a motor
5. Short attention span
6. Argues with adults
7. Fidgets with hands or feet or squirms in seat
8. Fails to complete assignments
9. Hard to control in malls or while grocery shopping
10. Messy or disorganized at home or school
11. Loses temper
12. Needs close supervision to get through assignments
13. Only attends if it is something he/she is very interested in
14. Runs about or climbs excessively in situations where it is inappropriate
15. Distractibility or attention span a problem
16. Irritable
17. Avoids‚ expresses reluctance about‚ or has difficulties engaging in tasks that require sustained mental effort (such as schoolwork or homework)
18. Restless in the “squirmy sense”
19. Gets distracted when given instructions to do something
20. Actively defies or refuses to comply with adults’ requests
21. Has trouble concentrating in class
22. Has difficulty waiting in lines or awaiting turn in games or group situations
23. Leaves seat in classroom or in other situations in which remaining seated is expected
24. Deliberately does things that annoy other people
25. Does not follow through on instructions and fails to finish schoolwork‚ chores or duties in the workplace (not due to oppositional behavior or failure to understand instructions)
26. Has difficulty playing or engaging in leisure activities quietly
27. Easily frustrated in efforts