The Conners’ Rating Scales—Revised (CRS-R) comprises a set of six standardized measures designed to evaluate behavioral symptoms of attention deficit hyperactivity disorder (AD/HD). (Long Forms) The nonsignificant Spearman correlations between sensitivity and specificity of the reviewed scales (all P > .05) suggested the lack of a threshold effect in the present meta-analysis (correlation coefficients for CBCL-AP, CPRS-R:S, CTRS-R:S, and ASQ were −0.31, 0.8, 0.6, and 0.5, respectively). conners 3–p content scales: detailed scores conners 3 manual iru pruh lqirupdwlrq rq wkh lqwhusuhwdwlrq ri wkhvh uhvxowv &dxwlrq sohdvh qrwh wkdw t vfruh fxwriiv duh jxlgholqhv rqo\ dqg pd\ ydu\ ghshqglqj rq wkh frqwh[w ri wkh dvvhvvphqw t vfruhv iurp ± vkrxog eh frqvlghuhg No difference was observed in the diagnostic performance of the various scales. CONCLUSIONS: CBCL-AP and CRS-R both yielded moderate sensitivity and specificity in diagnosing ADHD. The percentage of female participants ranged from 0% to 54%. Furthermore, no previous meta-analysis has evaluated the utility of the CBCL and CRS-R in assessing ADHD. Evaluating the Diagnostic Utility of Attention-Deficit/Hyperactivity Measures Using Discriminant Function Analysis. Study location, age of participants, and percentage of female participants explained the heterogeneity in the specificity of the CBCL-AP. Some systematic reviews have evaluated the psychometric properties of CBCL and CRS-R in children and adolescents10,15–18; however, information regarding the diagnostic performance of these tools has rarely been reviewed comprehensively. Measuring inconsistency in meta-analyses. OBJECTIVE: To evaluate and compare the diagnostic performance of CBCL-AP and CRS-R in diagnosing ADHD in children and adolescents. The Conners’ Teacher Rating Scale – Revised is a teacher report scale appropriate for teachers of children and adolescents between the ages of 3 and 17. In the current study, no difference was observed in the diagnostic performance of the 2 scales in detecting ADHD in children and adolescents. (2005). CONTEXT:The Child Behavior Checklist–Attention Problem (CBCL-AP) scale and Conners Rating Scale–Revised (CRS-R) are commonly used behavioral rating scales for diagnosing attention-deficit/hyperactivity disorder (ADHD) in children and adolescents. Together they help create a comprehensive inventory of a child’s behaviors. The investigation of ADHD prevalence in kindergarten children in northeast Iran and a determination of the criterion validity of Conners’ questionnaire via clinical interview. While Pearson distributes the Conners 3, this assessment is developed and published by Multi-Health Systems, Inc. Supplemental Table 3 shows a summary of the characteristics of the 25 studies. Normative data for the revised forms comes from a large community-based sample of children and adolescents collected throughout the … Figure 3 shows HSROC curves and associated AUCs for the included diagnostic tools. In addition, the overall ability of each tool to accurately classify participants as cases or noncases was moderate to high. We included studies on all ADHD types: predominantly inattentive, predominantly hyperactive–impulsive, and combined. Conner’s CBRS Teacher Rating Scales Conner’s CBRS teacher forms assess behaviors, concerns and academic problems in children between 6 and 18 years old and are reported by teachers. Influential analysis and outlier detection. Conners’ Parent Rating Scale-Revised for parents/caregivers; Conners’ Teacher Rating Scale-Revised for teachers. The heterogeneity observed in CBCL-AP among the included studies was explained by the age of participants and percentage of female participants. DATA EXTRACTION: Bivariate random effects models were used for pooling and comparing diagnostic performance. ADHD: clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Moreover, the bivariate random effects model and HSROC analyses used in this study are the most statistically rigorous methods in diagnostic meta-analysis. FN, false negative; FP, false positive; TN, true negative; TP, true positive. Specific settings ; specifically, participants, the overall diagnostic performance was observed in than... Conners 3–SR ) distributes the Conners ’ parent rating scales have been underpowered because of the review! T-Scores with a mean of 50 and a high risk of bias in diagnostic! 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