By C. Keith Conners, Ph.D.

Conners CBRS–Parent

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Assessment Report

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This Assessment report is intended for use by qualified assessors only, and is not to be shown or presented
to the respondent or any other unqualified individuals.

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P.O. Box 950, North Tonawanda, NY 14120-0950
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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Summary of Results
Response Style Analysis
Scores on the Validity scales do not indicate a positive, negative, or inconsistent response style.

Summary of Elevated Scores

The following section summarizes areas of concern for Monty B based on his parent’s ratings on the
Conners CBRS-P. Note that areas that are not a concern are not reported in this summary.

Conners CBRS-P Content Scales

The T-scores for the following Conners CBRS-P Content scales were very elevated (i.e., T-score ≥ 70),
indicating many more concerns than are typically reported: Defiant/Aggressive Behaviors (T = 90) and
Violence Potential Indicator (T = 70).

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DSM-5 Symptom Scales
The Symptom Counts were probably met and the T-scores were elevated or very elevated (i.e., T-score ≥

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65) for the following DSM-5 Symptom scales: Conduct Disorder (T = 77) and Oppositional Defiant Disorder (T
= 90). These diagnoses should be given strong consideration.

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Impairment
The parent reports that Monty B’s problems seriously affect his functioning very frequently (rating = 3) in the
academic setting, and often (rating = 2) in the social and home settings.

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Conners Clinical Index
Based on the parent’s ratings, a clinical classification is indicated (73% probability), but other clinically

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relevant information should also be carefully considered in the assessment process.

Other Clinical Indicators

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Based on the parent’s ratings to the Conners CBRS-P, further investigation is recommended for the
following issue(s): Bullying Perpetration (rating = 1) and Bullying Victimization (rating = 1).

Conners CBRS-P Results and IDEA

Scores on the Conners CBRS-P suggest possible consideration for IDEA 2004 eligibility in the following
area(s): Developmental Delay-Emotional, Developmental Delay-Social and Emotional Disturbance.

Cautionary Remark
This Summary of Results section only provides information about areas that are a concern. Please refer to
the remainder of the Assessment Report for further information regarding areas that are not elevated or
could not be scored due to omitted items.

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Introduction
Conners Comprehensive Behavior Rating Scales–Parent (Conners CBRS–P) is an assessment tool used to
obtain a parent’s observations about his or her child's behavior. The use of this assessment is helpful when
information regarding a number of childhood disorders and problem behaviors is desired. When used in
combination with other information, results from the Conners CBRS–P can provide valuable information to
guide assessment decisions. This report provides information about the parent's assessment of the youth,
how he compares to other youth, and which scales and subscales are elevated. See the Conners CBRS
Manual and DSM-5 Update (published by MHS) for more information.

This computerized report is an interpretive aid and should not be provided to parents or used as the sole
criterion for clinical diagnosis or intervention. Administrators are cautioned against drawing unsupported
interpretations. Combining information from this report with information gathered from other psychometric
measures, interviews, observations, and review of available records will give the assessor or service
provider a more comprehensive view of the youth than might be obtained from any one source. This report is
based on an algorithm that produces the most common interpretations for the scores that have been

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obtained. Administrators should review the parent’s responses to specific items to ensure that these
interpretations apply to the youth being described.

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Response Style Analysis
The following section provides the parent’s scores for the Positive and Negative Impression scales and for

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the Inconsistency Index.

Positive Impression
The Positive Impression score (raw score = 1) does not indicate an overly positive response style.

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Negative Impression
The Negative Impression score (raw score = 0) does not indicate an overly negative response style.

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Inconsistency Index
The Inconsistency Index score (raw score = 3, number of differentials ≥ 2 = 0) does not indicate an

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inconsistent response style.

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Conners CBRS–P Content Scales: T-scores

The following graph provides T-scores for each of the Conners CBRS–P Content scales and subscales. The
error bars on each bar represent Standard Error of Measurement (SEM) for each scale score. For
information on SEM, see the Conners CBRS Manual.

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Conners CBRS–P Content Scales: Detailed Scores

The following table summarizes the results of the parent’s assessment of Monty B and provides general
information about how he compares to the normative group. Please refer to the Conners CBRS Manual for
more information on the interpretation of these results.

T-score ±
Scale Raw SEM Guideline Common Characteristics of High
Score (Percentile) Scorers
Emotional 3 46 ± 2.8 (46) Average Score (Typical levels Worries a lot (including possible social
Distress (ED): of concern) anxieties), may show signs of depression;
Total may have physical symptoms (aches,
pains, difficulty sleeping); may seem
socially isolated; may have rumination.
Upsetting 0 46 ± 5.0 (40) Average Score (Typical levels Has upsetting thoughts. May get stuck on
Thoughts (ED of concern) ideas or rituals. May show signs of
subscale) depression, including suicidal ideation.

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Worrying (ED 1 45 ± 4.2 (45) Average Score (Typical levels Worries a lot, including anticipatory and
subscale) of concern) social worries. May experience

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inappropriate guilt.
Social Problems 0 43 ± 4.7 (23) Average Score (Typical levels Socially awkward, may be shy. Seems
(ED subscale) of concern) socially isolated. May have limited

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conversational skills.
Defiant/ 15 90 ± 3.4 (98) Very Elevated Score (Many May have poor control of anger and/or
Aggressive more concerns than are aggression; may be physically and/or
Behaviors typically reported) verbally aggressive; may show violence,
bullying, destructive tendencies; may have

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legal problems.
Academic 2 43 ± 2.7 (27) Average Score (Typical levels Problems with learning, understanding, or
Difficulties (AD): of concern) remembering academic material. Poor
Total academic performance. May struggle with

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communication skills.
Language (AD 0 39 ± 3.3 (4) Low Score (Fewer concerns Problems with reading, writing, spelling,
subscale) than are typically reported) and/or communication skills.

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Math (AD 0 42 ± 3.4 (23) Average Score (Typical levels Problems with math.
subscale) of concern)
Hyperactivity/ 8 53 ± 3.4 (65) Average Score (Typical levels High activity levels, may be restless, may
Impulsivity of concern) have difficulty being quiet. May have
problems with impulse control; may
interrupt others or have trouble waiting for
his/her turn.
Separation Fears 0 42 ± 3.8 (17) Average Score (Typical levels Fears being separated from
of concern) parents/caregivers.
Perfectionistic and 0 42 ± 5.2 (17) Average Score (Typical levels Rigid, inflexible, perfectionistic. May
Compulsive of concern) become “stuck” on a behavior or idea.
Behaviors May be overly concerned with cleanliness.
May set unrealistic goals.
Violence Potential 20.5 70 ± 3.7 (98) Very Elevated Score (Many May display, or may be at risk for,
Indicator more concerns than are aggressive behavior.
typically reported)
Physical 2 50 ± 5.4 (57) Average Score (Typical levels May complain about aches, pains, or
Symptoms of concern) feeling sick. May have sleep, appetite, or
weight issues.
Note: SEM = Standard Error of Measurement

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DSM-5 Overview
This section of the report provides the following information for each DSM-5 diagnosis on the Conners
CBRS–P:

1. DSM-5 Symptom scales: T-scores

2. DSM-5 Symptom scales: Detailed Scores
3. DSM-5 Total Symptom Counts
4. DSM-5 Symptom Tables
· Listing of Conners CBRS–P item(s) that correspond to each DSM-5 Symptom
· Criterion status of each DSM-5 Symptom (i.e., whether or not the symptom is "indicated,"
"may be indicated," or "not indicated"). Symptoms marked indicated or may be indicated are
summed to get the Total Symptom Count for that diagnosis. Please refer to specific DSM-5
Symptom tables for each criterion status and for exceptions that may alter the Total
Symptom Count. See the Conners CBRS Manual for details on how each criterion status is
determined.

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Interpretive Considerations
Results from the Conners CBRS–P are a useful component of DSM-5 based diagnosis, but cannot be

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relied upon in isolation. When interpreting the Conners CBRS–P DSM-5 Symptom scales, the assessor
should take the following important considerations into account. Please refer to the Conners CBRS Manual
and DSM-5 Update for further interpretative guidelines.

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· The Conners CBRS–P contains symptom-level criteria, not full diagnostic criteria, for DSM-5
diagnoses. Additional criteria (e.g., course, age of onset, differential diagnosis, level of impairment,
pervasiveness) must be met before a DSM-5 diagnosis can be assigned.
· The Conners CBRS–P items are approximations of the DSM-5 symptoms that are intended to

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represent the main clinical construct in a format that most parents can understand. As a result, some
aspects of the DSM-5 criteria may not be fully represented. Before using any diagnostic labels, the
assessor must consider all criteria that are required for a DSM-5 diagnosis, including the symptoms

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from the Conners CBRS–P. The assessor should refer to the DSM-5 and follow-up with the client for
more information when reviewing the Conners CBRS-P report for diagnostic information. The DSM-5
incorporates specifiers (e.g., “With limited prosocial emotions” for Conduct Disorder), where follow-up

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is recommended to determine their applicability for a specific case.
· The Conners CBRS–P provides information relevant to the DSM-5 diagnoses from two different
perspectives: absolute (Symptom Count) and relative (T-score). Results of the DSM-5 Symptom
Counts can contribute to consideration of whether a particular DSM-5 diagnosis might be appropriate.
A T-score for each DSM-5 diagnosis facilitates comparison of this individual's symptoms with his or her
peers. At times, there may be discrepancies between the Symptom Count and T-score for a given
diagnosis. This is to be expected, given that they are based on different metrics (i.e., absolute versus
relative). The following points provide some concrete guidelines for interpretation of this pair of scores
(DSM-5 Symptom Count and T-score).
· Both scores are elevated (i.e., DSM-5 Symptom Count probably met, DSM-5 T-score ³
65): This diagnosis should be given strong consideration.
· Both scores are average or below (i.e., DSM-5 Symptom Count probably not met, DSM-5
T-score < 65): It is unlikely that the diagnosis is currently present (although criteria may
have been met in the past).
· Only Symptom Count is elevated (i.e., DSM-5 Symptom Count probably met, DSM-5 T-
score < 65): Although the absolute DSM-5 symptomatic criteria may have been met, the
current presentation is not atypical for this age and gender. Consider whether the
symptoms are present in excess of developmental expectations (an important
requirement of DSM-5 diagnosis).
· Only T-score is elevated (i.e., DSM-5 Symptom Count probably not met, DSM-5 T-score ³
65): Although the current presentation is atypical for the youth's age and gender, there
are not sufficient symptoms reported to meet DSM-5 symptomatic criteria for this
disorder. Consider alternative explanations for why the T-scores could be elevated in the
absence of this diagnosis (e.g., another diagnosis may be producing these types of
concerns in that particular setting).

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DSM-5 Symptom Scales: T-scores

The following graph provides T-scores for each of the DSM-5 Symptom scales. The error bars on each bar
represent Standard Error of Measurement (SEM) for each DSM-5 Symptom scale score. For information on
SEM, see the Conners CBRS Manual.

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DSM-5 Symptom Scales: Detailed Scores

The following table summarizes the results of the parent’s assessment of Monty B with respect to the DSM-5
Symptom scales, and provides general information about how he compares to the normative group. Please
refer to the Conners CBRS Manual for more information on the interpretation of these results.
T-score ±
Scale Raw SEM Guideline
Score (Percentile)
ADHD Predominantly Inattentive 9 59 ± 3.3 (84) Average Score (Typical levels of concern)
Presentation
ADHD Predominantly Hyperactive-Impulsive 8 53 ± 3.4 (65) Average Score (Typical levels of concern)
Presentation
Conduct Disorder 6 77 ± 5.0 (98) Very Elevated Score (Many more concerns
than are typically reported)
Oppositional Defiant Disorder 14 90 ± 3.3 (98) Very Elevated Score (Many more concerns
than are typically reported)

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Major Depressive Episode 2 51 ± 5.0 (69) Average Score (Typical levels of concern)
Manic Episode 0 41 ± 5.7 (14) Average Score (Typical levels of concern)

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Generalized Anxiety Disorder 5 55 ± 4.3 (75) Average Score (Typical levels of concern)
Separation Anxiety Disorder 0 42 ± 3.9 (16) Average Score (Typical levels of concern)
Social Anxiety Disorder (Social Phobia) 1 46 ± 4.4 (48) Average Score (Typical levels of concern)

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Obsessive-Compulsive Disorder 0 45 ± 5.4 (40) Average Score (Typical levels of concern)
Autism Spectrum Disorder 4 51 ± 5.4 (67) Average Score (Typical levels of concern)
Note: SEM = Standard Error of Measurement

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DSM-5 Total Symptom Counts

The following tables summarize the results of the DSM-5 Total Symptom Counts as indicated by the
Conners CBRS–P.
Results from the Conners CBRS–P suggest that the Symptom Count requirements
are probably met for the following DSM-5 diagnoses:

Symptom Count
Scale DSM-5 Symptom Count Requirements as indicated by
Conners CBRS–P
Conduct Disorder At least 3 out of 15 symptoms 5
Oppositional Defiant Disorder At least 4 out of 8 symptoms 6
Note(s):
The Symptom Count is probably met for Oppositional Defiant Disorder. Follow-up is recommended to ensure
symptoms are exhibited during interaction with at least one individual who is not a sibling.

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Results from the Conners CBRS–P suggest that the Symptom Count requirements
are probably not met for the following DSM-5 diagnoses:

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Symptom Count
Scale DSM-5 Symptom Count Requirements as indicated by

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Conners CBRS–P
ADHD Predominantly At least 6 out of 9 symptoms 1
Inattentive (ADHD In)
ADHD Predominantly At least 6 out of 9 symptoms 1

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Hyperactive-Impulsive
(ADHD Hyp-Imp)
ADHD Combined Criteria must be met for both ADHD In and ADHD ADHD In: 1

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Hyp-Imp ADHD Hyp-Imp: 1
Major Depressive Episode At least 5 out of 9 symptoms including A1 or A2 0 (A1: not included; A2: not
included)

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Manic Episode‡ Criterion A Elevated Mood and Increased Criterion A: Elevated mood Not
Goal-Directed Activity or Energy, and at least 3 Indicated; Irritable mood Not
out of 7 Criterion B symptoms Indicated; Increased
-or- goal-directed activity Not
Criterion A Irritable Mood and Increased Indicated
Goal-Directed Activity or Energy, and at least 4 Criterion B: 0
out of 7 Criterion B symptoms
Generalized Anxiety Disorder† Criteria A and B; Criterion A: Not Indicated
At least 1 out of 6 Criterion C symptoms Criterion B: Not Indicated
Criterion C: 1
Separation Anxiety Disorder At least 3 out of 8 symptoms 0
Social Anxiety Disorder Criteria A, B, C, and D Criterion A: Not Indicated
(Social Phobia) Criterion B: Not Indicated
Criterion C: Not Indicated
Criterion D: Not Indicated
Obsessive-Compulsive Both Obsessions symptoms Obsessions: 0
Disorder -or- Compulsions: 0
Both Compulsions symptoms
Autism Spectrum Disorder‡ Criterion A Criterion A: Not Met
At least 2 out of 4 Criterion B symptoms Criterion B: 0
Note(s):
‡
Some criteria from this disorder are not assessed on the Conners CBRS (see the individual DSM-5 Symptom
Tables for more information).

†
The Conners CBRS–P Symptom Count for Generalized Anxiety Disorder is based on the criteria for children.

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DSM-5 Symptom Tables

This section of the report provides information about how the parent rated Monty B on items that correspond
to the DSM-5. Please see the DSM-5 Overview section for important information regarding appropriate use
of DSM-5 Symptom Counts.
The following response key applies to all of the tables in this section.
Parent’s Rating: 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 frequently); ? = Omitted item.

DSM-5 ADHD Predominantly Inattentive Presentation

DSM-5 Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
A1a. 12 ü Not Indicated
A1b. 136 ü Not Indicated
A1c. 86 ü Indicated

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65 ü Not Indicated
A1d. -and-
8 ü

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A1e. 23 ü Not Indicated
A1f. 83 ü Not Indicated

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A1g. 96 ü Not Indicated
A1h. 154 ü Not Indicated
A1i. 1 ü Not Indicated

DSM-5 ADHD Predominantly Hyperactive-Impulsive Presentation

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DSM-5 Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?

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Hyperactivity
A2a. 117 ü Not Indicated
A2b. 28 ü Not Indicated

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32 ü May be Indicated
A2c. -or-
89 ü
A2d. 148 ü Not Indicated
180 ü Not Indicated
A2e. -or-
16 ü
A2f. 104 ü Not Indicated
Impulsivity
A2g. 19 ü Not Indicated
A2h. 99 ü Not Indicated
A2i. 169 ü Not Indicated

DSM-5 ADHD Combined Presentation

An ADHD Combined Presentation diagnosis requires the examination of symptoms for ADHD Predominantly
Inattentive Presentation and for ADHD Predominantly Hyperactive-Impulsive Presentation. See the DSM-5
or the Conners CBRS Manual and DSM-5 Update for additional guidance.

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DSM-5 Conduct Disorder

DSM-5 Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
Aggression to People and Animals
A1. 177 ü May be Indicated
A2. 69 ü May be Indicated
A3. 122 ü Not Indicated
A4. 144 ü Indicated
A5. 161 ü Not Indicated
A6. 116 ü Not Indicated
A7. 98 ü Not Indicated
Destruction of Property
A8. 90 ü Not Indicated

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A9. 179 ü Indicated
Deceitfulness or Theft

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A10. 39 ü Not Indicated
A11. 149 ü Not Indicated
A12. 120 ü Indicated

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Serious Violations of Rules
A13. 147 ü Not Indicated
A14. 10 ü Not Indicated

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A15. 107 ü Not Indicated

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DSM-5 Oppositional Defiant Disorder
DSM-5 Symptoms: Criterion A Item Parent's Rating Criterion Status

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Number 0 1 2 3 ?
Angry/Irritable Mood
A1. 45 ü Indicated
A2. 108 ü Not Indicated
A3. 82 ü Indicated
Argumentative/Defiant Behavior
A4. 70 ü Indicated
A5. 127 ü Indicated
A6. 163 ü Indicated
A7. 134 ü Not Indicated
Vindictiveness
A8. 54 ü May be Indicated
When considering DSM-5 symptom criteria for Oppositional Defiant Disorder, the assessor needs to ensure that the
symptoms are exhibited during interaction with at least one individual who is not a sibling.

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DSM-5 Major Depressive Episode

DSM-5 Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
94 ü Not Indicated
A1. -or-
137 ü
A2. 53 ü Not Indicated
A3. 43 ü Not Indicated¹
59 ü Not Indicated
-or-
126 ü
A4. -or-
181 ü
-or-
110 ü

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35 ü Not Indicated
A5. -or-
103 ü

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A6. 171 ü Not Indicated
124 ü Not Indicated

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A7. -or-
6 ü
A8. 49 ü Not Indicated
138 ü Not Indicated

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A9. -or-
168 ü
¹The parent does not report a change in weight or appetite (Criterion A3). This response typically indicates the absence
of a symptom, however, in children, the symptom may be present if expected weight gains are not met.

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Note(s):
When considering DSM-5 symptom criteria for Major Depressive Episode, the assessor needs to ensure the youth

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experiences these symptoms nearly every day, and that the symptoms represent a change from previous functioning.

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DSM-5 Manic Episode

DSM-5 Symptoms: Item Parent's Rating Criterion Status
Criteria A and B Number 0 1 2 3 ?
A: (Elevated Mood) 111 ü Not Indicated¹
-or- -or-
(Irritable Mood) 166 ü Not Indicated¹
-and- -and- Not Indicated¹
ü
(Increased Goal-Directed Activity) 91
B1. 74 ü Not Indicated
B2. 25 ü Not Indicated
B3. 71 ü Not Indicated
B4. 109 ü Not Indicated
B5. 87 ü Not Indicated
91 ü Not Indicated

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B6. -or-
35 ü
B7. 198 ü Not Indicated²

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¹If the individual was hospitalized for the symptoms of Manic Episode, the symptoms are severe enough to warrant
consideration for this diagnosis (even if symptoms did not persist for one week prior to hospitalization).

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²Criterion B7 (excessive involvement in activities that have a high potential for painful consequences) is assessed with
the item, “Seeks pleasure without caring about what bad things could happen.” It is possible for an individual to be
involved in high-risk activities that do not provide him/her with pleasure. Further investigation may be needed to check
this possibility.

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Note(s):
When considering DSM-5 symptom criteria for Manic Episode, the assessor needs to ensure the youth experiences the
Criterion A symptoms nearly every day, and that the Criterion B symptoms represent a noticeable change from usual

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behavior.

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DSM-5 Generalized Anxiety Disorder

DSM-5 Symptoms: Item Parent's Rating Criterion Status
Criteria A, B and C Number 0 1 2 3 ?
A. 68 ü Not Indicated
B. 153 ü Not Indicated
42 ü May be Indicated
C1. -or-
89 ü
171 ü Not Indicated
C2. -or-
50 ü
C3. 4 ü Not Indicated
196 ü Not Indicated
C4. -or-
108 ü

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C5. 7 ü Not Indicated
ü Not Indicated

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119
-or-
110 ü
C6. -or-

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126 ü
-or-
181 ü

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DSM-5 Separation Anxiety Disorder
DSM-5 Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?

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A1. 76 ü Not Indicated
A2. 31 ü Not Indicated
A3. 88 ü Not Indicated

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A4. 44 ü Not Indicated
41 ü Not Indicated
A5. -or-
58 ü
A6. 160 ü Not Indicated
A7. 81 ü Not Indicated
A8. 184 ü Not Indicated

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DSM-5 Social Anxiety Disorder (Social Phobia)

DSM-5 Symptoms: Item Parent's Rating Criterion Status
Criteria A, B, C and D Number 0 1 2 3 ?
A. 22 ü Not Indicated¹
187 ü Not Indicated
B. -or-
63 ü
22 ü Not Indicated¹,²
C. -or-
56 ü
92 ü Not Indicated
D. -or-
176 ü
¹The parent did not indicate that there is panic in social situations (see the rating to item 22, “Panics about social
situations or when doing things in front of people”). However, Criterion A (fear or anxiety about situations that involve

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possible scrutiny by others) and Criterion C (always experiences fear or anxiety in relevant social situations) focus
on fear or anxiety, rather than panic. Further investigation is warranted to determine if there is marked fear or anxiety
in social situations.

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²The parent did not indicate child expressions of fear or anxiety in social situations (i.e., crying, tantrums, avoiding or
freezing in social situations). However, Criterion C is assessed with item 56, “Cries, throws tantrums, avoids, or

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freezes in social situations with unfamiliar people.” The symptom criterion does not limit anxiety-provoking social
situations to those that involve unfamiliar people. Further investigation is warranted to determine if fear or anxiety is
expressed in social situations with familiar people.

DSM-5 Obsessive-Compulsive Disorder

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DSM-5 Symptoms: Criterion A Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
Obsessions

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159 ü Not Indicated
A1. -or-
183 ü

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A2. 84 ü Not Indicated
Compulsions
A1. 178 ü Not Indicated
A2. 175 ü Not Indicated

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DSM-5 Autism Spectrum Disorder

DSM-5 Symptoms: Criteria A and B Item Parent's Rating Criterion Status
Number 0 1 2 3 ?
85 ü Indicated
-or-
77R ü
A1. -or-
156 ü
-or-
186R ü
A2. 2R ü Not Indicated
A3. 64 ü Not Indicated
188 ü Not Indicated
B1. -or-
48 ü

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B2. 97 ü Not Indicated
B3. 143 ü Not Indicated

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R = This item is reverse scored for score calculations.
Note: Criterion B4 (i.e., hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the
environment) is not assessed on the Conners CBRS.

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Impairment
The parent’s report of Monty B’s level of impairment in academic, social, and home settings is presented
below.
Not true at Just a little Pretty much Very much
all/never true/occasionally true/often true/very often

Academic

Monty B’s parent indicated that Monty B’s problems seriously affect his schoolwork or grades very often or very
frequently (score of 3).

Social

Monty B’s parent indicated that Monty B’s problems seriously affect his friendships and relationships often (score of
2).

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Home

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Monty B’s parent indicated that Monty B’s problems seriously affect his home life often (score of 2).

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Conners Clinical Index
The following graph presents the Conners Clinical Index score that was calculated from the parent ratings of

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Monty B. The Conners Clinical Index score is calculated from 24 items that were statistically selected as the
best items for distinguishing youth with a clinical diagnosis (including Disruptive Behavior Disorders,
Learning and Language Disorders, Mood Disorders, Anxiety Disorders, and ADHD) from youth in the
general population.

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Among clinical and general population cases, individuals with a clinical diagnosis obtained this score 73%
of the time. Based on this metric, a clinical classification is indicated, but other clinically relevant information
should also be carefully considered in the assessment process. Please see the Conners CBRS Manual for
further information about interpretation.

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Other Clinical Indicators

The following table displays the results from the parent’s observation of Monty B’s behavior with regard to
specific items that are related to other clinical concerns or diagnoses. Endorsement of these items may
indicate the need for further investigation.
Item Item Content Parent's Rating Recommendation
Number 0 1 2 3 ?
ü Further investigation is
177 Bullying Perpetration
recommended
ü Further investigation is
3 Bullying Victimization
recommended
ü No need for further
80 Enuresis/Encopresis
investigation is indicated
93 Panic Attack: dizziness ü No need for further
141 Panic Attack: feels sick ü investigation is indicated

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29 Panic Attack: shortness of breath ü
ü No need for further

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194 Pica
investigation is indicated
ü No need for further
189 Posttraumatic Stress Disorder
investigation is indicated

P
ü No need for further
79 Specific Phobia
investigation is indicated
ü No need for further
36 Substance Use: alcohol
investigation is indicated

M
ü No need for further
131 Substance Use: illicit drugs
investigation is indicated
ü No need for further

A
182 Substance Use: inhalants
investigation is indicated
ü No need for further
165 Substance Use: tobacco
investigation is indicated

S
ü No need for further
57 Tics: motor
investigation is indicated
ü No need for further
46 Tics: vocal
investigation is indicated
ü No need for further
9 Trichotillomania
investigation is indicated¹
Parent’s Rating: 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 frequently); ? = Omitted item.

¹The item “Pulls out hair from his/her scalp, eyelashes, or other places to the point that you can notice bald
patches,” assesses a symptom associated with diagnostic criteria for Trichotillomania. This disorder does
not require visible hair loss. Further investigation of this symptom is warranted.

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Self-Harm Critical Items

The following table displays the parent’s observations of Monty B’s behavior with regard to several
Self-Harm Critical Items. Endorsement of any Critical item indicates the need for immediate follow-up.
Item Item Content Parent's Rating Recommendation
Number 0 1 2 3 ?
ü No need for further
30 Self-Harm
investigation is indicated
ü No need for further
138 Suicide ideation, plan or attempt
investigation is indicated
ü No need for further
168 Thoughts of death and dying
investigation is indicated
ü No need for further
125 Helplessness
investigation is indicated
ü No need for further

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137 Hopelessness
investigation is indicated
ü No need for further

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6 Worthlessness
investigation is indicated
Parent’s Rating: 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 frequently); ? = Omitted item.

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Severe Conduct Critical Items
The following table displays the parent’s observations of Monty B’s behavior with regard to several Severe
Conduct Critical Items. Endorsement of any Critical item indicates the need for immediate follow-up.

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Item Item Content Parent's Rating Recommendation
Number 0 1 2 3 ?

A
ü No need for further
122 Uses a weapon
investigation is indicated
ü No need for further
106 Carries a weapon

S
investigation is indicated
ü No need for further
170 Shows interest in weapons
investigation is indicated
ü No need for further
161 Cruel to animals
investigation is indicated
ü No need for further
116 Confrontational stealing
investigation is indicated
ü No need for further
98 Forced sex
investigation is indicated
ü No need for further
90 Fire setting
investigation is indicated
ü No need for further
39 Breaking and entering
investigation is indicated
ü No need for further
132 Gang membership
investigation is indicated
ü No need for further
195 Trouble with police
investigation is indicated
ü No need for further
13 Disregard for others’ rights
investigation is indicated
Parent’s Rating: 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 frequently); ? = Omitted item.

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Additional Questions
The following section displays additional comments from the parent about Monty B.
Item Item Content Parent’s Rating
Number
202 Additional concerns about your child His father neve listened and gres up to trouble. I don''t want that to
happen to Monty.
203 Child's strengths or skills Monty is high-spirit and loving

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Conners CBRS–P Results and IDEA

The Conners CBRS–P provides information that may be useful to consider when determining whether a student is
eligible for special education and related services under current U.S. federal statutes, such as the Individuals with
Disabilities Education Improvement Act of 2004 (IDEA 2004).
Elevated scores on the Conners CBRS–P may indicate the need for special education and related services. The
following table summarizes areas of IDEA 2004 eligibility that are typically listed for children and adolescents who have
elevated scores on various portions of the Conners CBRS–P. Checkmarks indicate which areas of the Conners
CBRS–P were indicated or endorsed, suggesting possible consideration of IDEA 2004 eligibility in related areas. The
information in this table is based on the IDEA 2004 and general interpretation/application of this federal law. Specific
state and local education agencies may have specific requirements that supersede these recommendations. The
assessor is encouraged to consult local policies that may impact decision making. Remember that elevated scores or
even a diagnosis is not sufficient justification for IDEA 2004 eligibility. Finally, keep in mind that the IDEA 2004 clearly
indicates that categorization is not required for provision of services. Please see the Conners CBRS Manual for further
discussion of the IDEA 2004 and its relation to the Conners CBRS–P content.

Follow-up
Content Areas Possible IDEA Eligibility Category
Recommended

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Conners CBRS–P Content Scales
Emotional Distress (ED): Total DD-Emotional, ED

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Upsetting Thoughts (ED subscale) DD-Emotional, ED
Worrying (ED subscale) DD-Emotional, ED
Social Problems (ED subscale) Autism, DD-Communication, DD-Emotional,

P
DD-Social, ED, S/L
Defiant/Aggressive Behaviors ü DD-Emotional, ED
Academic Difficulties (AD): Total DD-Communication, LD, S/L
Language (AD subscale) DD-Communication, LD, S/L

M
Math (AD subscale) LD
Hyperactivity/Impulsivity DD-Emotional, ED, OHI

A
Separation Fears DD-Emotional, ED
Perfectionistic and Compulsive Behaviors Autism, DD-Emotional, ED
Violence Potential Indicator ü DD-Emotional, ED

S
Physical Symptoms DD-Emotional, ED, OHI
DSM-5 Symptom Scales
ADHD Predominantly Inattentive Presentation ED, LD, OHI
ADHD Predominantly Hyperactive-Impulsive ED, OHI
Presentation
ADHD Combined Presentation ED, LD, OHI
Conduct Disorder ü ED
Oppositional Defiant Disorder ü ED
Major Depressive Episode ED
Manic Episode ED
Generalized Anxiety Disorder ED
Separation Anxiety Disorder ED
Social Anxiety Disorder (Social Phobia) ED
Obsessive-Compulsive Disorder Autism, ED
Autism Spectrum Disorder Autism, DD-Communication, DD-Social, ED, S/L
DD = Developmental Delay; ED = Emotional Disturbance; LD = Specific Learning Disability; OHI = Other Health
Impairment; S/L = Speech or Language Impairment.

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Content Areas Follow-up Possible IDEA Eligibility Category

Recommended
Other Clinical Indicators
Bullying Perpetration ü DD-Emotional, DD-Social, ED
Bullying Victimization ü DD-Emotional, DD-Social, ED
Enuresis/Encopresis DD-Emotional, ED, OHI
Panic Attack ED
Pica Autism, ED, OHI
Posttraumatic Stress Disorder ED
Specific Phobia ED
Substance Use ED
Tics OHI
Trichotillomania ED

E
Critical Items
Self-Harm DD-Emotional, ED

L
Severe Conduct ED
DD = Developmental Delay; ED = Emotional Disturbance; LD = Specific Learning Disability; OHI = Other Health
Impairment; S/L = Speech or Language Impairment.

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Item Responses
The parent entered the following response values for the items on the Conners CBRS–P.

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Response Key:
0 = In the past month, this was not true at all. It never (or seldom) happened.
1 = In the past month, this was just a little true. It happened occasionally.
2 = In the past month, this was pretty much true. It happened often (or quite a bit).
3 = In the past month, this was very much true. It happened very often (very frequently).
? = Omitted Item

Date printed: September 24, 2014

End of Report

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Conners Comprehensive Behavior Rating Scales

Feedback Handout for Parent Ratings
Child's Name: Monty B
Child's Age: 6
Date of Assessment: November 11, 2006
Parent's Name: Mrs. B (Grandmother)
Assessor's Name:

This feedback handout explains scores from parent ratings of this youth’s behaviors and feelings as
assessed by the Conners CBRS–Parent Form (Conners CBRS–P). This section of the report may be
given to parents (caregivers) or to a third party upon parental consent.

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What is the Conners CBRS?
The Conners CBRS is a set of rating scales that are used to gather information about the behaviors and
feelings of children and adolescents. These rating scales can be completed by parents, teachers, and youth.

L
The Conners forms were developed by Dr. Conners, an expert in child and adolescent behavior, and are
used all over the world to assess youth from many cultures. Research has shown that the Conners scales
are reliable and valid, which means that you can trust the scores that are produced by the parent’s ratings.

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Why do parents complete the Conners CBRS?
Information from parents (or guardians) about their child’s behavior and feelings is extremely important, as
parents generally know their child better than anyone else. Parents can describe their child’s behaviors in a
number of different situations, including the home and community.

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The most common reason for using the Conners CBRS scales is to better understand a youth who is having
difficulty, and to determine how to help. The Conners CBRS scales can also be used to make sure that

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treatment services are helping, or to see if the youth is improving. Sometimes the Conners CBRS scales are
used for a routine check, even if there is no reason to suspect the youth is struggling with a problem. If you
are not sure why you were asked to complete the Conners CBRS, please ask the assessor listed at the top

S
of this feedback form.
How does the Conners CBRS work?
The parent read 203 items, and decided how well each statement described Monty B, or how often Monty B
displayed each behavior in the past month ("not at all/never,” “just a little true/occasionally,” “pretty much
true/often,” or “very much true/very frequently”). The parent’s responses to these 203 statements were
combined into several groups of items. Each group of items describes a certain type of behavior (for
example, problems with mood or anxiety). The parent’s responses were compared with what is expected for
6-year-old boys. The scores for each group of items show how similar Monty B is to his peers. This
information helps the assessor know if Monty B is having more difficulty in a certain area than other 6-year-
old boys.
Results from the Conners CBRS–Parent Form
The assessor who asked the parent to complete the Conners CBRS will help explain these results and
answer any questions you might have. Remember, these scores were calculated from how the parent
described Monty B in the past month. The parent ratings help the assessor know how Monty B acts at home
and in the community. The results from parent ratings on the Conners CBRS should be combined with other
important information, such as interviews with Monty B and his parent, other test results, and observations
of Monty B. All of the combined information is used to determine if Monty B needs help in a certain area and
what kind of help is needed.
As you go through the results, it is very helpful to share any additional insights that you might have, make
notes, and freely discuss the results with the assessor. If the scores do not make sense to you, you should
let the assessor know so that you can discuss other possible explanations.

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

The parent’s responses to the 203 items were combined into groups of possible problem areas. The
following tables list the main topics covered by the Conners CBRS–Parent form. These scores were
compared with other 6-year-old boys. This gives you information about whether the parent described typical
or average levels of concern (that is, “not an area of concern”) or if the parent described “more concerns
than average” for 6-year-old boys. The tables also give you a short description of the types of difficulties that
are included in each possible problem area. Monty B may not show all of the problems in an area; it is
possible to have “more concerns than average” even if only some of the problems are happening. Also, it is
possible that a parent may describe typical or average levels of concern even when Monty B is showing
some of the problems in an area.
It is important to discuss these results with the assessor listed at the top of this feedback handout. This
feedback handout describes results only from the Conners CBRS–Parent form. A checkmark in the “more
concerns than average” box does not necessarily mean Monty B has a serious problem and is in need of
treatment. Conners CBRS results must be combined with information from other sources and be confirmed
by a qualified clinician before a conclusion is made that an actual problem exists.

Academic Difficulties

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More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average

L
(good/average score) average
(elevated score)
Problems with learning, understanding, or remembering academic
ü material; poor academic performance and/or communication skills

P
ü Problems with reading, writing, spelling, or communication skills
ü Problems with math

Inattention

M
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)

A
Problems with concentration, attention to details, or staying focused;
ü needs reminders; poor organizational skills and/or listening skills;
difficulty remembering

S
Hyperactivity/Impulsivity
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
High activity levels; restless; difficulty being quiet; poor impulse
ü control (interrupts others, difficulty waiting for his/her turn)

Oppositional and Aggressive Behaviors

More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Argumentative; poor anger control; physical/verbal aggression;
ü violent/destructive behaviors; bullying.
ü May display, or may be at risk for, aggressive behavior.
Aggression; cruelty; destruction of property; deceitfulness; theft;
ü serious rule-breaking behaviors
ü Oppositional, hostile, defiant behaviors

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Conners CBRS–P Assessment Report for Monty B Admin Date: 11/11/2006

Problems with Mood

More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
ü Sadness, negative mood, low energy.
Mood swings; increase in energy or goal-directed activity; very high
ü opinion of self; high-risk behaviors
ü Has upsetting thoughts; gets “stuck” on certain ideas or behaviors

Problems with Anxiety

More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Frequent worries (including things that might happen and social
ü worries); feels guilty about things when he/she should not

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ü Extreme worries that are difficult to control; physical signs of anxiety
Extreme worries about being separated from his/her

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ü family/caregivers; refusal to leave home; nightmares; physical signs
of anxiety
Fear or anxiety about social situations; worries about negative

P
ü evaluation by others; tries to avoid social situations
Thinks about certain things repetitively even though they can be
ü upsetting; does certain behaviors repetitively; perfectionistic; overly
concerned with cleanliness

M
Emotional Distress
More concerns than
Not an area of concern Problems that may exist if there are more concerns than

A
average
(good/average score) average
(elevated score)
Worrying; sadness, negative mood, low energy; difficulty with
ü

S
friendships; social isolation; gets “stuck” on certain ideas

Social Skills
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
ü Socially awkward; shy; social isolation; limited conversational skills

Physical Symptoms
More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Complains about aches, pains, or feeling sick; sleep, appetite, or
ü weight issues

Other Atypical Behavior and Social Problems

More concerns than
Not an area of concern Problems that may exist if there are more concerns than
average
(good/average score) average
(elevated score)
Problems with social interaction, communication skills (conversation,
facial expression, gestures), and/or make-believe play; repetitive
ü behaviors; over-focus on certain topics; odd/awkward/unusual
behaviors

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Response Style Analysis

Information about the rater’s response style should be considered when the assessor reviews the results
with you.

Additional Topics for Discussion

In addition to the results described above, some of the parent’s responses on the Conners CBRS suggest it
is important to consider the following topics in further evaluation of Monty B. Please ask the assessor listed
at the top of this form to discuss these areas with you.

· Bullying others
· Being the victim of bullying
· Features in common with youth who have a clinical diagnosis

When asked to rate whether the problems described on the Conners CBRS Parent Form affected the

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youth’s functioning, the parent responded:
The parent indicated that Monty B’s problems very often seriously affect his schoolwork or grades.
The parent indicated that Monty B’s problems often seriously affect his friendships and relationships.

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The parent indicated that Monty B’s problems often seriously affect his home life.

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