Revision and restandardization of the Conners Teacher Rating Scale (CTRS-R): Factor structure, reliability, and criterion validity
Revision and restandardization of the Conners Teacher Rating Scale (CTRS-R): Factor structure, reliability, and criterion validity
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DOI：
10.1023/a:1022606501530
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发表时间：
1998-08-01
影响因子：
3.6
通讯作者：
Epstein, JN
中科院分区：
文献类型：
--
作者：
Conners, CK;Sitarenios, G;Epstein, JN
康纳斯教师评定量表（CTRS）是一种常用的研究和临床工具，用于评估儿童在课堂上的行为。本研究介绍了修订后的CTRS（CTRS-R），它通过（1）从一个大的，有代表性的北美样本中建立规范性数据，（2）使用先进的统计技术推导出一个因素结构，（3）更新项目内容，以反映当前儿童疾病的概念化，从而改进了原始CTRS。采用验证性因素分析，发现一个六因素结构，其中包括多动-冲动，完美主义，注意力不集中/认知问题，社会问题，对立，焦虑/害羞因素。通过重测相关和内部一致性衡量，量表的信度总体上是令人满意的。使用所有的量表因素来区分注意缺陷多动障碍和正常儿童，85%的儿童被正确分类，支持量表的有效性，并表明良好的临床实用性。讨论了原CTRS因子结构与CTRS-R因子结构的异同。
The Conners Teacher Rating Scale (CTRS) is a commonly used research and clinical tool for assessing children's behavior in the classroom. The present study introduces the revised CTRS (CTRS-R) which improves on the original CTRS by (1) establishing normative data from a large, representative North American sample, (2) deriving a factor structure using advanced statistical techniques, and (3) updating the item content to reflect current conceptualizations of childhood disorders. Using confirmatory factor analysis, a six-factor structure was found which includes Hyperactivity-Impulsivity, Perfectionism, Inattention/Cognitive Problems, Social Problems, Oppositionality, and Anxious/Shy factors. The reliability of the scale, as measured by test-retest correlations and internal consistency, is generally satisfactory. Using all of the scale factors to discriminate between attention deficit hyperactivity disordered and normal children, 85 percent of children were correctly classified, supporting the validity of the scale and indicating excellent clinical utility. Similarities and differences between the original CTRS factor structure and the CTRS-R factor structure are discussed.