Table of ContentsView AllTable of ContentsWhat It’s Used ForConners 4 vs. Other Conners TestsPotential Limitations of the Conners 4How to Complete ItScoring

Table of ContentsView All

View All

Table of Contents

What It’s Used For

Conners 4 vs. Other Conners Tests

Potential Limitations of the Conners 4

How to Complete It

Scoring

Close

The Conners 4 is a reporting measure used for evaluating children and adolescents forattention-deficit/hyperactivity disorder(ADHD).

When a child or adolescent is referred for an ADHD test, the evaluators often use reporting measures to determine whether or not presenting symptoms are consistent with this diagnosis. Measures such as the Conners 4 yield ratings that demonstrate what symptoms a client is experiencing that are not developmentally typical.

The Conners 4 has forms for parents and teachers that show how a child presents in the home and the classroom.

Children ages eight and up can also complete a self-report form that provides information about their experience of their symptoms.

What Is the Conners 4 Used For?

The Conners 4 Test Measures

Scores demonstrate how significantly symptoms impact the child’s functioning at school, with family, and with peers.

Since it is not unusual for children and teens to have some difficulty with things like focusing throughout the school day, arguing with authority figures, or occasionally forgetting assignments, these scales help providers determine when a child’s difficulties go beyond what is developmentally appropriate.

Determining If an ADHD Diagnosis May Be Appropriate

In addition to these scales, the Conners 4 measures how closely the client’s presentation matches the diagnostic criteria for ADHD,oppositional defiant disorder(ODD), and conduct disorder. The Conners 4–ADHD Index then indicates how likely a client has ADHD based on these scores. This helps the evaluator determine whether a diagnosis of ADHD can explain symptoms the client is experiencing or if another diagnosis is a better fit.

Validity Scales

Finally, the Conners 4 hasvalidity scalesthat screen for consistency (making sure that the person completing the form did not answer randomly) as well as for possible over or under-reporting of symptoms.

The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition, states that:

The Conners 4 and Other Factors Can Lead to an ADHD DiagnosisScores from the Conners 4 provide data that an evaluator uses in the context of a client’s background, history, and other assessment data to determine a diagnosis. It does not single-handedly determine whether or not someone has ADHD.

The Conners 4 and Other Factors Can Lead to an ADHD Diagnosis

Scores from the Conners 4 provide data that an evaluator uses in the context of a client’s background, history, and other assessment data to determine a diagnosis. It does not single-handedly determine whether or not someone has ADHD.

How Is the Conners 4 Different From Other Conners Tests?

According to MHS,the Conners 4 provides several useful updates from the previous edition:

The Conners 4 does not independently determine whether or not someone has ADHD. An evaluator may administer acognitive assessmentto get more information about learning, functioning, and abilities.

They may use atest of sustained attentionto observe a child or teen’s ability to focus in real-time. Depending on the child’s age, the evaluator may use apersonality testto see if they meet criteria for another diagnosis in addition to or instead of ADHD.

As with previous versions of this measure, the Conners 4 measures observable behaviors. Since ADHD is a neurodevelopmental difference, it can impact behavior. However, some people with ADHD maymaskor hide their symptoms and may get a false negative (test results might not be consistent with ADHD). In other words, someone who has ADHD might not be diagnosed with ADHD, and test results might not accurately reflect their diagnosis.

An evaluator might determine that someone does not meet the specific clinical definition of ADHD, but this does not mean that the individual is not struggling or does not have symptoms that could be related to ADHD. It simply means that the measures used did not support one specific diagnosis. In particular, since much of the research around ADHD focuses on the experience of White, cisgender boys, clients who are trans, nonbinary, girls, women, or BIPOC might get a false negative on an ADHD measure.

Additionally, many do not have access to formal assessment for ADHD, particularly those with low income. If you notice symptoms but cannot get evaluated, the ADHD community and resources can still help you manage your or your child’s symptoms.

How to Complete the Conners 4

The Conners 4 can be completed on paper or online. Evaluators may send an encrypted link via email, allow you to complete the Conners 4 on a computer in their office, or provide a printed form.

Like the Conners 3, the Conners 4 utilizes a series ofLikert scalequestions with the options:

The Conners 4 Parent Form

If you complete the Conners 4 parent form (answering questions about your child), answer the questions honestly regarding your child’s behavior and what they shared with you.

The Conners 4 Self-Report Form

If you are completing theself-reportform (if you are the child or teen being evaluated), answer honestly and know that there are no right or wrong responses about your own experience.

If you are stuck on a question, you have the choice to skip it. However, if you skip several questions, the evaluator might not be able to score all the scales.It is essential to ask the evaluator questions about the measure or your evaluation. The evaluator can help you understand the questions on the Conners 4.

How Is the Conners 4 Scored?

The Conners 4 uses online scoring and yields T-scores, a type of norm-referenced rating. If youcomplete the Conners 4online, the software scores your completed test and sends scores to the evaluator automatically. If you complete a paper form, the evaluator will input your responses into the scoring program.

If the validity scales indicate that the respondent answered inconsistently or possibly over or under-reported their symptoms, the score report will alert the evaluator that this is a possibility. The evaluator will then determine whether or not they can still use the resulting scores to help determine whether or not the client has ADHD.

“Over-reporting” means that an individual reported more symptoms than are actually present, and “under-reporting” means that they held back and did not disclose symptoms that might be present. The intent of validity scales is to determine when someone’s answers might not be honest, though sometimes validity scales might elevate even if the individual is trying to be honest in their report.

An evaluator must consider validity scales in interpreting the test data. If validity scales indicate that the scores cannot accurately determine whether or not an individual meets criteria for ADHD, the evaluator might use other self-report measures, tests of sustained attention, and information from the intake interview to determine whether or not criteria are present.

Understanding Your Child’s Conners 4 Scores

After completing an evaluation, a provider should meet with the parent and child to go over the scores and answer any questions you have about the results.

Remember that inattention,restlessness, executive dysfunction, and other symptoms that occur with ADHD are not unique to one diagnosis. Even if a client does not meet the diagnostic criteria for ADHD, this does not mean they do not have these symptoms.

Misdiagnosis Is PossibleIf you or your child is not diagnosed but you still suspect ADHD, it is encouraged to get a second opinion from another evaluator, since it is possible to be misdiagnosed.

Misdiagnosis Is Possible

If you or your child is not diagnosed but you still suspect ADHD, it is encouraged to get a second opinion from another evaluator, since it is possible to be misdiagnosed.

Testing for ADHD

4 SourcesVerywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Conners, CK.Conners Fourth Edition (Conners 4). Los Angeles, CA: Western Psychological Services; 2022.American Psychiatric Association. (2022).Diagnostic and statistical manual of mental disorders(5th ed., text rev.).https://doi.org/10.1176/appi.books.9780890425787MHS.Conners 4th edition is now available!Bergey M, Chiri G, Freeman NLB, Mackie TI.Mapping mental health inequalities: The intersecting effects of gender, race, class, and ethnicity on ADHD diagnosis.Sociology Health & Illness. 2022;44(3):604-623.

4 Sources

Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Conners, CK.Conners Fourth Edition (Conners 4). Los Angeles, CA: Western Psychological Services; 2022.American Psychiatric Association. (2022).Diagnostic and statistical manual of mental disorders(5th ed., text rev.).https://doi.org/10.1176/appi.books.9780890425787MHS.Conners 4th edition is now available!Bergey M, Chiri G, Freeman NLB, Mackie TI.Mapping mental health inequalities: The intersecting effects of gender, race, class, and ethnicity on ADHD diagnosis.Sociology Health & Illness. 2022;44(3):604-623.

Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.

Conners, CK.Conners Fourth Edition (Conners 4). Los Angeles, CA: Western Psychological Services; 2022.American Psychiatric Association. (2022).Diagnostic and statistical manual of mental disorders(5th ed., text rev.).https://doi.org/10.1176/appi.books.9780890425787MHS.Conners 4th edition is now available!Bergey M, Chiri G, Freeman NLB, Mackie TI.Mapping mental health inequalities: The intersecting effects of gender, race, class, and ethnicity on ADHD diagnosis.Sociology Health & Illness. 2022;44(3):604-623.

Conners, CK.Conners Fourth Edition (Conners 4). Los Angeles, CA: Western Psychological Services; 2022.

American Psychiatric Association. (2022).Diagnostic and statistical manual of mental disorders(5th ed., text rev.).https://doi.org/10.1176/appi.books.9780890425787

MHS.Conners 4th edition is now available!

Bergey M, Chiri G, Freeman NLB, Mackie TI.Mapping mental health inequalities: The intersecting effects of gender, race, class, and ethnicity on ADHD diagnosis.Sociology Health & Illness. 2022;44(3):604-623.

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