Relatório Conners Long - Professores

7/21/2019 Relatrio Conners Long - Professores

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Interpretive Report

Copyright 2002, Multi-Health Systems Inc. All rights reserved.P.O. Box 950, North Tonawanda, NY 14120-09503770 Victoria Park Ave., Toronto, ON M2H 3M6

By C. Keith Conners, Ph.D.

Conners' Teacher Rating ScalesRevised: Long (CTRSR:L)

Psychological Assessments Australia

PO Box 27, Jannali NSW 2226

Ph (02) 9589 0011 Fax: (02) 9589 0063

E: [email protected]

www.psychassessments.com.au


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IntroductionConners' Teacher Rating ScalesRevised: Long (CTRSR:L) is an assessment tool that prompts theteacher to provide valuable information about the child's behavior in a classroom setting. Thisinstrument is helpful when a diagnosis of ADHD (or related problems) is being considered. Thenormative sample includes approximately 1,973 teachers. This report provides information about thechild's score, how he or she compares to other children, and what subscales are elevated. See theConners' Rating ScalesRevised Technical Manual for more information about this instrument.

This computerized report is an interpretive aid and should not be used as the sole basis for clinicaldiagnosis or intervention. This report works best when combined with other sources of relevantinformation.

CTRSR:L T-ScoresThe following graph provides Samantha's T-scores for each of the CTRSR:L subscales.

CTRSR:L Interpretive Report for Samantha Sample Page 2


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Summary of Subscale ScoresThe following table summarizes the subscale scores of the teacher and gives general data about howSamantha compares to the group norms. More interpretive data are provided later in this report.

GuidelineCommon Characteristics of

High Scorers

T-

Score

Raw

Score

Subscale

Average (Typicalscore: Should notraise concern)

Break rules, problems withauthority, easily annoyed.

552Oppositional

Slightly Atypical (Lowscores are good: Nota concern)

Learn slowly, organizationalproblems, difficulty completingtasks, concentrationproblems.

430Cognitive Problems/Inattention


Difficulty sitting still, cannotstay on task, restless,impulsive.

491Hyperactivity

Markedly Atypical(Indicates a

significant problem)

Have worries/fears,emotional, sensitive to

criticism, shy, withdrawn.

8311Anxious-Shy

Markedly Atypical(Indicates asignificant problem)

Set high goals, fastidious,obsessive.

8615Perfectionism

Markedly Atypical(Indicates asignificant problem)

Have few friends, lowself-esteem andself-confidence, feelemotionally distant frompeers.

10512Social Problems


Identifies children/adolescents'at risk' for ADHD.

472ADHD Index


Restless, impulsive,inattentive.512CGI: Restless-Impulsive

Moderately Atypical(Indicates asignificant problem)

Emotional, cry a lot, get angryeasily.

663CGI: Emotional Lability

Slightly Atypical(Borderline: Shouldraise concern)

Hyperactive, broad rangedbehavior problems.

575CGI: Total


Correspondence with theDSM-IV diagnostic criteria forInattentive type ADHD.

430

0

DSM-IV: Inattentive

Symptom Count (max of 9)

Average (Typical

score: Should notraise concern)

Correspondence with the

DSM-IV diagnostic criteria forHyperactive-Impulsive type

ADHD.

471

0

DSM-IV: Hyperactive-Impulsive



Correspondence to DSM-IVcriteria for combined type

ADHD.

441

0

DSM-IV: Total



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Response Key

0 = Not true at all (Never, Seldom)1 = Just a little true (Occasionally)2 = Pretty much true (Often, Quite a Bit)3 = Very much true (Very Often, Very Frequent)

Item ResponsesThe teacher entered the following response values for the items on the CTRSR:L. The pie graphshows the distribution of responses.


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DSM-IV Subscales: Elevated ResponsesThe following graph shows the number of items for which the teacher responded Very Much True ("3")or Pretty Much True ("2"). The answers are grouped by DSM-IV subscale. The DSM-IV subscales areinterpreted in more detail later in this report.

If the findings presented here conflict with other sources of information, then the reasons for theconflicting information should be considered, and the results described in this report should beinterpreted with these reasons in mind. It is possible, however, that behavior and attitudes at home maybe quite different than behavior and attitudes away from home (e.g., at school).

Validity Assessment

The score on the Conners' Global Index is slightly elevated. This provides limited evidence for thepresence of attention or behavior problem. These results may indicate problematic behavior that is onlya mild concern or mildly disruptive. The analysis of the other components of the Conners' Rating Scaleprovided below will help refine the assessment.

Analysis of the Index Scores

There are several substantial subscale elevations. The highest elevations relate to different areas ofbehavior suggesting the possibility of comorbidity. Because the profile is indicative of pervasiveproblems and the profile shows fairly global elevations, it is often called a Type G (for "Global") Profile.More specific information about the areas that are elevated can be obtained from examining the

subscale descriptions given below.

General Examination of the Profile

About average. This index consists of the best set of CTRSR items for identifying children/adolescents"at risk" for ADHD. Samantha's score on this index is about average, and does not suggest a significantattention deficit.

Examination of Subscale Scores

ADHD Index: T-Score = 47



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Slightly elevated. Samantha's score on this index is somewhat elevated, indicating some behaviorproblems. Although elevated scores on the Conners' Global Index may be associated with hyperactivity,often the problems are broader in nature and difficulties exist with a number of different aspects ofbehavior. The elevation on this scale is minor, however, and probably does not indicate a serious or

substantial problem.

Conners' Global Index Total: T-Score = 57

About average. Samantha's score on this subscale is about average, and is unlikely that Samantha hasserious problems with restlessness, impulsivity, and inattentiveness.

Conners' Global Index Restless-Impulsive: T-Score = 51

Moderately elevated. Samantha's score on the Emotional Lability subcomponent of the index ismoderately elevated, indicating an individual who is prone to emotional responses/behaviors like crying,anger, etc.

Conners' Global Index Emotional Lability: T-Score = 66

About average. The score on the Oppositional subscale is average, indicating the teacher's perceptionthat Samantha reasonably follows rules and shows adequate respect for persons in authority. Samanthaprobably is not inclined to temper outbursts and probably doesn't get easily annoyed by little things.

Oppositional: T-Score = 55

Better than average. The score on the Cognitive Problems subscale is better than average. The teacherdoesn't perceive any persistent or severe impairment with learning or memory. Samantha probably hassatisfactory organizational skills and is probably able to complete work, tasks or schoolwork as expectedmost of the time. In addition, Samantha is probably capable of sustained mental effort and can beattentive when required.

Cognitive Problems/Inattention: T-Score = 43

About average. The score on the Hyperactivity subscale is average. This means that, from the teacher'sperspective, Samantha is able to sit still, and is not overly restless or impulsive.

Hyperactivity: T-Score = 49

Markedly elevated. High scores from the teacher generally indicate that Samantha has more worriesand fears than most individuals her age. Samantha is probably prone to be emotional, and is likely to bevery sensitive to criticism. Samantha may be particularly anxious in new or unfamiliar situations, andmay appear very shy and withdrawn.

Anxious-Shy: T-Score = 83

Markedly elevated. The teacher's responses indicate that Samantha is likely to set high goals forherself. Samantha is probably very fastidious about the way she does things at home and at school, and

may be more obsessive about her work or tasks than most individuals her age.

Perfectionism: T-Score = 86

Markedly Elevated. High scores on this subscale indicate the teacher's perception that Samantha hasfew friends, low self-esteem, and little self-confidence. In serious cases, the child/adolescent may feelemotionally distant or detached from her peers.

Social Problems: T-Score = 105



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The teacher's responses to the DSM-IV items suggest that the criteria for the Inattentive subtype ofADHD would not be met. Six or more symptoms of ADHD are required, but only 0 of 9 items are rated"Very Much True" and 0 of 9 items are rated "Pretty Much True".

DSM-IV: Inattentive: T-Score = 43

The teacher's responses to the DSM-IV items suggest that the criteria for the Hyperactive-Impulsivesubtype of ADHD would not be met. Six or more symptoms of ADHD are required, but only 0 of 9 itemsare rated "Very Much True" and 0 of 9 items rated "Pretty Much True".

DSM-IV: Hyperactive-Impulsive: T-Score = 47

Based on the teacher's responses, one or both sets of criteria have not been met for theHyperactive-Impulsive subtype ADHD or Inattentive subtype ADHD. It is unlikely, then, that the youthwould qualify for Combined type ADHD.

DSM-IV: Total (Combined Type ADHD): T-Score = 44

The following items elicited a response of "Very Much True" from the teacher.

Note: Items will be listed more than once if they pertain to more than one subscale.

Examination of Individual Item Responses

Oppositional

No items on this subscale were rated "Very Much True"

Cognitive Problems/Inattention


Hyperactivity


Anxious-Shy

Sensitive to criticism

Perfectionism

Is a perfectionist

Everything must be just so

Likes everything neat and clean

Social Problems

Is one of the last to be picked for teams or games

Has poor social skills

ADHD Index


CGI: Restless-Impulsive




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CGI: Emotional Lability


CGI: Total


DSM-IV: Inattentive




DSM-IV: Total


The following items elicited a response of "Pretty Much True" from the teacher.

Note: Items will be listed more than once if they pertain to more than one subscale.

Examination of Individual Item Responses

Oppositional

No items on this subscale were rated "Pretty Much True"

Cognitive Problems/Inattention


Hyperactivity


Anxious-Shy

Feelings easily hurt

Is an emotional child

Shy, withdrawn

Perfectionism

Keeps checking things over and over

Seems over-focused on details

Things must be done the same way every time

Social Problems Appears to be unaccepted by group

Has no friends

Does not know how to make friends

ADHD Index




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CGI: Restless-Impulsive




CGI: Total


DSM-IV: Inattentive




DSM-IV: Total


Integrating Results with Other InformationThe following subscale scores are elevated and could be cause for concern.

Anxious-Shy

Perfectionism

Social Problems


These results must be incorporated with other information before drawing any conclusions. It isrecommended that a comprehensive evaluation include

A history of the pregnancy, delivery, and developmental milestones from infancy;

A family history of psychiatric disorders; Assessment of specific symptoms, including severity, frequency, situational specificity, and duration;

An educational assessment that covers both academic functioning and classroom behavior;

An overview of the individual's intrapsychic processes, including self-image and sense of efficacywith family, peers, and school;

Child and family interaction patterns and family structure;

An assessment of neurological status, when related problems are indicated by other evidence.

CTRS-R:L results interpreted without considering these other factors may have limited validity.

Considering InterventionThere are a large number of possible treatment approaches, and the choice of which treatment is most

appropriate can vary from case to case. The intervention should be individualized, and the goals/targetsof each intervention should be clearly specified. All of the following types of intervention should beconsidered.

Parent-Based InterventionInvolves educating parents about the disorder or concern (e.g., ADHD), and teaching parents behaviormanagement skills so the they can reduce negative behavior in their children and promote adaptivefunctioning.



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School-Based InterventionCan involve both academic and behavioral intervention

Child-Based InterventionThe child is taught to monitor, evaluate, and reinforce herself with respect to target behaviors.

Pharmacologic InterventionMedication is often effective (with ADHD) but should only be used after careful consideration of thechild's particular symptomatology. The choice of drug, dosage and potential side effects must beconsidered.

In many cases, these and other intervention approaches can be used in combination with each other toproduce the optimal results.

End of Report

Date Printed: Wednesday, December 24, 2003


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