1. Defiant
2. Restless in the “squirmy” sense
3. Forgets things he/she has already learned
4. Appears to be unaccepted by group
5. Feelings easily hurt
6. Is a perfectionist
7. Temper outbursts; explosive‚ unpredictable behavior
8. Excitable‚ impulsive
9. Fails to give close attention to details or makes careless mistakes in schoolwork‚ work‚ or other activities
10.Sassy
11.Is always “on the go” or acts as if driven by a motor
12.Avoids‚ expresses reluctance about‚ or has dif1iculllcs engaging in tasks that require sustained mental effort (such as schoolwork or homework)
13.Is one of the last to be picked for teams or games
14.Is an emotional child
15.Everything must be just so
16.Restless or overactive
17.Fails to finish things he/she starts
18.Does not seem to listen to what is being said to him/her
19.Actively defies or refuses to comply with adults’ requests
20.Leaves seat in classroom or in other situations in which remaining seated is expected
21.Poor in spelling
22.Has no friends
23.Timid‚ easily frightened
24.Keeps checking things over and over
25.Cries often and easily
26.Inattentive‚ easily distracted
27.Has difficulty organizing tasks or activities
28.Has difficulty sustaining attention in tasks or play activities
29.Has difficulty waiting his/her turn
30.Not reading up to par
31.Docs not know how to make friends
32.Sensitive to criticism
33.Seems over-focused on details
34.Fidgeting
35.Disturbs other children
36.Talks excessively
37.Argues with adults
38.Cannot remain still
39.Runs about or climbs excessively in situations where it is inappropriate
40.Lacks interest In schoolwork
41.Has poor social kills
42.Has difficulty playing or engaging in leisure activities quietly
43.Likes everything neat and clean
44.Fidgets with hands or feet or squirms in seat
45.Demands must be met immediately…….. easily frustrated
46.Blurts out answers to questions before the questions have been completed
47.Spiteful or vindictive
48.Short attention span
49.Loses things necessary for tasks or activities (e.g.‚ school assignments‚ pencils‚ books‚ tools‚ or toys)
50.Only pays attention to things he/she is really interested in
51.Shy‚ withdrawn
52.Distractibility or attention span a problem
53.Things must be done the same way every time
54.Mood changes quickly and drastically
55.Interrupts or intrudes on others (e.g.‚ butts into others’ conversations or games)
56.Poor in arithmetic
57.Does not follow through on instructions and fails to finish schoolwork (not due to oppositional behavior or failure to understand instructions)
58.Easily distracted by extraneous stimuli
59.Restless‚ always up and on the go
1. Inattentive‚ easily distracted
2. Defiant
3. Restless in the “squirmy” sense
4. Forgets things he/she has already learned
5. Disturbs other children
6. Actively defies or refuses to comply with adults’ requests
7. Is always “on the go” or acts as if driven by a motor
8. Poor in spelling
9. Cannot remain still
10.Spiteful or vindictive
11.Leaves seat in classroom or in other situations in which remaining seated is expected
12.Fidgets with hands or feet or squirms in seat
13.Not reading up to par
14.Short attention span
15.Argues with adults
16.Only pays attention to things he/she is really interested in
17.Has difficulty waiting his/her turn
18.Lacks interest in schoolwork
19.Distractibility or attention span a problem
20.Temper outbursts; explosive‚ unpredictable behavior
21.Runs about or climbs excessively in situations where it is inappropriate
22.Poor in arithmetic
23.Interrupts or intI1ldes on others (e.g.‚ butts into others’ conversations or games)
24.Has difficulty playing or engaging in leisure activities quietly
25.Fails to finish things he/she starts
26.Does not follow through on instructions and fails to finish schoolwork (not due to oppositional behavior or failure to understand instructions)
27.Excitable‚ impulsive
28.Restless‚ always up and on the go
Conner’s Abbreviated Teacher Rating Scale
1. Restless or overactive
2. Excitable‚ impulsive
3. Disturbs other children
4. Fails to finish things he/she starts‚ short attention span
5. Constantly Fidgeting
6. Inattentive‚ easily distracted
7. Demands must be met immediately‚ easily frustrated
8. Cries often and easily
9. Mood changes quickly and drastically
10.Temper outbursts; explosive/unpredictable behavior
Is there a difference in behavior during the course of the day? If yes‚ please comment:
Please identify the child’s strengths and weaknesses as you see them in the classroom:
Strengths _
Weaknesses _
Please circle the problems the child exhibits during the school day. Additional descriptions or examples are appreciated.
· Refusal to do as asked
· Short attention span
· Lack of tolerance for tasks not enjoyed
· Cannot wait or take turns
· Does not work with group
· Over-conforms to rules
· Seeks attention excessively
· Cannot work alone
· Easily confused or disoriented
· Forgetful‚ needs constant reminders
· Relationships with other children
· Frustrated
· Not interested
· Unhappy
· Overly sensitive to criticism
· Shows signs of anxiety (crying‚ nail biting)
· Puts blame for behavior on external causes
· Will not speak up
· Antisocial tendencies (e.g.‚ steals‚ lies)
· Speaks inappropriately (e.g.‚ curses)
· Hurries through work
· Works too slowly
· Easily distracted from work
· Difficulty changing activities
· Tires easily
· Doesn’t try
· Withdrawn
Please circle the child’s major problems.
· Behavior
· Language
· Arithmetic
· Writing
· Intelligence level
· Perception
· Reading
· Speech
· Home background
· Physical problem
Under what circumstance(s) do behavior problems occur most frequently?
· Morning
· Mid-day
· Afternoon
· In a large group
· In a small group
· With peers
· With teachers
· Before‚ during or after activities such as gym‚ recess‚ lunch‚ assembly
· Before‚ during or after a particular subject
Cognitive Problems‚ Oppositional‚ Hyperactivity-Impulsivity‚ Anxious-Shy‚ Perfectionism‚ Social Problems‚ Psychosomatic
Cognitive Problems (.88 to .94)‚ Oppositional (.88 to .92)‚ Hyperactivity-Impulsivity (.88 to .95)‚ Anxious-Shy (.73 to .84)‚ Perfectionism (.85 to .91)‚ Social Problems (.9 to .93)
0= Not True at all (Never Seldom)‚ 1=Just Little True (Occasionally)‚ 2= Pretty much True (Often‚ Quite a Bit)‚ 3= Very much True (very Often‚ Very Frequent)
This instrument can be found at: https://stevensonwaplak.com/wp-content/uploads/2011/03/connorsteacher.pdf & http://www.kangospediatrics.com/docs/teacher_add_adhd_short.pdf & http://www.pathgroupatl.com/resources/conners_scale.pdf
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 Conner’s Rating Scales. N. Tonawanda‚ NY: Multi-Health Systems.
Conners‚ C. K.‚ Sitarenios‚ G.‚ Parker‚ J. D. A.‚ and Epstein‚ J. N. (1998). Revision and Restandardization of the Conners Teacher Rating Scale (CTRS-R): Factor Structure‚ Reliability‚ and Criterion Validity. Journal of Abnormal Child Psychology‚ 26(4)‚ 279-291.