Understanding the Conners 3: A Comprehensive ADHD Assessment

Introduction

The Conners 3 is a widely recognized assessment tool used to diagnose Attention Deficit Hyperactivity Disorder (ADHD) in individuals aged 6 to 18. Developed by Multi-Health Systems Inc. (MHS), it offers clinicians a comprehensive evaluation based on input from parents, teachers, and (for those aged 8 and older) the individual themselves.

Purpose of the Conners 3

The Conners 3 serves as an aid in assessing ADHD symptoms, including attention problems, impulsivity, hyperactivity, defiance, learning challenges, and social skills impairments. It helps clinicians determine the severity of these symptoms and their alignment with the diagnostic criteria for ADHD, Oppositional Defiant Disorder (ODD), and Conduct Disorder.

Norm-Referenced Behavior and Symptom Checklists

The Conners 3 provides norm-referenced ratings on each scale, allowing clinicians to compare an individual's scores to those of a typically developing population. This comparison helps identify symptoms that significantly exceed the expected range for the age group. Additionally, symptom checklists for ADHD, ODD, and conduct disorder are included to assist in determining whether the individual meets the diagnostic criteria set forth in the Diagnostic and Statistical Manual of Mental Disorders (DSM).

Completing the Conners 3

The Conners 3 consists of a series of Likert-scale questions, where respondents rate the frequency or severity of specific behaviors on a scale ranging from "Not true at all/Never" to "Very much true/Very often." The assessment can be completed on paper or online through the MHS portal. Parents or guardians can provide the teacher form to the individual's teacher, or the evaluator can send it directly with appropriate consent.

Scoring the Conners 3

The evaluator begins by examining the validity scales to assess the accuracy and reliability of the scores. The Conners 3 includes three validity scales: Inconsistency Index, Negative Impression Index, and Positive Impression Index. These scales help detect inconsistencies in responding, over-reporting of symptoms, or under-reporting of difficulties.

Next, the evaluator reviews the content scores and DSM scores to identify symptoms that fall outside the typical range and to determine their consistency with the diagnostic criteria for ADHD, ODD, and conduct disorder. Symptom counts are also examined, and potential immediate safety concerns are considered.

Limitations of the Conners 3

While the Conners 3 is a valuable tool for assessing ADHD, it has certain limitations. Additional assessments may be necessary to confirm a diagnosis, and ADHD masking (the ability to suppress symptoms in certain situations) can potentially skew results. Additionally, the Conners 3 requires respondents to be identified as either male or female, which can be problematic for individuals who identify as nonbinary or transgender.

Understanding Your Conners 3 Scores

After administering the Conners 3, the evaluator should thoroughly discuss the results with you, explaining the implications of the scores and addressing any questions you may have. Even if the individual does not meet the criteria for ADHD, it does not necessarily mean that they are not experiencing difficulties. Other factors, such as anxiety, depression, or learning disabilities, may be contributing to their symptoms.

Conclusion

The Conners 3 is a useful tool in the evaluation of ADHD in children and adolescents. It provides insights into specific symptoms and their alignment with diagnostic criteria. However, it's essential to consider the limitations of the assessment and combine it with other assessment measures and observations for a comprehensive diagnosis.