TY - JOUR
T1 - Factor structure of the conners' teacher rating scale-short form in a low-income preschool sample
AU - Gerhardstein, Rebecca R.
AU - Lonigan, Christopher J.
AU - Cukrowicz, Kelly C.
AU - McGuffey, Julia A.
N1 - Funding Information:
This work was supported by a grant from Novartis AG, Basle, Switzerland who also provided pimecrolimus and placebo. Marie-Eve Ebelin, Graham Scott, Pascale Burtin, Gerard Greig, Jeanne Kehren, Salah-Dine Chibout, Andre Cordier, and Anton Stuetz are employees of Novartis. We are grateful to Dr. Josef Smolle for his valuable help in processing the image analysis system.
PY - 2003/9
Y1 - 2003/9
N2 - The Conners' Teacher Rating Scale (CTRS) is among the most commonly used rating scales for the evaluation of childhood behavior disorders. This study examined the structural characteristics of the CTRS in a sample of 235 low-income, primarily African American, preschool children. Children were rated on the CTRS by an assessment research assistant, an intervention research assistant, and a classroom teacher. Multiple exploratory factor analyses converged on the same basic three-factor solution. The three factors could be labeled Hyperactivity/Impulsivity, Inattention, and Oppositional Behavior. This three-factor solution did not correspond to the published factor structure of the CTRS. Instead, it more closely paralleled consensus ratings of experts in the field of child psychology and the criteria for behavior disorders according to the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV; American Psychiatric Association, 1994).
AB - The Conners' Teacher Rating Scale (CTRS) is among the most commonly used rating scales for the evaluation of childhood behavior disorders. This study examined the structural characteristics of the CTRS in a sample of 235 low-income, primarily African American, preschool children. Children were rated on the CTRS by an assessment research assistant, an intervention research assistant, and a classroom teacher. Multiple exploratory factor analyses converged on the same basic three-factor solution. The three factors could be labeled Hyperactivity/Impulsivity, Inattention, and Oppositional Behavior. This three-factor solution did not correspond to the published factor structure of the CTRS. Instead, it more closely paralleled consensus ratings of experts in the field of child psychology and the criteria for behavior disorders according to the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV; American Psychiatric Association, 1994).
UR - http://www.scopus.com/inward/record.url?scp=0345359906&partnerID=8YFLogxK
U2 - 10.1177/073428290302100301
DO - 10.1177/073428290302100301
M3 - Article
AN - SCOPUS:0345359906
VL - 21
SP - 223
EP - 243
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
SN - 0734-2829
IS - 3
ER -