By C. Keith Conners, Ph.D.

Behavior–Parent
Assessment Report

This Assessment Report is intended for use by qualified assessors only, and is not to be shown or in any
other way provided to the respondent or any other unqualified individuals.

Copyright © 2009 Multi-Health Systems Inc. All rights reserved.

P.O. Box 950, North Tonawanda, NY 14120-0950
3770 Victoria Park Ave., Toronto, ON M2H 3M6 ver. 1.2
Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Summary of Results
Response Style Analysis
Scores on the Validity scales do not indicate a positive, negative, or inconsistent response style.

Overview of Scores
The following graph provides T-scores for each of the Conners Early Childhood BEH–P scales.

Note:
Defiance/Temper and Aggression are subscales of the Defiant/Aggressive Behaviors scale. Social
Functioning and Atypical Behaviors are subscales of the Social Functioning/Atypical Behaviors scale. Sleep
Problems is a subscale of the Physical Symptoms scale.
Summary of Elevated Scores
The following section summarizes areas of concern for 0 based on his parent’s ratings. Note that areas that
are not a concern are not reported in this summary.
Behavior Scales
The T-scores for the following Conners Early Childhood Behavior scales are very elevated (i.e., T-score ≥
70), indicating many more concerns than are typically reported: Social Functioning/Atypical Behaviors (T =
79) and Social Functioning (T = 90).
Conners Early Childhood BEH–P Results and IDEA
Scores suggest possible consideration for IDEA 2004 eligibility in the following area(s): Autism,
Developmental Delay-Cognitive, Developmental Delay-Emotional, Developmental Delay-Social, Emotional
Disturbance and Mental Retardation/Intellectual Disability.

Cautionary Remarks
This Summary of Results section provides information only about areas that are a concern. Please refer to
the remainder of the Assessment Report for further information regarding areas that are not elevated or
could not be scored due to too many omitted items.

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Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Introduction
The Conners Early Childhood Behavior–Parent (Conners Early Childhood BEH–P) is an assessment tool
used to obtain a parent’s observations about his or her child’s behavior. This instrument is designed to
assess a wide range of behavioral, emotional, and social issues in young children. When used in
combination with other information, results from the Conners Early Childhood BEH–P can provide valuable
information to aid in assessment and guide intervention decisions. This report provides information about
the parent's assessment of the child, how he/she compares to other children, and which scales are elevated.
See the Conners Early Childhood Manual (published by MHS) for more information.

This computerized report is an interpretive aid and should not be given to parents or other unqualified users,
or used as the sole criterion for clinical decision-making. Administrators are cautioned against drawing
unsupported interpretations. Combining information from this report with information gathered from other
psychometric measures, interviews, observations, and review of available records will give the assessor a
more comprehensive view of the child than might be obtained from any one source. This report is based on
an algorithm that produces the most common interpretations for the obtained scores. Administrators should
review parent’s responses to specific items to ensure that these interpretations apply to the child being
described.

Response Style Analysis

The following section provides the parent’s scores for the Positive and Negative Impression scales and the
Inconsistency Index.

Positive Impression
The Positive Impression score (raw score = 2) does not indicate an overly positive response style.

Negative Impression
The Negative Impression score (raw score = 2) does not indicate an overly negative response style.

Inconsistency Index
The Inconsistency Index score (raw score = 1) does not indicate an inconsistent response style.

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Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Behavior Scales: T-scores

The following graph provides T-scores for each of the scales.

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Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Behavior Scales: Detailed Scores

The following table summarizes the results of the parent’s assessment of 0, and provides general information about how
he compares to the normative group. Please refer to the Conners Early Childhood Manual for more interpretation
information.
Scale Raw T-score Guideline Common Characteristics of High Scorers
Score
Inattention/ 0 35 Low Score (Fewer Difficulty with control of attention and/or behavior. May
Hyperactivity concerns than are have poor concentration or be easily distracted. May
typically reported) lose interest quickly or have difficulty finishing things.
May have high activity levels and difficulty staying
seated. May be easily excited, impulsive and/or fidgety.
Defiant/ 0 37 Low Score (Fewer May be argumentative, defiant, destructive, or
Aggressive concerns than are dishonest. May have problems with controlling temper.
Behaviors typically reported) May have problems with physical and/or verbal
(D/A): Total aggression.
Defiance/ 0 37 Low Score (Fewer Difficult. May be argumentative, stubborn, and/or
Temper (D/A concerns than are defiant. May be manipulative, moody, whiny, or have
subscale) typically reported) poor anger control.
Aggression 0 42 Average Score (Typical Aggressive. May fight or bully. May be rude,
(D/A subscale) levels of concern) destructive, and/or dishonest.
Social 32 79 Very Elevated Score Poor and/or odd, unusual social skills. May have
Functioning/ (Many more concerns difficulty with friendships; socially awkward. May
Atypical than are typically appear disinterested in social interactions. May have
Behaviors reported) difficulty with emotions. May have unusual interests,
(SF/AB): Total behaviors and/or language. May show repetitive or
rigid behavior.
Social 30 90 Very Elevated Score Poor social skills. May have difficulty with body
Functioning (Many more concerns language, social cues, or emotions. May seem rude or
(SF/AB than are typically unfriendly. May have no friends; may be unliked,
subscale) reported) unaccepted, or ignored by peers.
Atypical 2 47 Average Score (Typical Odd and unusual. May have unusual interests and/or
Behaviors levels of concern) language. May have repetitive body movements or
(SF/AB play. May be rigid or inflexible. May appear
subscale) disinterested in social interactions. May have limited
emotional expression. May engage in unusual
behaviors (e.g., self-harm, pica, tics).
Anxiety 3 42 Average Score (Typical Anxious, including emotional or physical symptoms.
levels of concern) May be fearful or have difficulty controlling worries.
May be clingy or easily frightened; may cry easily.
Feelings may be easily hurt. May complain of
aches/pains. May have sleep difficulties or nightmares.
Mood and 2 45 Average Score (Typical Mood problems may include irritability, sadness,
Affect levels of concern) negativity, and anhedonia. May be tearful. May display
sad or morbid themes in play.
Physical 0 39 Low Score (Fewer Physical symptoms that may have medical/emotional
Symptoms concerns than are roots. May complain of aches/pains or feeling sick.
(PS): Total typically reported) May have eating issues. May have sleep difficulties or
nightmares.
Sleep 0 40 Average Score (Typical May have sleep difficulties or nightmares.
Problems (PS levels of concern)
subscale)

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Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Conners Early Childhood Global Index

The following section summarizes the parent’s ratings of 0 with respect to the Conners Early Childhood
Global Index (Conners Early Childhood GI). High scores on the Conners Early Childhood GI tend to
describe a child who is moody or emotional. They may also describe a child who is restless, impulsive, or
inattentive.

Scale Raw T-score Guideline Common Characteristics of High Scorers

Score
Conners Early 0 36 Low Score (Fewer May be easily distracted. May be restless, fidgety, or
Childhood GI: concerns than are impulsive. May have trouble finishing things. May
Restless- typically reported) distract others.
Impulsive
Conners Early 0 41 Average Score (Typical Moody and emotional; may cry, lose temper, or
Childhood GI: levels of concern) become frustrated easily.
Emotional
Lability
Conners Early 0 37 Low Score (Fewer Moody and emotional; restless, impulsive, inattentive.
Childhood GI: concerns than are
Total typically reported)

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Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Other Clinical Indicators

The following table displays the results from the parent’s observations of 0’s behavior with regard to specific
items that are related to other clinical concerns. Endorsement of these items may indicate the need for
further investigation.

Item Item Content Parent's Rating Recommendation

0 1 2 3 ?
B7 Cruelty to Animals ü No need for further investigation indicated
B 73 Fire Setting ü No need for further investigation indicated
B 102 Perfectionism ü No need for further investigation indicated
B 11 Pica ü No need for further investigation indicated
No need for further investigation indicated
B 94 Posttraumatic Stress ü
Disorder
B 110 Self-Injury ü No need for further investigation indicated
B 41 Specific Phobia ü No need for further investigation indicated
B 57 Stealing ü No need for further investigation indicated
B9 Tics: motor ü No need for further investigation indicated
B 14 Tics: vocal ü No need for further investigation indicated
B 105 Trichotillomania ü No need for further investigation indicated
Parent’s rating: 0 = Not true at all (Never, Seldom); 1 = Just a little true (Occasionally); 2 = Pretty much true (Often,
Quite a bit); 3 = Very much true (Very often, Very frequently); ? = Omitted Item.

Impairment
The parent’s report of 0’s level of impairment in learning/pre-academic, peer interactions, and home settings
is presented below.
Item Item Content Parent's Rating Guideline
0 1 2 3 ?
IM 1 Learning/Pre-Academic ü Problems never seriously affect learning.
IM 2 Peer Interactions ü Problems never seriously affect interactions with other children.
IM 3 Home Life ü Problems never seriously affect home life.
Parent’s rating: 0 = Not true at all (Never, Seldom); 1 = Just a little true (Occasionally); 2 = Pretty much true (Often,
Quite a bit); 3 = Very much true (Very often, Very frequently); ? = Omitted Item.

Additional Questions
The following section displays additional comments from the parent about 0.
Item Item Content Parent's Response
Number
AQ 1 Additional concerns about your child 0000000000
AQ 2 Child's strengths or skills This item was omitted.

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Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Conners Early Childhood BEH–P Results and IDEA

The Conners Early Childhood BEH–P provides information that may be useful to consider when determining whether a
child is eligible for early intervention or special education and related services under current U.S. federal statutes, such
as the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The following table summarizes
areas of IDEA 2004 categorization that are typically considered when a particular score is elevated. The “At Risk; Follow-
up Recommended” column indicates which areas are elevated for 0, suggesting the need for follow-up to determine if
he is eligible for services under IDEA 2004 in this particular area.

The information in this table is based on IDEA 2004 and general interpretation/application of this federal law. Specific
state and local education agencies may have specific requirements that supersede these recommendations. The
assessor is reminded to review local policies that may impact decision making. An elevated score is not sufficient
justification for IDEA 2004 eligibility. The IDEA 2004 indicates that categorization is not required for provision of
services, particularly in the case of early intervention services. In most districts, a child qualifies for early intervention
services if there is evidence that he/she is at risk for substantial delays if services are not provided (even if no
developmental delays or diagnoses have been documented yet). Please see the Conners Early Childhood Manual for
further discussion of IDEA 2004.
At Risk;
Content Areas Follow-up Possible IDEA Eligibility Category
Recommended
Behavior Scales
Inattention/Hyperactivity DD-Cognitive, DD-Emotional, ED, OHI
Defiant/Aggressive Behaviors (D/A): Total DD-Emotional, ED
Defiance/Temper (D/A subscale) DD-Emotional, ED
Aggression (D/A subscale) DD-Emotional, ED
Social Functioning/Atypical Behaviors (SF/AB):Total Autism, DD-Cognitive, DD-Emotional, DD-Social,
ü
ED, MR/ID
Social Functioning (SF/AB subscale) ü Autism, DD-Emotional, DD-Social, ED
Atypical Behaviors (SF/AB subscale) Autism, DD-Cognitive, DD-Emotional, DD-Social,
ED, MR/ID
Anxiety DD-Emotional, ED, OHI
Mood and Affect DD-Emotional, ED
Physical Symptoms (PS): Total DD-Emotional, ED, OHI
Sleep Problems (PS subscale) DD-Emotional, ED, OHI
Other Clinical Indicators
Cruelty to Animals ED
Fire Setting ED
Perfectionism Autism, DD-Emotional, ED
Pica Autism, ED, MR/ID, OHI
Posttraumatic Stress Disorder ED
Self-Injury Autism, DD-Cognitive, DD-Emotional, ED, MR/ID
Specific Phobia ED
Stealing ED
Tics OHI
Trichotillomania ED
DD = Developmental Delay; ED = Emotional Disturbance; MR/ID = Mental Retardation/Intellectual Disability; OHI = Other Health
Impairment.

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Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Item Responses
The parent marked the following responses for items on the Conners Early Childhood BEH–P.

Behavior Scales
Item Parent's Item Parent's Item Parent's Item Parent's Item Parent's Item Parent's
Rating Rating Rating Rating Rating Rating
B1. 0 B20. 0 B39. 0 B58. 0 B77. 0 B96. 0
B2. 1 B21. 0 B40. 0 B59. 0 B78. 0 B97. 0
B3. 1 B22. 0 B41. 0 B60. 0 B79. 0 B98. 0
B4. 2 B23. 0 B42. 0 B61. 0 B80. 0 B99. 0
B5. 2 B24. 0 B43. 0 B62. 0 B81. 0 B100. 0
B6. 2 B25. 0 B44. 0 B63. 0 B82. 0 B101. 0
B7. 0 B26. 0 B45. 0 B64. 0 B83. 0 B102. 0
B8. 0 B27. 0 B46. 0 B65. 0 B84. 0 B103. 0
B9. 0 B28. 0 B47. 0 B66. 0 B85. 0 B104. 0
B10. 0 B29. 0 B48. 0 B67. 0 B86. 0 B105. 0
B11. 0 B30. 0 B49. 0 B68. 0 B87. 0 B106. 0
B12. 0 B31. 0 B50. 0 B69. 0 B88. 0 B107. 0
B13. 0 B32. 0 B51. 0 B70. 0 B89. 0 B108. 0
B14. 0 B33. 0 B52. 0 B71. 0 B90. 0 B109. 0
B15. 0 B34. 0 B53. 0 B72. 0 B91. 0 B110. 0
B16. 0 B35. 0 B54. 0 B73. 0 B92. 0 IM1. 0
B17. 0 B36. 0 B55. 0 B74. 0 B93. 0 IM2. 0
B18. 0 B37. 0 B56. 0 B75. 0 B94. 0 IM3. 0
B19. 0 B38. 0 B57. 0 B76. 0 B95. 0
Parent’s rating: 0 = Not true at all (Never, Seldom); 1 = Just a little true (Occasionally); 2 = Pretty much true (Often,
Quite a bit); 3 = Very much true (Very often, Very frequently); ? = Omitted Item.

Date printed: January 11, 2023

End of Report

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Conners Early Childhood BEH–P Assessment Report for 0 Admin Date: 01/10/2023

Items by Scale
This section of the report contains copyrighted items and information that is not intended for public
disclosure. If it is necessary to provide a copy of this report to anyone other than the assessor, this section
must be removed.

Behavior Scales
The following legend applies to the Behavior Scale items:
0 = Not true at all (Never, Seldom); 1 = Just a little true (Occasionally); 2 = Pretty much true (Often, Quite a bit); 3 =
Very much true (Very often, Very frequently); ? = Omitted Item. R = This item is reverse scored for score calculations.
Inattention/Hyperactivity Social Functioning/Atypical Behaviors
Item Rating Item Rating
B 12. Does not pay attention. 0 Items not on subscale
B 22. Excitable, impulsive. 0 B 51. Is picked on by other children. 0
B 34. Has difficulty staying in seat. 0 Social Functioning subscale
B 42. Runs or climbs when supposed to walk or sit. 0 B 1. Makes friends easily. (R) 0
B 47. Acts as if driven by a motor. 0 B 13. Makes appropriate eye contact. (R) 0
B 49. Jumps from one activity to another. 0 B 21. Is appropriately affectionate. (R) 0
B 55. Is always “on the go.” 0 B 25. Gets invited to parties and play dates. (R) 0
B 62. Gets over-stimulated or “wound-up” in exciting 0 B 28. Smiles when other people smile at him/her. (R) 0
situations.
B 35. Is ignored by other children. 0
B 65. Acts before thinking. 0
B 44. Is liked by other children. (R) 0
B 72. Has a short attention span. 0
B 46. Is happy for others when something good 0
B 74. Fidgeting. 0 happens to them. (R)
B 76. Loses interest quickly. 0 B 53. Has trouble keeping friends. 0
B 79. Has difficulty focusing on just one thing. 0 B 56. Gets along well with other children. (R) 0
B 81. Restless or overactive. 0 B 61. Is rejected by peers. 0
B 86. Inattentive, easily distracted. 0 B 85. Tries to comfort others when they are upset. (R) 0
B 90. Fails to finish things he/she starts. 0 B 104. Wants to have friends. (R) 0
Atypical Behaviors subscale
Defiant/Aggressive Behaviors B 5. Is odd or unusual. 2
Item Rating B 9. Makes sudden facial or body twitches (for example, 0
eye blinking, head jerking, or shoulder shrugging).
Defiance/Temper subscale
B 11. Eats non-food items (for example, wallpaper, dirt, 0
B 10. Sulks. 0
or garbage).
B 15. Gets mad easily. 0
B 14. Can’t seem to stop making repeated sounds (for 0
B 18. Is manipulative. 0 example, sniffing, throat clearing, or tongue clicking).
B 32. Whines and complains. 0 B 30. Has unusual interests. 0
B 45. Is stubborn. 0 B 50. Repeats body movements over and over (for 0
B 48. Temper outbursts. 0 example, rocking, spinning, or hand flapping).
B 64. Is defiant. 0 B 52. Prefers to be alone. 0
B 92. Is bossy. 0 B 63. Seems to be in his/her own world. 0
B 97. Argues with adults. 0 B 68. Unusual use of language (for example, repeats 0
B 99. Refuses to do what he/she is asked to do. 0 things, sounds like a robot or a little professor, uses a
B 101. Mood changes quickly and drastically. 0 high-pitched voice, uses made-up words).
B 75. Dislikes disruption to his/her routine. 0
Aggression subscale
B 37. Tries to hurt other people’s feelings. 0 B 88. Doesn’t show his/her emotions. 0
B 69. Lies to get things or to manipulate people. 0 B 89. Play is repetitive. 0
B 71. Threatens people. 0 B 110. Hurts self (for example, cuts self, picks at skin, 0
or bangs head).
B 77. Swears or uses bad language. 0
B 91. Picks on other children. 0
B 95. Is rude. 0
B 106. Gets into fights. 0
B 108. Destroys things on purpose. 0

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Anxiety Conners Early Childhood Global Index

Item Rating
B 2. Has trouble controlling his/her worries. 1
Item Rating
B 4. Worries. 2
B 24. Has trouble falling asleep when alone. 0 Restless-Impulsive subscale
B 8. Demands must be met immediately – easily 0
B 29. Is overly clingy or attached to parent(s). 0
frustrated.
B 33. Wakes up during the night, then has trouble 0
B 22. Excitable, impulsive. 0
falling back to sleep.
B 74. Fidgeting. 0
B 38. Anticipates the worst. 0
B 81. Restless or overactive. 0
B 40. Has nightmares or night terrors. 0
B 86. Inattentive, easily distracted. 0
B 41. Is afraid of one or more specific objects or 0
situations (for example, animals, insects, blood, B 90. Fails to finish things he/she starts. 0
doctors, water, storms, heights, or places). B 107. Disturbs other children. 0
B 43. Appears “on edge,” nervous, or jumpy. 0 Emotional Lability subscale
B 58. Is timid, easily frightened. 0 B 48. Temper outbursts. 0
B 59. Feelings are easily hurt. 0 B 101. Mood changes quickly and drastically. 0
B 66. Is afraid to be alone. 0 B 109. Cries often and easily. 0
B 80. Has trouble falling asleep. 0
B 82. Complains about aches and pains. 0
B 98. Is anxious. 0
Other Clinical Indicators
B 109. Cries often and easily. 0
Item Rating
B 7. Is cruel to animals. 0
Mood and Affect
B 9. Makes sudden facial or body twitches (for example, 0
Item Rating eye blinking, head jerking, or shoulder shrugging).
B 6. Is irritated easily. 2 B 11. Eats non-food items (for example, wallpaper, dirt, 0
B 10. Sulks. 0 or garbage).
B 15. Gets mad easily. 0 B 14. Can’t seem to stop making repeated sounds (for 0
B 26. Play involves sad or morbid themes. 0 example, sniffing, throat clearing, or tongue clicking).
B 36. Says bad things about self (for example, “I’m 0 B 41. Is afraid of one or more specific objects or 0
dumb,” or, “I can’t do anything right”). situations (for example, animals, insects, blood,
B 48. Temper outbursts. 0 doctors, water, storms, heights, or places).
B 52. Prefers to be alone. 0 B 57. Steals. 0
B 70. Seems sad. 0 B 73. Sets fires or plays with matches. 0
B 83. Does not enjoy things. 0 B 94. Has been exposed to a serious accident, extreme 0
violence, trauma, abuse, or neglect.
B 101. Mood changes quickly and drastically. 0
B 109. Cries often and easily. 0 B 102. Is a perfectionist. 0
B 105. Pulls out hair from his/her scalp, eyelashes, or 0
other places, to the point that you can notice bald
Physical Symptoms patches.
Item Rating B 110. Hurts self (for example, cuts self, picks at skin, 0
or bangs head).
Items not on subscale
B 17. Eats too much. 0
B 19. Eats too little. 0
B 20. Complains about stomach aches. 0
B 27. Complains about being sick, even when nothing is 0
wrong.
B 82. Complains about aches and pains. 0
B 87. Complains about headaches. 0
Sleep Problems
B 31. Sleeps too much. 0
B 33. Wakes up during the night, then has trouble 0
falling back to sleep.
B 40. Has nightmares or night terrors. 0
B 80. Has trouble falling asleep. 0
B 84. Wakes up too early. 0

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The following legend applies to the Impairment and Validity Scale items:
0 = Not true at all (Never, Seldom); 1 = Just a little true (Occasionally); 2 = Pretty much true (Often, Quite a bit); 3 =
Very much true (Very often, Very frequently); ? = Omitted Item. R = This item is reverse scored for score calculations.
Impairment
Item Rating
IM 1. Your child’s problems seriously affect learning. 0
IM 2. Your child’s problems seriously affect interactions with other children. 0
IM 3. Your child's problems seriously affect home life. 0

Validity Scales
Positive Impression
Item Rating
B 3. Behaves like an angel. 1
B 39. Tells the truth; does not even tell “little white lies.” 0
B 54. Makes mistakes. (R) 0
B 78. Is perfect in every way. 0
B 96. Has to struggle to complete hard tasks. (R) 0
B 103. Is patient and content, even when waiting in a long line. 0

Negative Impression
Item Rating
B 16. Is difficult to please or amuse. 0
B 23. I cannot figure out what makes him/her happy. 0
B 60. Cannot do things right. 0
B 67. Is hard to motivate (even with rewards like candy or toys). 0
B 93. Is fun to be around. (R) 0
B 100. Is happy, cheerful, and has a positive attitude. (R) 0

Inconsistency Index
Item Rating Item Rating
B 72. Has a short attention span. 0 B 86. Inattentive, easily distracted. 0
B 53. Has trouble keeping friends. 0 B 61. Is rejected by peers. 0
B 2. Has trouble controlling his/her worries. 1 B 4. Worries. 2

B 76. Loses interest quickly. 0 B 79. Has difficulty focusing on just one 0
thing.
B 44. Is liked by other children. (R) 0 B 56. Gets along well with other children. 0
(R)
B 34. Has difficulty staying in seat. 0 B 81. Restless or overactive. 0
B 15. Gets mad easily. 0 B 48. Temper outbursts. 0

B 6. Is irritated easily. 2 B 8. Demands must be met immediately – 0

easily frustrated.
B 37. Tries to hurt other people’s feelings. 0 B 71. Threatens people. 0
B 52. Prefers to be alone. 0 B 63. Seems to be in his/her own world. 0

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