This study used exploratory and confirmatory factor analyses to examine the structures of scores from the Conners' Teacher and Parent Rating Scales–Revised (CTRS-R and CPRS-R, respectively; Conners, 1997). The scales were administered to 1,835 parents and 1,387 teachers of children in Nepal's Sarlahi district, a region where no other measures of child psychopathology have been studied. With a Nepali sample, the findings indicated that reduced two-factor models for the Conners' scales were superior to the models identified in the scale development research. The hyperactivity and inattention factors were comparable to what has been identified in prior research, while other factors (e.g., social problems) differed substantially. Implications for use of the Conners' scales in Nepal and cross-cultural issues in the assessment of ADHD symptoms are discussed.
|Original language||English (US)|
|Number of pages||10|
|Journal||International Journal of School and Educational Psychology|
|State||Published - Oct 2 2014|
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology