Child Name/ID ……………………………… Gender: M / F Birth Date: …… .

/ …… / ……
Month / Day/ Year

Parent’s Name / ID ……………………… Age: ………. .……… Grade: …….. Today’s Date:.….…/ ………/ …..…
Year / Month Month / Day / Year
Instructions: Here are some thing parents might say about their children: Please tell us about your child and what he / she has been
like in the past month. Read each item carefully, then mark how well it describes your child or how frequently it has happened in the
past month.

0 = In the past month, this was not true at all about my child. It never (or seldom) happened.
1 = In the past month, this was just a little true about my child it happened occasionally.
CONNERS 𝟑𝑻𝑴 - Parent Short

2 = In the past month, this was pretty much true about my child. It happened often (or quite a bit).
3 = In the past month, this was very much true about my child. It happened very often (very frequently).

Please circle only one answer for each item. It is important to respond to every item.
For items that you find difficult to answer, please give your best guess.

Rating: 0 = Not true at all (Never, Seldom) 2 = Pretty much true (Often, Quite a bit)
In the past month, this was … 1 = Just a little true (Occasionally) 3 = Very much true,(Very often, Very frequently)
1. Forgets to turn in completed work. 0 1 2 3
2. Is perfect in every work. 0 1 2 3
3. Fidgets or squirms in seat. 0 1 2 3
4. Is one of the last to be picked for teams or games. 0 1 2 3
5. Restless or overactive. 0 1 2 3
6. Does not know how to make friends. 0 1 2 3
7. Runs or climbs when he / she is not supposed to. 0 1 2 3
8. Cannot grasp arithmetic. 0 1 2 3
9. Is difficult to please or amuse. 0 1 2 3
10. Needs extra explanation of instructions. 0 1 2 3
11. Is hard to motivate (even with rewards like candy or money). 0 1 2 3
12. Makes mistakes. 0 1 2 3
13. Acts as if driven by a motor. 0 1 2 3
14. Starts fights with others on purpose. 0 1 2 3
15. Has trouble getting started on tasks or projects. 0 1 2 3
16. Is happy, cheerful, and has a positive attitude. 0 1 2 3
17. Doesn’t pay attention to details, makes careless mistakes. 0 1 2 3
18. Has trouble keeping friends. 0 1 2 3
19. Bullies, threatens, or scares others. 0 1 2 3
20. Loses things (for example, schoolwork, pencils, books , tools, or toys) 0 1 2 3
21. Tells lies to hurt other people. 0 1 2 3
22. I cannot figure out what makes him / her happy. 0 1 2 3
23. Threatens to hurt others. 0 1 2 3
24. Is constantly moving 0 1 2 3
25. Has trouble with reading. 0 1 2 3
26. Is angry and resentful. 0 1 2 3
27. Has a short attention span. 0 1 2 3
C. Keith Conners, Ph. D.

28. Excitable, impulsive. 0 1 2 3

29. Cannot do things right. 0 1 2 3
30. Has trouble concentrating. 0 1 2 3
31. Tells the truth; doesn’t even tell “little white lies.” 0 1 2 3
32. Ha trouble organizing tasks or activities. 0 1 2 3
33. Is fun to be around 0 1 2 3
34. Inattentive, easily distracted. 0 1 2 3
35. Is messy or disorganized. 0 1 2 3
36. Spelling is poor. 0 1 2 3
37. Is patient and content, even when waiting in a long line. 0 1 2 3
38. Has no friends. 0 1 2 3
39. Does not understand what he/she reads. 0 1 2 3
40. Behaves like an angel. 0 1 2 3
41. Has trouble keeping his/her mind on work or play for long. 0 1 2 3
42. Has to struggle to complete hard tasks. 0 1 2 3
43. Does not get invited to play or go out with others. 0 1 2 3
Additional Questions:

44. Do you have other concerns about your child? _____________________________________________________________

45. What strengths or skills does your child have? _____________________________________________________________

MHS
copyright © 2008 Multi-Health Systems Inc. All rights reserved. In the United States, P.O. Box 950. North Tonawanda, NY 14120 – 0950, 1-800-456-3003. To
Canada =, 3770 Victoria Park Ave, Toronto, ON M2H 3M6, 1-800-268-6011, 1-416-492 2627, Fax 1-416-492-3343
 Child Name/ID ……………………………… Gender: M / F Birth Date: …… . / …… / ……
Month / Day/ Year

Parent’s Name / ID ……………………… Age: ………. .……… Grade: …….. Admin Date:.….…/ ………/ …..…
Year / Month Month / Day / Year

Scoring Grid
CONNERS 𝟑𝑻𝑴 - Parent Short

Instructions:
1. For each item, transfer the number into the unshaded box across each row.
2. Sum the values in each column and write the totals in the Raw Scores boxes at the bottom of the grid.

IN HY LP EF AG PR PI NI
1. 0 1 2 3
2. 0 0 0 1
3. 0 1 2 3
4. 0 1 2 3
5. 0 1 2 3
6. 0 1 2 3
7. 0 1 2 3
8. 0 1 2 3
9. 0 0 1 1
10. 0 1 2 3
11. 0 0 1 1
12. 1 0 0 0
13. 0 1 2 3
14. 0 1 2 3
15. 0 1 2 3
16. 1 1 0 0
17. 0 1 2 3
18. 0 1 2 3
19. 0 1 2 3
20. 0 1 2 3
21. 0 1 1 3
22. 0 0 2 1
23. 0 1 2 3
24. 0 1 2 3
25. 0 1 2 3
26. 0 1 2 3
27. 0 1 2 3
28. 0 1 2 3
C. Keith Conners, Ph. D.

29. 0 0 1 1
30. 0 1 2 3
31. 0 0 0 1
32. 0 1 2 3
33. 1 1 0 0
34. 0 1 2 3
35. 0 1 2 3
36. 0 1 2 3
37. 0 0 0 1
38. 0 1 2 3
39. 0 1 2 3
40. 0 0 0 1
41. 0 1 2 3
42. 1 0 0 0
43. 0 1 2 3
RAW SCORES
IN HY LP EF AG PR PI NI

44. Do you have any other concerns about your child? ____________________________________________________________

45. What strengths or skills does your child have? _________________________________________________________________

MHS
copyright © 2008 Multi-Health Systems Inc. All rights reserved. In the United States, P.O. Box 950. North Tonawanda, NY 14120 – 0950, 1-800-456-3003. To
Canada =, 3770 Victoria Park Ave, Toronto, ON M2H 3M6, 1-800-268-6011, 1-416-492 2627, Fax 1-416-492-334
 Child Name/ID ……………………………… Gender: M / F Birth Date: …… . / …… / ……
Month / Day/ Year

Parent’s Name / ID ……………………… Age: ………. .……… Grade: …….. Admin Date:.….…/ ………/ …..…
Year / Month Month / Day / Year
Female Profile: Ages 6 -11
Instructions:
1. Using the Raw Scores from the Scoring circle the raw score for each score scale under the appropriate scale and age column.
2. Follow the row across to either outside to fine the T-score for each scale.
3. Connect the circled scores with straight lines to obtain the profile.

Inattention Hyperactivity Learning Executive Aggression Peer Relations

Problems Functioning
T IN HY LP EF AG PR T
6 7 8 9 10 11 6 7 8 9 10 11 6 7 8 9 10 11 6 7 8 9 10 11 6 7 8 9 10 11 6 7 8 9 10 11
CONNERS 𝟑𝑻𝑴 - Parent Short

90 13+ 14+ 14+ 14 +13+ 11+ 15+ 15+ 15+16+ 11+ 11+ 11+ 14+ 12+ 13+ 15+ 14+ 10+ 15+ 13+ 13+ 12+ 12+ 6+ 6+ 6+ 6+ 6+ 8+ 5+ 6+ 6+ 7+ 7+ 7+ 90
89 12 . . . . . . . . . . . . 13 . . . . . . . 12 11 . . . . . . 7 . . . . . . 89
88 . . . . . . 14 14 . 15 . . . . . 12 . 13 . . 12 . . . . 5 . . . . . . . . . . 88
87 . 13 . 13 12 . . . 14 . 10 10 . . 11 . 14 . . 14 . . . . . . . 5 5 . . 5 . . 6 . 87
86 . . 13 . . 10 . . . . . . 10 . . . . . . . . . . 11 . . . . . . . . 5 6 . . 86
86
85 11 . . . . . . 13 . 14 . . . 12 . . . . 9 . . 11 . . . . . . . . 4 . . . . 6 85
84 . 12 . 12 . . 13 . 13 . . . . . . 11 13 12 . 13 11 . 10 . . . 5 . . . . . . . . . 84
83 . . 12 . 11 . . . . . 9 9 . . 10 . . . . . . . . . . . . . . 6 . . . . . . 83
82 . . . . . . . . . 13 . . . 11 . . . . . . . . . . 5 . . . . . . . . . . . 82
81 10 . . . . 9 12 12 . . . . 9 . . . 12 11 . 12 . . . 10 . . . . . . . . . . . . 81
80 . 11 . 11 . . . . 12 . . . . . . 10 . . 8 . 10 10 . . . 4 . . . . . . . . 5 . 80
79 . . 11 . 10 . . . . 12 . 8 . . 9 . . . . . . . . . . . . 4 4 . . . . 5 . . 79
78 . . . . . . . 11 . . 8 . . 10 . . 11 . . . . . . . . . . . . . . 4 4 . . 5 78
77 9 10 . 10 . 8 11 . 11 . . . 8 . . . . 10 . 11 . . . 9 . . . . . 5 . . . . . . 77
76 . . 10 . . . . . . 11 . . . . . 9 . . . . . 9 9 . . . 4 . . . . . . . . . 76
75 . . . . 9 . . 10 . . . . . 9 . . 10 . . . . . 8 . 4 . . . . . 3 . . . . . 75
74 . . . . . . 10 . 10 . 7 7 . . 8 . . 9 7 10 . . . . . . . . . . . . . . . . 74
73 8 9 9 9 . . . . . 10 . . 7 . . 8 . . . . . . . 8 . . . . . . . . . . 4 . 73
72 . . . . . 7 . . . . . . . . . . . . . . 8 8 . . . . . . . . . . . 4 . . 72
71 . . . . 8 . 9 9 . . . . . 8 . . 9 . . 9 . . . . . 3 . . . 4 . . . . . 4 71
70 . 8 . . . . . . 9 9 . 6 . . 7 . . 8 . . . . 7 . . . . 3 3 . . 3 . . . . 70
69 7 . 8 8 . . . . . . 6 . . . . . . . 6 . . . . . . . . . . . . . 3 . . . 69
68 . . . . . 6 . 8 . . . . 6 7 . 7 8 . . . 7 7 . 7 3 . 3 . . . . . . . . . 68
67 . . . . 7 . 8 . 8 . . . . . . . . . . 8 . . . . . . . . . . . . . . . . 67
66 . 7 7 7 . . . . . 8 . 5 . . 6 . . 7 . . . . 8 . . . . . . . . . . 3 3 . 66
65 6 . . . . . . 7 . . 5 . . . . . 7 . . . . . . . . . . . . . 2 . . . . 3 65
64 . . . . . . 7 . 7 . . . . 6 . 6 . . 5 6 7 . . . . . . . . 3 . . . . . . 64
63 . 6 . . 6 5 . . . 7 . . 5 . . . . 6 . . . 6 . 7 . 2 . . . . . . . . . . 63
62 . . 6 6 . . . . . . . . . . 5 . 6 . . . . . . . . . . 2 2 . . 2 . . . . 62
61 . . . . . . . 6 . . . 4 . . . . . . . 6 . . 5 . . . . . . . . . 2 . . . 61
60 5 . . . . . 6 . 6 6 . 4 . 5 . 5 . . . . 5 . . . 2 . 2 . . . . . . . . . 60
59 . 5 5 . 5 4 . . . . . . 4 . . . 5 5 4 . . 5 . 5 . . . . . . . . . 2 2 . 59
58 . . . 5 . . . 5 . . . . . . 4 . . . . . . . . . . . . . . 2 . . . . . 2 58
57 . . . . . . 5 . 5 5 . 3 . 4 . . . . . 5 . . . . . . . . . . . . . . . . 57
56 4 4 . . 4 . . . . . 3 . . . . 4 . 4 . . . . 4 . . . . . . . . . . . . . 56
55 . . 4 4 . . . 4 . . . . . . . . 4 . . . 4 4. . 4 . . . . . . 1 . . . . . 55
54 . . . . . 3 . . 4 4 . . 3 . . . . . 3 4 . . . . . 1 . 1 1 . . . . . . . 54
53 . . . . . . 4 . . . . 2 . 3 3 3 . . . . . . . . 1 . . . . . . 1 . . . . 53
C. Keith Conners, Ph. D.

52 3 3 3 . 3 . . . . . . . . . . . 3 3 . . . . 3 . . . 1 . . 1. . . 1 1 1 . 52
51 . . . 3 . . . 3 3 3 2 . . . . . . . . 3 3. . . 3 . . . . . . . . . . . 1 51
50 . . . . . 2 3 . . . . . . 2 . . . . . . . 3 . . . . . . . . . . . . . . 50

49 . 2 . . . . . . . . . . 2 . 2 2 2 2 2 . . . . . . . . . . . . . . . . . 49
48 2 . 2 . 2 . . 2 . 2 . 1 . . . . . . . . . . . . . . . . . . . . . . . . 48
47 . . . . 2 . 2 . 2 . 1 . . . . . . . . 2 2. . 2 . . . . . . . . . . . . . 47
46 . . . . . . . . . . . . . 1 . . 1 . . . . 2 . 2 . . . . . . . . . 0 . . 46
45 . 1 1 . . 1 . 1 . 1 . . 1 . 1 1 . 1 . . . . . . 0 0 . 0 0 . 0 0 . . 0 0 45
44 1 . . 1 1 . . . 1 . . 0 . . . . . . . 1 . . . . . . 0 . . . . . . . . . 44
43 . . . . . . 1 . . . . . . 0 . . . . 1 . . . . . . . . . . . . . . . . . 43
42 . 0 0 . . . . . . 0 0 . . . . . 0 0 . . . 1 1 1 . . . . . . . . . . . . 42
41 . . . . . . . . 0 0 . . . . 0 0 . . . 0 . . . . . . . . . . . . . . . . 41
40 0 . . 0 0 0 0 . . . . . 0 . . . . . 0 . 0 0 0 0 . . . . . . . . . . . . 40

Validity Scale Guidelines

Instructions:

1. Transfer the Raw Scores for both the Positive Impression (PI) Row Probably Possibly Probably
And Negative Impression (NI) scales from the Scoring Grid. Score Valid Invalid Invalid
2. Determine if the raw score is categorized as Probably Valid. Positive 0-9 4 5-6
Impression
Possibly invalid, or probably invalid by circling the corresponding no. /range.
Negative 0-2 3 4-6
Impression

MHS
copyright © 2008 Multi-Health Systems Inc. All rights reserved. In the United States, P.O. Box 950. North Tonawanda, NY 14120 – 0950, 1-800-456-3003. To Canada =,
3770 Victoria Park Ave, Toronto, ON M2H 3M6, 1-800-268-6011, 1-416-492 2627, Fax 1-416-492-33
 Child Name/ID ……………………………… Gender: M / F Birth Date: …… . / ..…… / …..…
Month / Day/ Year
Parent’s Name / ID ……………………… Age: ………. .……… Grade: …….. Admin Date:.….…/ ………/ …..…
Year / Month Month / Day / Year
CONNERS 𝟑𝑻𝑴 - Parent Short

Female Profile: Ages 12 -18

Instructions:
1. Using the Raw Scores from the Scoring circle the raw score for each score scale under the appropriate scale and age
column.
2. Follow the row across to either outside to fine the T-score for each scale.
3. Connect the circled scores with straight lines to obtain the profile.

Inattention Hyperactivity Learning Executive Aggression Peer Relations

Problems Functioning
T IN HY LP EF AG PR T
12 13 14 15 16 17/18 12 13 14 15 16 17/18 12 13 14 15 16 17/18 12 13 14 15 16 17/18 12 13 14 15 16 17/18 12 13 14 15 16 17/18

90 13+ 12+ 14+ 13+ . 14+ 12+ 12+ 11+11+ 11+ 11+ 12+ 12+ . 13+ 11+ 12+ 12+ 13+ 14+ 13+ . . 5+ 5+ 7+ 8 + 10+ 7+ 7+ 7+ 7+ 6+ 7+ 7+ 90
89 . 11 . . . 13 . . . . . . . . . . . . . . . . . . . . . . 9 . . . . . . . 89
88 . . 13 12 15 . . 11 . . . . . . 15 12 . . . . . . . . . . . . . . . . . . . . 88
87 . . . . . . . . . . 10 . . 11 . . . . . 12 13 . . . . . . . . . . . . . . . 87
86 12 . . . . . 11 . 10 10 . 10 11 . . . 10 . . . . 12 15 . . . . . . . . . 6 . . . 86
86
85 . . . . 14 12 . . . . . . . . 14 . . . 11 . . . . . . . . . . . 6 6 . . . . 85
84 . 10 12 11 . . . . 10 . . . . . . 11 . . . . 12 . . 15 . . . . 8 . . . . . . . 84
83 . . . . . . . . . . 9 . . 10 . . . . . 11 . 11 14 . 4 . . . . 6 . . . 5 6 6 83
82 11 . . . 13 11 10 . 9 9 . 9 10 . 13 . 9 10 . . . . . . . . . . . . . . . . . . 82
81 . . 11 10 . . . . . . . . . . . . . . 10 . . . . 14 . 4 . . . . . . . . . . 81
80 . 9 . . . . . 9 . . . . . . . 10 . . . . 11 . 13 . . . . 6 7 . . . . . . . 80
79 . . . . 12 . . . . . 8 . . 9 12 . . . . 10 . 10 . . . . 5 . . . . 5 5 . . . 79
78 10 . . . . 10 9 . . . . . 9 . . . . 9 . . . . . 13 . . . . . . 5 . . . . . 78
77 . . 10 9 . . . . 8 8 . 8 . . . 9 8 . 9 . . . 12 . . . . . . 5 . . . . 5 5 77
76 . 8 . . . . . 8 . . . . . . 11 . . . . . 10 . . . . . . . . . . . . . . . 76
75 9 . . . . . . . . . . . . . . . . . . 9 . 9 . 12 . . . . 6 . . . . 4 . . 75
74 . . . . . 9 8 . . . 7 . 8 8 . . . 8 . . . . 11 . . . . 5. . . . . . . . . 74
73 . . 9 8 10 . . . 7 7 . 7 . . 10 8 7 . 8 . 9 . . . 3 . . . . . . . 4 . . . 73
72 . 7 . . . . . 7 . . . 7 . . . . . . . . . . . 11 . 3 4 . . . . 4 . . . . 72
71 8 . . . . . . . . . . . . . . . . . . 8 . 8 10 . . . . . . 4 4 . . . 4 4 71
70 . . 8 . 9 8 7 . . . 6 . 7 7 9 . . 7 . . . . . . . . . . 5 . . . . . . . 70
69 . . . 7 . . . . 6 6 . 6 . . . 7 . . . . 8 . . 10 . . . 4 . . . . . . . . 69
68 . . . . . . . 8 . . . . . . . . 6 . 7 . . . 9 . . . . . . . . . . 3 . . 68
67 7 6 . . 8 . 6 . . . . . . . 8 . . . . 7 . 7 . . . . . . . . . . . . . . 67
66 . . 7 . . 7 . . . . 5 . 6 6 . . . 6 . . . . . 9 . . . . . . . 3 3 . . . 66
65 . . . 6 . . . . 5 5 . . . . . 6 . . . . 7 . 8 . . . 3 . 4 . 3 . . . . . 65
64 . . . . 7 . . 5 . . . 5 . . 7 . 5 . 6 . . . . . 2 . . . . 3 . . . . 3 3 64
63 6 5 6 . . 6 5 . . . . . . . . . . . . 6 . 6 . 8 . 2 . 3 . . . . . . . . 63
C. Keith Conners, Ph. D.

62 . . . 5 . . . . . . . . 5 5 . 5 . 5 . . 6 . 7 . . . . . . . . . . . . . 62
61 . . . . 6 . . . 4 4 4 . . . 6 . . . . . . . . . . . . . . . . . . . . . 61
60 . . . . . . . 4 . . . 4 . . . . . . 5 . . . . . . . . . 3 . . . . . . . 60
59 5 4 5 . . 5 4 . . . . . . . . . 4 . . 5 . 5 6 . . . . . . . . 2 2 . . . 59
58 . . . 4 5 . . . . . . . 4 4 5 4 . 4 . . 5 . . 6 . . 2 . . 2 2 . . . 2 2 58
57 . . . . . . . . . . 3 . . . . . . . . . . . . . . . . 2 . . . . . . . . 57
56 4 . 4 . 4 . . 3 3 3 . . . . . . . . . . . . 5 . . . . . . . . . . . . . 56
55 . 3 . . 4 4 3 . . . . . . . . 4 . . 4 4 . 4. . 5 . . . . 2 . . . . . . . 55
54 . . . 3 . . . . . . . . 3 3 . 3 . 3 . . 4 . . . 1 1 . . . . . . . . . . 54
53 . . . . . . . . . . . . . . . . . . . . . . 4 . . . . . . . . . . 1 . . 53
52 3 . 3 . 3 . . 2 2 2 2 . . . 3 . . . . . . . . 4 . . . 1 . 1. . 1 1 . . . 52
51 . 2 . . . 3 . . . . . . . . . . . . 3 3 3 3 . . . . 1 . 1 . 1 . . . 1 1 51
50 . . . 2 . . . . . . . . 2 2 . 2 2 2 . . . . .3 . . . . . . . . . . . . . 50

49 . . 2 . 2 . . . . . . . . . 2 . . . . . . . . 3 . . . . . . . . . . . . 49
48 2 . . . . 2 . 1 1 1 1 . . . . . . . . . . . . . . . . . . . . . . . . . 48
47 . . . . . . 1 . . . . . . . . . . . 2 2 2. 2 2 . . . . . . . . . . . . . 47
46 . 1 . 1 1 . . . . . . . 1 1 1 1 1 1 . . . . . 2 . . . 0 0 . . 0 . 0 . . 46
45 . . 1 . . . . . . . . . . . . . . . . . . . . . . 0 . . . 0 0 . 0 . 0 0 45
44 1 . . . . 1 . 0 0 0 0 . . . . . . . . . . 1 1 . 0 . 0 . . . . . . . . . 44
43 . . . . 0 . 0 . . . . 0 . . 0 0 . . . 1 1 . . 1 . . . . . . . . . . . . 43
42 . 0 0 0 . . . . . . . . 0 0 . . . 0 1 . . . . . . . . . . . . . . . . . 42
41 . . . . . . . . . . . . . . . . 0 . . . . . 0 . . . . . . . . . . . . . 41
40 0 . . . . 0 . . . . . . . . . . . . 0 0 0 0 . 0 . . . . . . . . . . . . 40
Validity Scale Guidelines

Instructions:
1.Transfer the Raw Scores for both the Positive Impression (PI) And Negative Probably Possibly Probably
Impression (NI) scales from the Scoring Grid. Row Valid Invalid Invalid
2. Determine if the raw score is categorized as Probably Valid. Possibly invalid, or Score
probably invalid by circling the corresponding no. / range. Positive 0-3 4 5–6
Impression
Negative 0–2 3 4–6
Impression
MHS
copyright © 2008 Multi-Health Systems Inc. All rights reserved. In the United States, P.O. Box950.
North Tonawanda, NY 14120 – 0950, 1-800-456-3003. To Canada =, 3770 Victoria Park Ave, Toronto, ON M2H 3M6, 1-800-268-6011, 1-416-492 2627, Fax 1-416-492-
3343
 Child Name/ID ……………………………… Gender: M / F Birth Date: …… . / …… / ……
Month / Day/ Year

Parent’s Name / ID ……………………… Age: ………. .……… Grade: …….. Admin Date:.….…/ ………/ …..…
Year / Month Month / Day / Year
CONNERS 𝟑𝑻𝑴 - Parent Short

Male Profile: Ages 6 -11

Instructions:
1. Using the Raw Scores from the Scoring circle the raw score for each score scale under the appropriate scale and age column.
2. Follow the row across to either outside to fine the T-score for each scale.
3. Connect the circled scores with straight lines to obtain the profile.

Inattention Hyperactivity / Learning Executive Aggression Peer Relations

Impulsivity Problems Functioning
T
IN HY LP EF AG PR T
6 7 8 9 10 11 6 7 8 9 10 11 6 7 8 9 10 11 6 7 8 9 10 11 6 7 8 9 10 11 6 7 8 9 10 11

90 13+ 14+ 14+14 +13+ 15+ 15+ 15+16+ 11+ 11+ 14+ 12+ 13+ 15+ 14+ 10+15+ 13+ 13+ 12+ 12+ 6+ 6+ 6+ 6 + 6+ 8+ 5+ 6+ 6+ 7+ 7+ 7+ 90
89 11+ . . . , 11+ . 13 . . . . . . . 12 11 . . . . . . 7 . . . . . . 89
88 12 . . . . . . . . . . . . . . 12 . 13 . . 12 . . . . 5 . . . . . . . . . . 88
87 . . . . . . 14 14 . 15 . . . . 11 . 14 . . 14 . . . . . . . 5 5 . . 5 . . 6 . 87
86 . 13 . 13 12 . . . 14 . 10 10 10 . . . . . . . . . . 11 . . . . . . . . 5 6 . . 86
. . 13 . . 10 . . . . . . 86
85 11 . . . . . . 13 . 14 . . . 12 . . . . 9 . . 11 . . . . . . . . 4 . . . . 6 85
84 . 12 . 12 . . 13 . 13 . . . . . . 11 13 12 . 13 11 . 10 . . . 5 . . . . . . . . . 84
83 . . 12 . 11 . . . . . 9 9 . . 10 . . . . . . . . . . . . . . 6 . . . . . . 83
82 . . . . . . . . . 13 . . . 11 . . . . . . . . . . 5 . . . . . . . . . . . 82
81 10 . . . . 9 12 12 . . . . 9 . . . 12 11 . 12 . . . 10 . . . . . . . . . . . . 81
80 . 11 . 11 . . . . 12 . . . . . . 10 . . 8 . 10 10 . . . 4 . . . . . . . . 5 . 80
79 . . 11 . 10 . . . . 12 . 8 . . 9 . . . . . . . . . . . . 4 4 . . . . 5 . . 79
78 . . . . . . . 11 . . 8 . . 10 . . 11 . . . . . . . . . . . . . . 4 4 . . 5 78
77 9 10 . 10 . 8 11 . 11 . . . 8 . . . . 10 . 11 . . . 9 . . . . . 5 . . . . . . 77
76 . . 10 . . . . . . 11 . . . . . 9 . . . . . 9 9 . . . 4 . . . . . . . . . 76
75 . . . . 9 . . 10 . . . . . 9 . . 10 . . . . . 8 . 4 . . . . . 3 . . . . . 75
74 . . . . . . 10 . 10 . 7 7 . . 8 . . 9 7 10 . . . . . . . . . . . . . . . . 74
73 8 9 9 9 . . . . . 10 . . 7 . . 8 . . . . . . . 8 . . . . . . . . . . 4 . 73
72 . . . . . 7 . . . . . . . . . . . . . . 8 8 . . . . . . . . . . . 4 . . 72
71 . . . . 8 . 9 9 . . . . . 8 . . 9 . . 9 . . . . . 3 . . . 4 . . . . . 4 71
70 . 8 . . . . . . 9 9 . 6 . . 7 . . 8 . . . . 7 . . . . 3 3 . . 3 . . . . 70
69 7 . 8 8 . . . . . . 6 . . . . . . . 6 . . . . . . . . . . . . . 3 . . . 69
68 . . . . . 6 . 8 . . . . 6 7 . 7 8 . . . 7 7 . 7 3 . 3 . . . . . . . . . 68
67 . . . . 7 . 8 . 8 . . . . . . . . . . 8 . . . . . . . . . . . . . . . . 67
66 . 7 7 7 . . . . . 8 . 5 . . 6 . . 7 . . . . 8 . . . . . . . . . . 3 3 . 66
65 6 . . . . . . 7 . . 5 . . . . . 7 . . . . . . . . . . . . . 2 . . . . 3 65
64 . . . . . . 7 . 7 . . . . 6 . 6 . . 5 6 7 . . . . . . . . 3 . . . . . . 64
63 . 6 . . 6 5 . . . 7 . . 5 . . . . 6 . . . 6 . 7 . 2 . . . . . . . . . . 63
C. Keith Conners, Ph. D.

62 . . 6 6 . . . . . . . . . . 5 . 6 . . . . . . . . . . 2 2 . . 2 . . . . 62
61 . . . . . . . 6 . . . 4 . . . . . . . 6 . . 5 . . . . . . . . . 2 . . . 61
60 5 . . . . . 6 . 6 6 . 4 . 5 . 5 . . . . 5 . . . 2 . 2 . . . . . . . . . 60
59 . 5 5 . 5 4 . . . . . . 4 . . . 5 5 4 . . 5 . 5 . . . . . . . . . 2 2 . 59
58 . . . 5 . . . 5 . . . . . . 4 . . . . . . . . . . . . . . 2 . . . . . 2 58
57 . . . . . . 5 . 5 5 . 3 . 4 . . . . . 5 . . . . . . . . . . . . . . . . 57
56 4 4 . . 4 . . . . . 3 . . . . 4 . 4 . . . . 4 . . . . . . . . . . . . . 56
55 . 5 . . . . . 4 . . . . . . . . 4 . . . 4 4. . 4 . . . . . . 1 . . . . . 55
54 . . 4 . . 3 . . 4 4 . . 3 . . . . . 3 4 . . . . . 1 . 1 1 . . . . . . . 54
53 . . . . . . 4 . . . . 2 . 3 3 3 . . . . . . . . 1 . . . . . . 1 . . . . 53
52 . 4 . . 3 . . . . . . . . . . . 3 3 . . . . 3 . . . 1 . . 1. . . 1 1 1 . 52
51 3 . 3 3 . . . 3 3 3 2 . . . . . . . . 3 3. . . 3 . . . . . . . . . . . 1 51
50 . . . . . 3 3 . . . . . . 2 . . . . . . . 3 . . . . . . . . . . . . . . 50

49 . 3 . . 3 . . . . . . . 2 . 2 2 2 2 2 . . . . . . . . . . . . . . . . . 49
48 . . 2 . . . . 2 . 2 . 1 . . . . . . . . . . . . . . . . . . . . . . . . 48
47 . . . 2. . . 2 . 2 . 1 . . . . . . . . 2 2. . 2 . . . . . . . . . . . . . 47
46 2 2 . . 2 2 . . . . . . . 1 . . 1 . . . . 2 . 2 . . . . . . . . . 0 . . 46
45 . . . . . . . 1 . 1 . . 1 . 1 1 . 1 . . . . . . 0 0 . 0 0 . 0 0 . . 0 0 45
44 . . 1 . . . . . 1 . . 0 . . . . . . . 1 . . . . . . 0 . . . . . . . . . 44
43 . 1 . 1 1 1 1 . . . . . . 0 . . . . 1 . . . . . . . . . . . . . . . . . 43
42 . . . . . . . . . 0 0 . . . . . 0 0 . . . 1 1 1 . . . . . . . . . . . . 42
41 1 . 0 . . . . . 0 0 . . . . 0 0 . . . 0 . . . . . . . . . . . . . . . . 41
40 0 0 . 0 0 0 0 . . . . . 0 . . . . . 0 . 0 0 0 0 . . . . . . . . . . . . 40

Validity Scale Guidelines

Probably Possibly Probably

Row Valid Invalid Invalid
Score
Positive 0-3 4 5–6
Impression
Negative 0–2 3 4–6
Instructions: Impression
1. Transfer the Raw Scores for both the Positive Impression (PI) And
Negative Impression (NI) scales from the Scoring Grid.
2. Determine if the raw score is categorized as Probably Valid.
Possibly invalid, or probably invalid by circling the corresponding
number/ range.

Table 4.1

Interpretive Guidelines for T-Scores and Percentiles

T-Score %ile Guideline

70+ 98+ Markedly Atypical (Indicates Significant Problem)
66-70 95-98 Moderately Typical (Indicates Significant Problem)
61-65 86-94 Mildly Atypical (Possible Significant Problem)
60 74-85 Slightly Atypical (Borderline Should raise concern)
55 27-73 Average (Typical Score: Should not raise concern)
44 16-26 Slightly Atypical (Low scores are good: Not a concern)
35-39 6-15 Mildly Atypical (Low scores are good: Not a concern)
30-34 2-5 Moderately Atypical (Low scores are food: Not a concern)
<30 <2 Markedly Atypical (Low scores are good; Not a concern)