Conners-3 rating scale is primarily used in the assessment of ADHD and it has been found to be instrumental in variety of areas such as screening, assessment, and treatment monitoring. Most, if not all, rating scales are developed on western standards and available in different languages especially, English. For this reason, we adapted the Conners-3 teacher and parent rating scales since we are ethically responsible to have a rating scale that assess ADHD and takes into consideration the linguistic and cultural differences among the Lebanese population. Conners-3 aims to measure ADHD and most common comorbid problems in children and adolescents. The purpose of this study was to adapt and validate the Conners-3 teacher and parent rating scales to the Lebanese context. The International Test Commission (ITC) guidelines were used for translating the rating scales, and then they were reviewed by professionals, piloted, revised, and then administered. The sample consisted of students enrolled in grades 1 through 12 from nine schools. Their parents (455) and 108 teachers of (509) students filled the respective Conners-3 rating scales. The reliability and validity of the scales was investigated by examining the internal consistency and test-retest reliabilities, construct validity in terms of gender and age differences, discriminant validity between ADHD and non-ADHD groups, and Exploratory Factor Analysis. The reliability coefficients and discriminant validity were moderate to high. Age and gender differences were not well defined, and the obtained factor structure partially resembled that of the original Conners-3. Norms in terms of T scores and percentiles were reported. Results were discussed and limitations and recommendations for the future studies were proposed.
| Published in | Psychology and Behavioral Sciences (Volume 10, Issue 6) |
| DOI | 10.11648/j.pbs.20211006.21 |
| Page(s) | 269-278 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2021. Published by Science Publishing Group |
Test Adaptation, Validation, ADHD, Conners-3 Teacher Scale, Connrrs-3 Parent Scale
| [1] | American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. |
| [2] | Andrews, J. W., Saklofske, D. H., & Janzen, H. L. (2001). Handbook of Psycho Educational Assessment of Children. San Diego: Academic Press. |
| [3] | Barkley, R. & Gordon, M. (2002) Co-morbidity, cognitive impairments, and adaptive functioning in adults with ADHD: Implications of research for clinical practice, In S. Goldstein and A. Teeter (Eds.), Clinical interventions for adult ADHD: A comprehensive approach (pp. 46-69), New York: Academic Press. |
| [4] | Barkley, R. A., & Murphy, K. R. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York, NY: Guilford Press. |
| [5] | Biederman, J., Mick, E., Faraone, S. V., Braaten, E., Doyle, A., Spencer, T.,... Johnson, M. A. (2002). Influence of gender on attention deficit hyperactivity disorder in children referred to a psychiatric clinic. American Journal of Psychiatry, 159 (1), 36-42. http://doi:10.1176/appi.ajp.159.1.36 |
| [6] | Christiansen, H., Hirsch, O., Drechsler, R., Wanderer, S., Knospe, E., Günther, T., & Lidzba, K. (2016). German validation of the conners 3® rating scales for parents, teachers, and children. Zeitschrift für Kinder- Und Jugend psychiatrie Und Psychotherapie, 44 (2), 139. |
| [7] | Conners, C. K. (2008). Conners 3rd Edition, Technical Manual. Toronto, Ontario, Canada: Multi-Health Systems. |
| [8] | Conners, C. K. (2014). Conners 3rd Edition DSM-5 Update. Retrieved July 23, 2017, from http://www.mhs.com |
| [9] | Demaray, M. K., Elting, J., & Schaefer, K. (2003). Assessment of Attention-Deficit/Hyperactivity disorder (ADHD): A comparative evaluation of five, commonly used, published rating scales. Psychology in the Schools, 40 (4), 341-361. http://doi:10.1002/pits.10112 |
| [10] | Farah, L. G., Fayyad, J. A., Eapen, V., Cassir, Y., Salamoun, M. M., Tabet, C. C., & Karam, E. G. (2009). ADHD in the Arab world: A review of epidemiologic studies. Journal of Attention Disorders, 13 (3), 211-222. http://aub.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwjV1LSwMxEB6kB_ |
| [11] | Gershon, J., & Gershon, J. (2002). A meta-analytic review of gender differences in ADHD. Thousand Oaks, CA: Sage Publications. http://doi:10.1177/108705470200500302 |
| [12] | Hambleton, R. K. (2001). The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17 (3), 164-172. http://doi:10.1027//1015-5759.17.3.164 |
| [13] | International Test Commission (ITC). (2016). The international test commission guidelines on the security of tests, examinations, and other assessments: International test commission (ITC). International Journal of Testing, 16 (3), 181-204. http://doi:10.1080/15305058.2015.1111221 |
| [14] | Mowlem, F. D., Rosenqvist, M. A., Martin, J., Lichtenstein, P., Asherson, P., and Larsson, H. (2019). Sex differences in predicting ADHD clinical diagnosis and pharmacological treatment. Eur. Child Adolescent Psychiatry, 28, 481–489. http://doi: 10.1007/s00787-018-1211-3 |
| [15] | Richa, S., Rohayem, J., Chammai, R., Kazour, F., Haddad, R., Hleis, S., Gerbaka, B. (2014). ADHD prevalence in Lebanese school-age population. Journal of Attention Disorders, 18 (3), 242-246. http://aub.summon.serialssolutions.com/2.0.0/link/0\ |
| [16] | Shehab, N. S. (2017). Lebanese counselors’ perceptions of ADHD, the methods of intervention used, and the DSM-5 as a culturally appropriate assessment tool. http://library.aub.edu.lb/record=b1914247 |
| [17] | Sparrow, E. P. (2010). Essentials of Conners Behavior Assessments. Hoboken, NJ: John Wiley & Sons, Inc. |
| [18] | Sue, S., & Chang, J. (2003). The state of psychological assessment in Asia. Psychological Assessment, 15 (3), 306-310. http://doi:10.1037/1040-3590.15.3.306 |
| [19] | Thorell, L. B., Chistiansen, H., Hammar, M., Berggren, S., Zander, E., & Bölte, S. (2018). Standardization and cross-cultural comparisons of the Swedish Conners 3. Nordic Journal of Psychiatry, 1. |
| [20] | Thorell, L. B., & Rydell, A. (2008). Behaviour problems and social competence deficits associated with symptoms of attention-deficit/hyperactivity disorder: Effects of age and gender. Child: Care, Health & Development, 34 (5), 584-595. http://doi:10.1111/j.1365-2214.2008.00869.x |
APA Style
Karma El Hassan, Zainab Haidar. (2021). Adaptation and Validation of Conners-3 Teacher and Parent Rating Scales on Lebanese Children. Psychology and Behavioral Sciences, 10(6), 269-278. https://doi.org/10.11648/j.pbs.20211006.21
ACS Style
Karma El Hassan; Zainab Haidar. Adaptation and Validation of Conners-3 Teacher and Parent Rating Scales on Lebanese Children. Psychol. Behav. Sci. 2021, 10(6), 269-278. doi: 10.11648/j.pbs.20211006.21
AMA Style
Karma El Hassan, Zainab Haidar. Adaptation and Validation of Conners-3 Teacher and Parent Rating Scales on Lebanese Children. Psychol Behav Sci. 2021;10(6):269-278. doi: 10.11648/j.pbs.20211006.21
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.pbs.20211006.21,
author = {Karma El Hassan and Zainab Haidar},
title = {Adaptation and Validation of Conners-3 Teacher and Parent Rating Scales on Lebanese Children},
journal = {Psychology and Behavioral Sciences},
volume = {10},
number = {6},
pages = {269-278},
doi = {10.11648/j.pbs.20211006.21},
url = {https://doi.org/10.11648/j.pbs.20211006.21},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20211006.21},
abstract = {Conners-3 rating scale is primarily used in the assessment of ADHD and it has been found to be instrumental in variety of areas such as screening, assessment, and treatment monitoring. Most, if not all, rating scales are developed on western standards and available in different languages especially, English. For this reason, we adapted the Conners-3 teacher and parent rating scales since we are ethically responsible to have a rating scale that assess ADHD and takes into consideration the linguistic and cultural differences among the Lebanese population. Conners-3 aims to measure ADHD and most common comorbid problems in children and adolescents. The purpose of this study was to adapt and validate the Conners-3 teacher and parent rating scales to the Lebanese context. The International Test Commission (ITC) guidelines were used for translating the rating scales, and then they were reviewed by professionals, piloted, revised, and then administered. The sample consisted of students enrolled in grades 1 through 12 from nine schools. Their parents (455) and 108 teachers of (509) students filled the respective Conners-3 rating scales. The reliability and validity of the scales was investigated by examining the internal consistency and test-retest reliabilities, construct validity in terms of gender and age differences, discriminant validity between ADHD and non-ADHD groups, and Exploratory Factor Analysis. The reliability coefficients and discriminant validity were moderate to high. Age and gender differences were not well defined, and the obtained factor structure partially resembled that of the original Conners-3. Norms in terms of T scores and percentiles were reported. Results were discussed and limitations and recommendations for the future studies were proposed.},
year = {2021}
}
TY - JOUR T1 - Adaptation and Validation of Conners-3 Teacher and Parent Rating Scales on Lebanese Children AU - Karma El Hassan AU - Zainab Haidar Y1 - 2021/12/31 PY - 2021 N1 - https://doi.org/10.11648/j.pbs.20211006.21 DO - 10.11648/j.pbs.20211006.21 T2 - Psychology and Behavioral Sciences JF - Psychology and Behavioral Sciences JO - Psychology and Behavioral Sciences SP - 269 EP - 278 PB - Science Publishing Group SN - 2328-7845 UR - https://doi.org/10.11648/j.pbs.20211006.21 AB - Conners-3 rating scale is primarily used in the assessment of ADHD and it has been found to be instrumental in variety of areas such as screening, assessment, and treatment monitoring. Most, if not all, rating scales are developed on western standards and available in different languages especially, English. For this reason, we adapted the Conners-3 teacher and parent rating scales since we are ethically responsible to have a rating scale that assess ADHD and takes into consideration the linguistic and cultural differences among the Lebanese population. Conners-3 aims to measure ADHD and most common comorbid problems in children and adolescents. The purpose of this study was to adapt and validate the Conners-3 teacher and parent rating scales to the Lebanese context. The International Test Commission (ITC) guidelines were used for translating the rating scales, and then they were reviewed by professionals, piloted, revised, and then administered. The sample consisted of students enrolled in grades 1 through 12 from nine schools. Their parents (455) and 108 teachers of (509) students filled the respective Conners-3 rating scales. The reliability and validity of the scales was investigated by examining the internal consistency and test-retest reliabilities, construct validity in terms of gender and age differences, discriminant validity between ADHD and non-ADHD groups, and Exploratory Factor Analysis. The reliability coefficients and discriminant validity were moderate to high. Age and gender differences were not well defined, and the obtained factor structure partially resembled that of the original Conners-3. Norms in terms of T scores and percentiles were reported. Results were discussed and limitations and recommendations for the future studies were proposed. VL - 10 IS - 6 ER -
Email: