German Validation of the Conners 3U+00AE Rating Scales for Parents, Teachers, and Children

OBJECTIVE Attention-deficit/hyperactivity disorder (ADHD) rating scales such as the Conners’ Rating Scales (CRS) are valuable adjuncts for diagnosis, since they offer parent, teacher, and self-ratings of children susceptible for ADHD. Even though the scales are widely used internationally, cross-cultural comparability has rarely been verified, and culture and language invariance have only been presumed. The Conners 3(®) rating scales are the updated version of the CRS, though hardly any studies report the psychometric properties apart from the results published in the test edition itself. To our knowledge there are no studies on the various adaptations of the Conners 3(®) in other languages. METHOD The German translations of the Conners 3(®) were completed by 745 children, 953 parents, and 741 teachers (children’s age range: 6–18 years, mean: 11.74 years of age). Exploratory and confirmatory factor analyses on content scale items were conducted to obtain the factor structure for the German version and to replicate the factor structure of the original American models. Cronbach’s α was calculated to establish internal consistency. RESULTS The exploratory analyses for the German model resulted in factor structures globally different from the American model, though confirmatory analyses revealed very good model fi ts with highly satisfying Cronbach’s αs. We were able to provide empirical evidence for the subscale Inattention which had only hypothetically been derived by Conners (2008). CONCLUSIONS Even though the exploratory analyses resulted in different factor structures, the confirmatory analyses have such excellent psychometric properties that use of the German adaptation of the Conners 3(®) is justifi ed in international multicenter studies