Conner’s Comprehensive Behavior Rating Scales™

Created in response to a growing demand for an assessment that identifies a multitude

of disorders and concerns, the Conner’s CBRS aids psychology professionals in obtaining
a comprehensive assessment of children and adolescents via a multi-informant rating
process. The instrument assists with the diagnostic process through direct links to the
DSM-IV-TR™ and the IDEA 2004 and identifies and qualifies students for inclusion in
special education/research studies. In addition, the Conner’s CBRS assists in the
development of intervention treatment plans, monitors the individual's response to
intervention/treatment, and evaluates the effectiveness of intervention/treatment.

Adolescents from 8-18 years can complete the Self-Report Forms. The
instrument includes DSM-IV-TR symptom scales that assess the following
disorders:

Generalized anxiety disorder Autistic disorder

Separation anxiety disorder Asperger's disorder
Social phobia Attention-deficit/hyperactivity disorder
Major depressive episode Oppositional defiant disorder
Manic episode Conduct disorder
The Conner’s CBRS is composed of:

12 Conner’s CBRS scales--Emotional Distress, Aggressive Behaviors, Academic

Difficulties: Total, Academic Difficulties: Language, Academic Difficulties: Math,
Hyperactivity, Hyperactivity/Impulsivity, Social Problems, Separation Fears,
Perfectionistic and Compulsive Behaviors, Violence Potential, and Physical
Symptoms.

14 DSM-IV-TR Symptom scales--ADHD Hyperactive/Impulsive, ADHD Inattentive,

ADHD Combined, Conduct Disorder, Oppositional Defiant Disorder, Major
Depressive Disorder, Manic Episode, Mixed Episode, Generalized Anxiety
Disorder, Separation Anxiety Disorder, Social Phobia, Obsessive-Compulsive
Disorder, Autistic Disorder, and Asperger's Disorder.

3 Validity scales--Positive Impression, Negative Impression, and Inconsistency

Index.

11 Other Clinical Indicator scales--Bullying Perpetration, Bullying Victimization,

Enuresis/Encopresis, Panic Attack, Pervasive Developmental Disorder, Pica, Post
Traumatic Stress Disorder, Specific Phobia, Substance Use, Tics, and
Trichotillomania.

3 Impairment Item scales--Schoolwork/Grades, Friendships/Relationships, and

Home Life.

2 Critical Item scales--Severe Conduct and Self-Harm.

2 Additional Question scales--Other Concerns and Strengths.

The Conner’s Comprehensive Behavior Rating Scales™ (Conner’s CBRS™) is an

instrument designed to provide a complete overview of child and adolescent
disorders and concerns.
The age range suitable for this assessment is 6 to 18 years for parent and teacher
forms and 8 to 18 years for self-report forms.
Conner’s CBRS is a comprehensive multi-informant tool that:
- Assists in the diagnostic process
- Identifies and qualifies students for inclusion or exclusion in special
education/research studies
- Assists in the development of intervention treatment plans
- Monitors your child’s response to intervention/treatment
- Evaluates the effectiveness of intervention/treatment plans
Key areas measured:
- Emotional distress: total, upsetting thoughts, worrying, social problems, upsetting
thoughts/physical symptoms, separation fears, social anxiety
- Aggressive behaviors
- Academic Difficulties: total
- Academic Difficulties: language
- Academic Difficulties: math’s
- Hyperactivity/Impulsivity
- Separation Fears
- Social Problems
- Perfectionistic and Compulsive Behaviors

Conner’s CBRS Parent Rating Scales

Conner’s CBRS parent forms assess behaviors, concerns and academic problems
in children between the ages of 6 and 18 years and are reported by parents. The form
is available in one comprehensive length (Conner’s CBRS–P) and is recommended
for initial evaluations if time allows. When used in conjunction with teacher ratings,
differences between home and school are highlighted.
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. This version
provides comprehensive results, and is recommended for initial evaluations if time
allows (Conner’s CBRS–T). When used with the parent scale differences between
home and school are highlighted.
Conner’s CBRS Clinical Index
The Conner’s CBRS offers a 25-item Conner’s CBRS Clinical Index which is available
for parents, teachers and youth. The brief index works well when screening a large
group of children and adolescents to see if further assessment of a number of
disorders such as social phobia, Asperger’s disorder and manic episode is
warranted.
The Clinical Index is a useful tool which can help build support for whether a child is
likely to have a clinical diagnosis, or is more similar to youth who do not have a
clinical diagnosis. Additionally, this form can be used to monitor the effectiveness of
treatment plans, and measure the patient’s response to intervention.
By C. Keith Conners, Ph.D.

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Conners CBRS–Self-Report
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.

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

P.O. Box 950, North Tonawanda, NY 14120-0950
3770 Victoria Park Ave., Toronto, ON M2H 3M6
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Introduction
Conners Comprehensive Behavior Rating Scale–Self-Report (Conners CBRS–SR) is an assessment tool
that prompts the youth to provide valuable information about herself. This instrument is helpful when
information regarding a number of childhood disorders and problem behaviors is required. When used in
combination with other information, results from the Conners CBRS–SR can provide valuable information to
guide assessment decisions. This report provides information about the youth’s score, how she compares to
other youth, and which scales are elevated. See the Conners CBRS Manual (published by MHS) for more
information.

This computerized report is an interpretive aid and should not be given to clients or used as the sole criterion
for clinical diagnosis or intervention. Administrators are cautioned against drawing unsupported
interpretations. Combining information from this with information gathered from other psychometric
measures, as well as from interviews and discussions with the youth, will give the practitioner or service

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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
obtained. Administrators should review the client’s responses to specific items to ensure that these typical
interpretations apply.

Assessment of Validity
Inconsistency Index.

Positive Impression
Raw score = 0 (Probably valid)
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The following section provides Emily’s scores for the Positive and Negative Impression scales and the

The Positive Impression score does not suggest an overly positive response style.

Negative Impression
Raw score = 1 (Probably valid)
The Negative Impression score does not suggest an overly negative response style.
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Inconsistency Index
Raw score = 3, Number of absolute differences ≥ 2 = 0 (Probably valid)
The responses to similar items are consistent with one another.
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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Conners CBRS–SR Content Scales: T-scores

The following graph provides T-scores for each of the Conners CBRS–SR 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–SR Assessment Report for Emily Admin Date: 10/23/2007

Conners CBRS–SR Content Scales: Detailed Scores

The following table summarizes the results of Emily’s self assessment and provides general information
about how she compares to the normative group. Please refer to the Conners CBRS Manual for more
information on the interpretation of these results. Caution: please note that T-score cutoffs are guidelines
only and may vary depending on the context of assessment. T-scores from 57–63 should be considered
borderline and of special note since the assessor must decide (based on other information and knowledge of
the youth) whether or not the concerns in the associated area warrant clinical intervention.

T-score ±
Scale Raw SEM Guideline Common Characteristics of High
Score (Percentile) Scorers
Emotional 34 63 ± 2.3 (89) Elevated Score (More concernsWorries a lot (including possible social
Distress than are typically reported) anxieties); may feel nervous. Low
self-confidence. May show signs of

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depression. May have physical
complaints (aches, pains, difficulty
sleeping); may have repetitive thoughts or
actions.
Aggressive 2 45 ± 3.1 (39) Average Score (Typical levels Physically and/or verbally aggressive; may
Behaviors of concern) show violence, bullying, destructive

Academic
Difficulties

Hyperactivity/
Impulsivity
20

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75 ± 3.6 (97) Very Elevated Score (Many
more concerns than are
typically reported)

than are typically reported)

tendencies; may be argumentative; may
have poor control of anger/aggression.
May seem uncaring. May have legal
problems.
Struggles with reading, writing, spelling,
and/or arithmetic. May have difficulty
keeping up in school.
62 ± 4.2 (88) Elevated Score (More concerns High activity levels, may be restless, may
have difficulty being quiet. May have
problems with impulse control; may
interrupt others or have difficulty waiting
for his/her turn.
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Separation Fears 7 58 ± 4.1 (78) Average Score (Typical levels Fears being separated from
of concern) parents/caregivers.
Violence Potential 7 52 ± 3.3 (62) Average Score (Typical levels At risk for acting violently.
of concern)
Physical 9 55 ± 4.2 (82) Average Score (Typical levels May complain about aches, pains, or
Symptoms of concern) feeling sick. May have sleeping or eating
issues.
Note: SEM = Standard Error of Measurement
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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

DSM-IV-TR Overview
This section of the report provides the following information for each DSM-IV-TR diagnosis on the Conners
CBRS–SR:

1. DSM-IV-TR Symptom scales: T-scores

2. DSM-IV-TR Symptom scales: Detailed Scores
3. DSM-IV-TR Total Symptom Counts
4. DSM-IV-TR Symptom Tables
· Listing of Conners CBRS–SR item(s) that correspond to each DSM-IV-TR Symptom
· Criterion status of each DSM-IV-TR 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-IV-TR Symptom tables for each criterion status and for exceptions that may

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alter the Total Symptom Count. See the Conners CBRS Manual for details on how each
criterion status is determined.
Interpretive Considerations
Results from the Conners CBRS–SR are a useful component of DSM-IV-TR based diagnosis, but cannot
be relied upon in isolation. When interpreting the Conners CBRS–SR DSM-IV-TR Symptom scales, the
assessor should take the following important considerations into account. Please refer to the Conners

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CBRS Manual for further interpretative guidelines.
· The Conners CBRS–SR contains symptom-level criteria, not full diagnostic criteria for DSM-IV-TR
diagnosis. Additional criteria (e.g., course, age of onset, differential diagnosis, level of impairment,
pervasiveness) must be met before a DSM-IV-TR diagnosis can be assigned.
· The Conners CBRS–SR items are approximations of the DSM-IV-TR symptoms that are intended to
represent the main clinical construct in a format that most youth can understand. As a result, some
aspects of the DSM-IV-TR criteria may not be fully represented. Before using any diagnostic labels, the
assessor must consider all criteria that are required for DSM-IV-TR diagnosis, including the symptoms
from the Conners CBRS–SR.
· The Conners CBRS–SR provides information relevant to the DSM-IV-TR diagnoses from two different
perspectives: absolute (Symptom Count) and relative (T-score). Results of the DSM-IV-TR Symptom
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Counts can contribute to consideration of whether a particular DSM-IV-TR diagnosis might be
appropriate. A T-score for each DSM-IV-TR 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-IV-TR Symptom Count and T-score).
· Both scores are elevated (i.e., DSM-IV-TR Symptom Count probably met, DSM-IV-TR T-
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score ³ 60): This diagnosis should be given strong consideration.

· Both scores are average or below (i.e., DSM-IV-TR Symptom Count probably not met,
DSM-IV-TR T-score < 60): 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-IV-TR Symptom Count probably met, DSM-
IV-TR T-score < 60): Although the absolute DSM-IV-TR 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-IV-TR diagnosis).
· Only T-score is elevated (i.e., DSM-IV-TR Symptom Count probably not met, DSM-IV-TR
T-score ³ 60): Although the current presentation is atypical for the youth's age and
gender, there are not sufficient symptoms reported to meet DSM-IV-TR 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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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

DSM-IV-TR Symptom Scales: T-scores

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

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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

DSM-IV-TR Symptom Scales: Detailed Scores

The following table summarizes the results of Emily self assessment with respect to the DSM-IV-TR
Symptom scales, and provides general information about how she compares to the normative group. Please
refer to the Conners CBRS Manual for more information on the interpretation of these results. Caution:
please note that T-score cutoffs are guidelines only and may vary depending on the context of assessment.
T-scores from 57–63 should be considered borderline and of special note since the assessor must decide
(based on other information and knowledge of the youth) whether or not the concerns in the associated area
warrant clinical intervention.
T-score ±
Scale Raw SEM Guideline
Score (Percentile)
ADHD Predominantly Inattentive Type 13 59 ± 3.8 (79) Average Score (Typical levels of concern)
ADHD Predominantly Hyperactive-Impulsive 11 62 ± 4.2 (88) Elevated Score (More concerns than are

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Type typically reported)
Conduct Disorder 0 43 ± 4.0 (26) Average Score (Typical levels of concern)
Oppositional Defiant Disorder 6 55 ± 4.1 (72) Average Score (Typical levels of concern)
Major Depressive Episode 11 61 ± 3.7 (91) Elevated Score (More concerns than are
typically reported)
Manic Episode 9 64 ± 5.3 (93) Elevated Score (More concerns than are

Generalized Anxiety Disorder

Separation Anxiety Disorder

Social Phobia
Obsessive-Compulsive Disorder
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Note: SEM = Standard Error of Measurement
15

10

6
5
typically reported)
64 ± 3.8 (96) Elevated Score (More concerns than are
typically reported)
60 ± 3.7 (80) Elevated Score (More concerns than are
typically reported)
59 ± 5.0 (83) Average Score (Typical levels of concern)
58 ± 4.4 (79) Average Score (Typical levels of concern)
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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

DSM-IV-TR Total Symptom Counts

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

Symptom Count
Scale DSM-IV-TR Symptom Count
as indicated by
Requirements
Conners CBRS–SR
Separation Anxiety Disorder At least 3 out of 8 symptoms 5

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Results from the Conners CBRS–SR suggest that the Symptom Count requirements
are probably not met for the following DSM-IV-TR diagnoses:
Symptom Count
Scale DSM-IV-TR Symptom Count
as indicated by
Requirements
Conners CBRS–SR
ADHD Predominantly
Inattentive Type (ADHD In)
ADHD Predominantly
Hyperactive-Impulsive Type
(ADHD Hyp-Imp)
ADHD Combined Type

Conduct Disorder‡
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At least 6 out of 9 symptoms

At least 6 out of 9 symptoms

Criteria must be met for both ADHD In and ADHD

Hyp-Imp
At least 3 out of 15 symptoms
Oppositional Defiant Disorder At least 4 out of 8 symptoms
Major Depressive Episode At least 5 out of 9 symptoms including A1 or A2
2

ADHD In: 2
ADHD Hyp-Imp: 2
0
1
1 (A1: not included; A2: not
included)
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Manic Episode Criterion A Elevated Mood and at least 3 out of 7 Criterion A: Elevated mood or
Criterion B symptoms Irritable mood Not Indicated
-or- Criterion B: 2
Criterion A Irritable Mood and at least 4 out of 7
Criterion B symptoms
Mixed Episode Criteria must be met for both Major Depressive Major Depressive Episode: 1
Episode and Manic Episode (A1: not included; A2: not
included)
Manic Episode: Criterion A:
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Elevated mood or Irritable mood

Not Indicated
Criterion B: 2
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: 2
Social Phobia Criteria A, B, and D Criterion A: May be Indicated
(Note: Criterion C is not required for children) Criterion B: Not Indicated
Criterion C: Not Indicated
Criterion D: Not Indicated
Obsessive-Compulsive All 4 Obsessions symptoms Obsessions: 0
Disorder -or- Compulsions: 0
Both Compulsions symptoms
†
The Conners CBRS–SR Symptom Count for Generalized Anxiety Disorder is based on the criteria for children.

‡
The Conners CBRS–SR does not assess Criterion A7 (i.e., forced sexual activity) due to the sensitive nature of this
criterion.

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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

DSM-IV-TR Symptom Tables

This section of the report provides information about how Emily rated items that correspond to the DSM-IV-
TR. Please see the DSM-IV-TR Overview section for important information regarding appropriate use of
DSM-IV-TR Symptom Counts.
The following response key applies to all of the tables in this section.
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-IV-TR ADHD Predominantly Inattentive Type

DSM-IV-TR Symptoms: Criterion A Item Rating Criterion Status
Number 0 1 2 3 ?
81 ü May be Indicated
A1a. -or-

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37 ü
A1b. 101 ü Indicated
A1c. 9 ü Not Indicated
129 ü Not Indicated
A1d. -and-
103 ü
A1e.
A1f.
A1g.
A1h.
A1i.

DSM-IV-TR Symptoms: Criterion A

Hyperactivity
PL 32
28
116
65
154

DSM-IV-TR ADHD Predominantly Hyperactive-Impulsive Type

Item
Number 0
ü
ü
ü
ü
ü

1
Rating
2 3 ?
Not Indicated
Not Indicated
Not Indicated
Not Indicated
Not Indicated

Criterion Status
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A2a. 51 ü Not Indicated
A2b. 110 ü Not Indicated
114 ü Indicated¹¹
A2c. -or-
86 ü
A2d. 82 ü Not Indicated
29 ü Indicated
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A2e. -or-
71 ü
A2f. 76 ü Not Indicated
Impulsivity
A2g. 25 ü Not Indicated
A2h. 99 ü Not Indicated
A2i. 17 ü Not Indicated
¹Criterion A2c states that in adolescents, overactivity may be experienced as subjective feelings of restlessness.
Follow-up is recommended to ensure Criterion A2c has been met for younger children.

DSM-IV-TR ADHD Combined Type

An ADHD Combined Type diagnosis requires the examination of symptoms for ADHD Predominantly
Inattentive Type and for ADHD Predominantly Hyperactive-Impulsive Type. See the ADHD Predominantly
Inattentive Type and ADHD Predominantly Hyperactive-Impulsive Type symptom tables above. Please also
see the DSM-IV-TR or the Conners CBRS Manual for additional guidance.

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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

DSM-IV-TR Conduct Disorder

DSM-IV-TR Symptoms: Criterion A Item Rating Criterion Status
Number 0 1 2 3 ?
A1. 6 ü Not Indicated
A2. 85 ü Not Indicated
A3. 170 ü Not Indicated
A4. 144 ü Not Indicated
A5. 112 ü Not Indicated
A6. 60 ü Not Indicated
A8. 62 ü Not Indicated
A9. 48 ü Not Indicated
A10. 87 ü Not Indicated

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A11. 96 ü Not Indicated
A12. 43 ü Not Indicated
A13. 162 ü Not Indicated
A14 64 ü Not Indicated
A15. 67 ü Not Indicated

A1.
A2.
A3.
A4.
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Note: The Conners CBRS–SR does not assess Criterion A7 (i.e., forced sexual activity) due to the sensitive nature of
this criterion.

DSM-IV-TR Oppositional Defiant Disorder

DSM-IV-TR Symptoms: Criterion A Item
Number 0
58
117
33R
134
ü

ü
1
ü

ü
Rating
2 3 ?
Criterion Status

Not Indicated
Not Indicated
May be Indicated
Not Indicated
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A5. 88 ü Not Indicated
A6. 148 ü Not Indicated
A7. 143 ü Not Indicated
A8. 20 ü Not Indicated
R = This item is reverse scored for score calculations.
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DSM-IV-TR Major Depressive Episode

DSM-IV-TR Symptoms: Criterion A Item Rating Criterion Status
Number 0 1 2 3 ?
A1. 115 ü Not Indicated
A2. 93 ü Not Indicated
A3. 8 ü Not Indicated¹
125 ü Not Indicated
-or-
70 ü
A4. -or-
158 ü
-or-
1 ü

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86 ü Indicated
A5. -or-
26 ü
A6. 137 ü Not Indicated
118 ü Not Indicated
A7. -or-

A8.

A9.
PL 135
12
-or-
147
146
ü

ü
ü

ü
Not Indicated

Not Indicated
¹Emily does not report a change in weight or appetite (Criterion A3). Follow-up is recommended to examine possible
failure to make expected weight gains.

Notes:
When considering DSM-IV-TR symptom criteria for Major Depressive Episode, the assessor needs to ensure the youth
experiences these symptoms nearly every day.
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Presence of absence of a Major Depressive Episode is one important component of DSM-IV-TR diagnoses such as
Major Depressive Disorder, Bipolar Disorder I, or Bipolar Disorder II. Please see the DSM-IV-TR for further guidance
regarding these diagnoses.
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DSM-IV-TR Manic Episode

DSM-IV-TR Symptoms: Item Rating Criterion Status
Criteria A and B Number 0 1 2 3 ?
A: Elevated or Irritable Mood 89 ü Not Indicated¹
B1. 171 ü Not Indicated
B2. 108 ü Not Indicated
B3. 63 ü Not Indicated
B4. 27 ü Not Indicated
B5. 126 ü May be Indicated
149 ü Indicated
B6. -or-
86 ü

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B7. 166 ü Not Indicated
¹Although Criterion A was not indicated, follow-up is required to determine whether the youth ever required
hospitalization due to persistent elevated, expansive, or irritable mood. If hospitalization was necessary, the DSM-IV-TR
does not require that the symptoms last for 1 week.

Note: Presence or absence of a Manic Episode is one important component of DSM-IV-TR diagnoses such as Bipolar I
Disorder. Please see the DSM-IV-TR for further guidance regarding this diagnosis.

DSM-IV-TR Mixed Episode

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Identifying a Mixed Episode requires the examination of symptoms for both Major Depressive Episode and
Manic Episode. Please see the Major Depressive Episode and Manic Episode symptom tables above.
Please also see the DSM-IV-TR for additional guidance.
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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

DSM-IV-TR Generalized Anxiety Disorder

DSM-IV-TR Symptoms: Item Rating Criterion Status
Criteria A, B and C Number 0 1 2 3 ?
A. 78 ü Not Indicated
B. 38 ü Not Indicated
3 ü Indicated
C1. -or-
86 ü
137 ü Indicated
C2. -or-
35 ü
C3. 113 ü Not Indicated
C4. 142 ü Not Indicated

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C5. 13 ü Not Indicated

10 ü Not Indicated
-or-
1 ü
C6. -or-
70 ü

A1.
A2.
A3.
A4.
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DSM-IV-TR Separation Anxiety Disorder
DSM-IV-TR Symptoms: Criterion A
-or-
158

Item
Number 0
61
24
145
151
ü

1
ü

ü
ü
Rating
2

ü
3 ?
Criterion Status

Not Indicated
Indicated
Not Indicated
May be Indicated
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14 ü Not Indicated
A5. -or-
140 ü
A6. 127 ü May be Indicated
A7. 49 ü May be Indicated
A8. 52 ü May be Indicated
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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

DSM-IV-TR Social Phobia

DSM-IV-TR Symptoms: Item Rating Criterion Status
Criteria A, B, C and D Number 0 1 2 3 ?
44 ü May be Indicated
A. -and-
23R ü
B. 46 ü Not Indicated
C. 5 ü Not Indicated
74 ü Not Indicated
D. -or-
84 ü
R = This item is reverse scored for score calculations.
Note: Criterion C (i.e., insight) is not required for children.

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DSM-IV-TR Obsessive-Compulsive Disorder
DSM-IV-TR Symptoms: Criterion A Item Rating Criterion Status
Criteria A, B, C and D Number 0 1 2 3 ?
Obsessions
A1.
A2.
A3.
A4.
Compulsions
A5.
A6.
PL 94
2
22
31

54
119 ü
ü
ü
ü
ü

ü
Not Indicated
Not Indicated
Not Indicated
Not Indicated

Not Indicated
Not Indicated
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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Impairment
Emily’s report of her 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

Emily indicated that her problems seriously affect her schoolwork or grades never (score of 0).

Social

Emily indicated that her problems seriously affect her friendships and relationships never (score of 0).

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Home

Emily indicated that her problems seriously affect her home life occasionally (score of 1).

Conners Clinical Index

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The following graph presents the Conners Clinical Index score that was calculated from Emily's ratings. 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 63%
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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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Other Clinical Indicators

The following table displays the results from Emily’s ratings of her 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 Rating Recommendation
Number 0 1 2 3 ?
ü No need for further
6 Bullying Perpetration
investigation is indicated
ü No need for further
73 Bullying Victimization
investigation is indicated
109 Panic Attack: dizziness ü Further investigation is
138 Panic Attack: feels sick ü recommended

E
150 Panic Attack: shortness of breath ü
90R PDD: inflexibility ü No need for further
152 PDD: problems with peer relations ü investigation is indicated
160R PDD: social or emotional reciprocity ü
ü No need for further
98 Pica
investigation is indicated
55
139

59

168

68

141
Substance Use: alcohol PL
PTSD: traumatic event involving self
PTSD: traumatic event involving others

Specific Phobia

Substance Use: illicit drugs

Substance Use: inhalants

ü

ü
ü
ü
Further investigation is
recommended
No need for further
investigation is indicated
No need for further
investigation is indicated
No need for further
investigation is indicated
No need for further
investigation is indicated
M
No need for further
105 Substance Use: tobacco
investigation is indicated
ü Further investigation is
95 Tics: motor
recommended
ü Further investigation is
21 Tics: vocal
recommended
ü No need for further
124 Trichotillomania
investigation is indicated
SA

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.
R = This item is reverse scored for score calculations.

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

Page 16
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Self-Harm Critical Items

The following table displays Emily’s ratings of her behavior with regard to several Self-Harm Critical Items.
Endorsement of any Critical item indicates the need for immediate follow-up.
Item Item Content Rating Recommendation
Number 0 1 2 3 ?
ü No need for further
146 Self-Harm
investigation is indicated
ü No need for further
167 Discouraged
investigation is indicated
ü No need for further
97 Nobody cares
investigation is indicated
ü No need for further

E
72 Helplessness
investigation is indicated
ü No need for further
16 Hopelessness
investigation is indicated
ü No need for further
135 Worthlessness
investigation is indicated
Rating: 0 = Not true at all (Never, Seldom); 1 = Just a little true (Occasionally); 2 = Pretty much true (Often, Quite a bit);

Severe Conduct Critical Items

Item
Number
170
Item Content

Uses a weapon
PL
3 = Very much true (Very often, Very frequently); ? = Omitted item.

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

0
ü

ü
1
Rating
2 3 ?
Recommendation

No need for further

investigation is indicated
No need for further
M
56 Carries a weapon
investigation is indicated
ü Requires immediate
36 Knows where to get a weapon
attention
ü No need for further
112 Cruel to animals
investigation is indicated
ü No need for further
60 Confrontational stealing
investigation is indicated
SA

ü No need for further

62 Fire setting
investigation is indicated
ü No need for further
87 Breaking and entering
investigation is indicated
ü No need for further
136 Gang membership
investigation is indicated
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.

Additional Questions
The following section displays additional comments that Emily has about herself.
Item Item Content Rating
Number
178 Additional problems This item was omitted.
179 Strengths or skills Math, soccer, running, and being an athlete.

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

Page 17
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Conners CBRS–SR Results and IDEA

The Conners CBRS–SR 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–SR 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–SR. Checkmarks indicate which areas of the Conners
CBRS–SR 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–SR content.

E
Follow-up
Content Areas Possible IDEA Eligibility Category
Recommended
Conners CBRS–SR Content Scales
Emotional Distress ü DD-Emotional, ED
Aggressive Behaviors DD-Emotional, ED
Academic Difficulties ü DD-Communication, LD, S/L
Hyperactivity/Impulsivity
Separation Fears
Violence Potential
Physical Symptoms
DSM-IV-TR Symptom Scales PL
ADHD Predominantly Inattentive Type
ADHD Predominantly Hyperactive-Impulsive Type ü
ADHD Combined Type
Conduct Disorder
ü DD-Emotional, ED, OHI
DD-Emotional, ED
DD-Emotional, ED
DD-Emotional, ED, OHI

ED, LD, OHI

ED, OHI
ED, LD, OHI
ED
M
Oppositional Defiant Disorder ED
Major Depressive Episode ü ED
Manic Episode ü ED
Mixed Episode ü ED
Generalized Anxiety Disorder ü ED
Separation Anxiety Disorder ü ED
SA

Social Phobia ED
Obsessive-Compulsive Disorder Autism, ED
DD = Developmental Delay, ED = Emotional Disturbance, LD = Specific Learning Disability; OHI = Other Health
Impairment; S/L = Speech or Language Impairment
Note: The category of Developmental Delay applies only to children through age 9 years.

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

Page 18
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Content Areas Follow-up Possible IDEA Eligibility Category

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

E
Trichotillomania ED
Critical Items
Self-Harm DD-Emotional, ED
Severe Conduct ü ED
DD = Developmental Delay, ED = Emotional Disturbance, LD = Specific Learning Disability; OHI = Other Health

PL
Impairment; S/L = Speech or Language Impairment
Note: The category of Developmental Delay applies only to children through age 9 years.
M
SA

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

Page 19
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Item Responses
Emily entered the following response values for the items on the Conners CBRS–SR.

E
PL
M
SA

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: March 20, 2008

End of Report

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

Page 20
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Conners Comprehensive Behavior Rating Scales

Feedback Handout for Self-Report Ratings
Child's Name: Emily
Child's Age: 11
Date of Assessment: October 23, 2007
Assessor's Name:

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

E
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.
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 youth’s ratings.

PL
Why do youth complete the Conners CBRS?
Information from the youth about his or her own behavior and feelings is extremely important, as the youth
knows how he or she feels better than anyone else. Self-reports provide invaluable information about the
youth’s own perceptions, feelings, and attitudes about his or her behavior that parents and teachers may not
be aware of. Unlike parent and teacher ratings which provide information about either home or school
settings, youth are able to give information about their feelings and behaviors across settings and situations.
They know how they feel and behave all of the time.

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
treatment services are helping, or to see if the youth is improving. Sometimes the Conners CBRS scales
M
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 the youth was asked to complete the Conners CBRS, please ask the assessor listed at
the top of this feedback form.
How does the Conners CBRS work?
Emily read 179 items, and decided how well each statement described herself, or how often each behavior
happened in the past month (“not at all/never,” “just a little true/occasionally,” “pretty much true/often,” or
“very much true/very frequently”). Emily’s responses to these 179 statements were combined into several
SA

groups of items. Each group of items describes a certain type of behavior (for example, problems with mood
or anxiety). Emily’s responses were compared with what is expected for 11-year-old girls. The scores for
each group of items showl how similar Emily is to her peers. This information helps the assessor know if
Emily is having more difficulty in a certain area than other 11-year-old girls.
Results from the Conners CBRS–Self Form
The assessor who asked Emily to complete the Conners CBRS will help explain these results and answer
any questions you might have. Remember, these scores were calculated from how Emily described herself
in the past month. The self-report ratings help the assessor know how Emily acts at home, school, and in
the community. The results from the self-report ratings on the Conners CBRS should be combined with
other important information, such as interviews with Emily and her parent, other test results, and
observations of Emily. All of the combined information is used to determine if Emily 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.

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

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Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Emily’s responses to the 179 items were combined into groups of possible problem areas. The following
table lists the main topic areas covered by the Conners CBRS–Self-Report form. These scores were
compared with other 11-year-old girls. This gives you information about whether Emily described typical or
average levels of concern (that is, “not an area of concern”) or if she described “more concerns than
average” for 11-year-old girls. The table also gives you a short description of the types of difficulties that are
included in each possible problem area. Emily 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 Emily may describe typical or average levels of concern even when she 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 Self-Report form. A checkmark in the
“more concerns than average” box does not necessarily mean that Emily 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.

E
Academic Difficulties
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)
Struggles with reading, writing, spelling, and/or math; difficulty

Inattention
Not an area of concern
(good/average score)

ü
average PL ü

More concerns than

(elevated score)
keeping up in school.

Problems that may exist if there are more concerns than

average
Problems with concentration, attention to details, or staying focused;
needs reminders; poor organizational skills and/or listening skills;
difficulty remembering.
M
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 Behavior

SA

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)
Physical/verbal aggression; violent/destructive behaviors; poor
ü anger control; bullying, argumentative.
Behaviors that suggest he/she may be violent in the future, if not
ü already violent.
Aggression; cruelty; destruction of property; deceitfulness; theft;
ü serious rule-breaking behaviors.
ü Oppositional, hostile, defiant behaviors.

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Page 2
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

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 Symptoms of depression
ü Mood swings; very high opinion of self; pleasure-seeking 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)
ü Extreme worries that are difficult to control, physical signs of anxiety.

E
Extreme worries about being separated from his/her
ü family/caregivers; refusal to leave home, nightmares, physical signs
of anxiety.
Anxiety about social situations; worries about embarrassment;
ü avoids doing things in front of other people.
Thinks about certain things repetitively; even though they are
ü upsetting; does certain behaviors repetitively.

Emotional Distress
Not an area of concern
(good/average score)

Physical Symptoms
PL
More concerns than
average
(elevated score)

ü
Problems that may exist if there are more concerns than
average
Worrying; nervous; low self-confidence; symptoms of depression
and/or physical complaints; gets “stuck” on certain ideas or
behaviors.
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)
Complains about aches, pains, or feeling sick; sleep, appetite, or
ü weight issues.

Validity
Information about the validity of the Conners CBRS results should be considered when the assessor
SA

reviews the results with you.

Additional Topics for Discussion

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

· Symptoms of panic
· Exposure to a traumatic event
· Tics
· Behaviors associated with extreme misbehavior
· Features in common with youth who have a clinical diagnosis

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

Page 3
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

When asked to rate whether the problems described on the Conners CBRS Self-Report Form
affected Emily's functioning, she responded:
Emily indicated that her problems never seriously affect her schoolwork or grades.
Emily indicated that her problems never seriously affect her friendships and relationships.
Emily indicated that her problems occasionally seriously affect her home life.

E
PL
M
SA

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

Page 4
Conners CBRS–SR Assessment Report for Emily Admin Date: 10/23/2007

Assessor comments:

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

E
________________________________________________
________________________________________________
________________________________________________
________________________________________________

PL
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
M
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
SA

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

Copyright © 2008 Multi-Health Systems Inc. All rights reserved.

Page 5