A multivariate analysis of the revised conners' teacher rating scale with low-income, Urban preschool children

John Fantuzzo, Suzanne Grim, Melissa Mordell, Paul McDermott, Laurie Miller, Kathleen Coolahan

Research output: Contribution to journalArticle


The present investigation addressed the utility of the revised Conners' Teachers Rating Scale (CTRS-28) with low-income urban preschool children. CTRS-28 ratings for a large sample of preschool children from an urban Head Start program were analyzed using exploratory factor analysis. Analyses yielded a 3-factor structure: Conduct problems, Hyperactivity, and Passivity. Further analyses cross-validated this structure for males and females and supported its integrity. Multimethod, multisource validity analyses substantiated the CTRS-28 dimensions. The Play Disruption factor of the parent and teacher Penn Interactive Peer Play Scales (PIPPS) provided convergent validity for the Conduct and Hyperactivity factors of the CTRS-28, whereas the Play Interaction factor revealed divergent validity. The Play Disconnection factor of the PIPPS validated the CTRS-28 Passivity factor. The Q-Sort Emotional Regulation scale provided divergent validity for the Conduct and Hyperactivity factors and likewise the Q-Sort Autonomy scale provided divergent validity for the Passivity factor. Age and sex differences were assessed across the 3 factors of the derived preschool structure. A main effect was found for sex and age indicating that boys displayed higher levels of Hyperactivity and Passivity problems than girls did. Similarly, 4-year-old children demonstrated higher levels of Passivity problems than did 5-year-old children.

Original languageEnglish (US)
Pages (from-to)141-152
Number of pages12
JournalJournal of Abnormal Child Psychology
Issue number2
StatePublished - Dec 1 2001



  • Assessment
  • Low-income populations
  • Preschool
  • Problem behaviors
  • Rating scales

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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