Convergent and Discriminant Validity of the Conners 3 Teacher Rating Scale: Comparisons with the Adjustment Scales for Children and Adolescents

Abstract

The Conners 3-Teacher Rating Scale (Conners 3-T) and the Adjustment Scales for Children and Adolescents (ASCA) are both teacher report rating scales used for school system evaluations to assess youth and adolescent psychopathology. The Conners 3-T has limited research available independent from the Conners 3 Manual assessing its validity and diagnostic utility. The purpose of the present study was to compare correlations between the Conners 3-T and the ASCA to determine convergent and discriminant validity in support of the Conners 3-T. The present study included 118 students either randomly selected by teachers (n = 111) or referred for a special education evaluation (n = 7). Teachers (n = 32) rated students using the Conners 3-Teacher rating form and the Adjustment Scales for Children and Adolescents. Pearson product moment correlations were used to assess the convergent and discriminant validity of the Conners 3-T and the ASCA. Statistically significant and moderate convergent validity correlations were identified (i.e., Conners 3-T Hyperactivity/Impulsivity scale and ASCA Attention Deficit Hyperactive syndrome). Likewise, appropriate discriminant validity correlations were identified (i.e., Conners 3-T Peer Relations scale and ASCA Oppositional Defiant syndrome).

Date of Award	2021
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Gary Canivez (Supervisor)