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Factor analysis of the conners teacher rating scale with brain‐damaged and learning‐disabled children
Author(s) -
Moehle Kurt A.,
FitzhughBell Kathleen B.
Publication year - 1989
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198904)26:2<113::aid-pits2310260202>3.0.co;2-6
Subject(s) - hyperkinesis , psychology , rating scale , extraversion and introversion , developmental psychology , population , clinical psychology , scale (ratio) , personality , big five personality traits , social psychology , physics , quantum mechanics , medicine , demography , sociology
Prior studies have indicated a possible lack of stability in the factor structure of the Conners Teacher Rating Scale (CTRS) across populations of children. The current study examined this factor structure in a sample of medically referred brain‐damaged and learning‐disabled children. Six factors were extracted: Conduct Disorder, Hyperkinesis, Distractibility, Depression, Dyssocial behavior, and Introversion. Comparison with prior work indicates that factors of conduct disorder, hyperkinesis, and a social behavior factor are fairly common, but that disparities regarding other factors exist. Cross‐validation of the factor structure in each new population for which CTRS is to be used is recommended.