Analysis

The Conners’ Teacher Rating Scale – Revised (CTRS-R) includes a series of questions related to a child’s behavior in the classroom. The items cover various aspects of behavior such as hyperactivity, attention, antisocial behavior, and general behavioral adjustment.

Objective

The primary objective of the CTRS-R is to assess and record the child’s classroom behavior from the teacher’s perspective. This tool helps identify potential behavioral issues or disorders such as hyperactivity, attention deficits (ADHD), antisocial behavior, and other related conditions.

Scoring

Scoring of the CTRS-R involves rating each item on a scale, typically ranging from 0 to 3 or 1 to 4, depending on the version of the instrument used. Higher scores indicate a greater presence of the respective behavioral characteristic, while lower scores suggest lesser presence or absence of such behavior.

Bibliography

Conners, C. K. (1969). A Teacher Rating Scale for Use in Drug Studies with Children. American Journal of Psychiatry, 126(6), 554–888.
Goyette, C. H., Conners, C. K., & Ulrich, R. F. (1978). Normative data on Revised Conners Parent and Teacher Rating Scales. Journal of Abnormal Child Psychology, 6(2), 221–236.
Epstein, M. H., & Nieminen, G. S. (1983). Reliability of the Conners Abbreviated Teacher Rating Scale across raters and across time: Use with learning disabled students. School Psychology Review, 12(4), 457–459.
Conners, C. K. (1989). Manual for Conners’ Rating Scales. North Tonawanda, NY: Multi-Health Systems.
Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and Restandardization of the Conners Teacher Rating Scale.