TY - JOUR
T1 - Factor Structure of Scores from the Conners' Rating Scales–Revised Among Nepali Children
AU - Pendergast, Laura L.
AU - Vandiver, Beverly J.
AU - Schaefer, Barbara A.
AU - Cole, Pamela M.
AU - Murray-Kolb, Laura E.
AU - Christian, Parul
N1 - Funding Information:
Dr. Pamela M. Cole is a liberal arts research professor of psychology and human development and family studies at The Pennsylvania State University. Her research interest is risk factors in early childhood emotional development, with emphases on factors that influence the development of emotion regulation, including cultural factors. Her work has been supported by the National Science Foundation and the National Institutes of Health.
Funding Information:
The research study in Nepal was supported by funding from National Institutes of Health grant R01 HD050254-01 and the Bill and Melinda Gates Foundation. Additionally, the first author received assistantship support through the Penn State Quantitative Social Science Initiative (College of Liberal Arts, Department of Political Science, and School Psychology Program).
Publisher Copyright:
© 2014, Copyright © International School Psychology Association.
PY - 2014/10/2
Y1 - 2014/10/2
N2 - 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.
AB - 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.
KW - ADHD
KW - CPRS-R
KW - CTRS-R
KW - Conners' Rating Scale–Revised
KW - Nepal
KW - factor analysis
UR - http://www.scopus.com/inward/record.url?scp=84980471066&partnerID=8YFLogxK
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U2 - 10.1080/21683603.2013.878678
DO - 10.1080/21683603.2013.878678
M3 - Article
AN - SCOPUS:84980471066
SN - 2168-3603
VL - 2
SP - 261
EP - 270
JO - International Journal of School and Educational Psychology
JF - International Journal of School and Educational Psychology
IS - 4
ER -