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Interpretive Report
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Introduction
Conners' Parent Rating ScalesRevised: Long (CPRSR:L) is an assessment tool that prompts a child's
parent to provide valuable information about the child's behavior. This instrument is helpful when a
diagnosis of ADHD (or related problems) is being considered. The normative sample includes 2,482
parents. This report provides information about the child's score, how he compares to other children,
and what subscales are elevated. See the Conners' Rating ScalesRevised Technical Manual
(published by MHS) for more information about the instrument.
This computerized report is an interpretive aid and should not be used as the sole basis for clinical
diagnosis or intervention. This report works best when combined with other sources of relevant
information.
CPRSR:L T-Scores
The following graph provides John's T-scores for each of the CPRSR:L subscales.
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Raw
Score
12
Cognitive Problems/Inattention 19
TGuideline
Score
61
Mildly Atypical
(Possible significant
problem)
66
Moderately Atypical
(Indicates a
significant problem)
Hyperactivity
20
77
Anxious-Shy
47
Perfectionism
51
Social Problems
50
Psychosomatic
44
ADHD Index
27
73
CGI: Restless-Impulsive
17
79
77
CGI: Total
24
81
DSM-IV: Inattentive
16
66
74
Markedly Atypical
(Indicates a
significant problem)
Average (Typical
score: Should not
raise concern)
Average (Typical
score: Should not
raise concern)
Average (Typical
score: Should not
raise concern)
Common Characteristics of
High Scorers
Break rules, problems with
authority, easily annoyed.
Learn slowly, organizational
problems, difficulty completing
tasks, concentration
problems.
Have difficulty sitting still,
cannot stay on task, restless,
impulsive.
Have worries and/or fears,
emotional, sensitive to
criticism, shy, withdrawn.
Set high goals, fastidious,
obsessive.
DSM-IV: Total
Raw
Score
35
Subscale
TGuideline
Score
74
Markedly Atypical
(Indicates a
significant problem)
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Common Characteristics of
High Scorers
Correspondence to DSM-IV
criteria for combined type
ADHD.
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Item Responses
The following response values were entered for the items on CPRSR:L. The pie graph shows the
distribution of responses.
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)
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Validity Assessment
If the findings presented here conflict with other sources of information, then the reasons for the
conflicting information should be considered, and the results described in this report should be
interpreted with those reasons in mind. It is possible, however, that the parent is either exaggerating or
denying problems which may exist. It is also possible that behavior and attitudes at home may be quite
different than behavior and attitudes away from home (e.g., at school).
An examination of the individual item responses reveals some possible inconsistencies. Quite different
responses were given to items with similar content. If possible, discrepancies in the responses to items
should be discussed with the parent. Some items may have been misunderstood, or perhaps the parent
was unwilling or unable to give a clear picture of the child/adolescent's behavior and attitudes.
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Oppositional: T-Score = 61
Mildly elevated. Elevated scores on this subscale indicate an individual with a tendency to break rules,
and to have problems with persons in authority. This individual may be more easily annoyed and
angered than others his age.
Hyperactivity: T-Score = 77
Markedly elevated. Based on the parent's responses, this subscale score indicates that John has
difficulty sitting still or remaining at the same task for very long. John is probably more restless and
impulsive than most individuals his age, and he probably has the need to be always "on the go".
Anxious-Shy: T-Score = 47
About average. The score on the Anxious-Shy subscale is about average. According to the parent's
responses, John is fairly typical in terms of worries and fears, and is not overly shy or withdrawn.
Perfectionism: T-Score = 51
About average. The score on the Perfectionism subscale is about average. According to the parent's
responses, John probably sets and keeps fairly realistic goals. He can strive to achieve and accomplish
things without becoming overly obsessive.
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Psychosomatic: T-Score = 44
Better than average. The Psychosomatic score indicates that John does not report physical symptoms
(e.g., aches and pains) unless they have an identifiable physical cause. Psychosomatic behavior is not
an issue for this individual.
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CPRS-R:L results interpreted without considering these other factors may have limited validity.
Considering Intervention
There 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/targets
of each intervention should be clearly specified. All of the following types of intervention should be
considered.
Parent-Based Intervention
Involves educating parents about the disorder or concern (e.g., ADHD), and teaching parents behavior
management skills so that they can reduce negative behavior in their children and promote adaptive
functioning.
School-Based Intervention
This can involve both academic and behavioral intervention.
Child-Based Intervention
The child is taught to monitor, evaluate, and reinforce himself with respect to target behaviors.
Pharmacologic Intervention
Medication is often effective (with ADHD) but should only be used after careful consideration of the
child's particular symptomatology. The choice of drug, dosage, and potential side effects must be
considered.
In many cases, these and other intervention approaches can be used in combination with each other to
produce the optimal results.
Date Printed: Thursday, December 30, 2004
End of Report