An investigation of the usefulness of the Conner’s Continuous Performance Test II in the assessment of inattention and hyperactivity in the school

Abstract

The Conners’ Continuous Performance Test (CCPT) is one of the most commonly used laboratory tests in the assessment of inattention and hyperactivity in children. Research suggests that the CCPT II has limited use in the identification of children’s inattention and hyperactivity in the school. Nonetheless, its usefulness to assess school-based inattention and hyperactivity has been examined by using only a small number of its performance measures. The purpose of the present study was to use the whole range of the performance measures included in the CCPT II to assess its potential to detect problems of attention and hyperactivity in the school setting. The CCPT II was administered to a selective sample (n = 120) of 7-year-old primary school children with elevated rates of behaviour problems and reading difficulty. The Inattention and Hyperactivity subscales of the Conner’s Teacher Rating Scale – 28 (CTRS-28) were used to assess children’s problems of attention and hyperactivity in the school. Correlational analysis showed that the relationship between the CCPT II measures and children’s inattention and hyperactivity was relatively low (r range −.02 to .38). Hierarchical regression analysis demonstrated that only three out of the 13 measures included in the CCPT II made a small contribution to the prediction of children’s inattention and hyperactivity scores. Of these measures, only one had not been previously used to examine the suitability of the CCPT II to assess inattention and hyperactivity in the school. The findings suggest that the use of the whole range of the CPPT II measures improves only slightly the tests capacity to identify inattention and hyperactivity in the school.

Keywords:

• Conners’ Continuous Performance Test
• inattention
• hyperactivity
• teachers
• Greece