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Summary The Conners’ Continuous Performance Test, also known as CPT, is a test that helps doctors understand how well a person can pay attention and control their impulses. It involves looking at pictures or words on a computer screen and responding to certain ones while ignoring others. This test is like a game that helps doctors see if a person has any difficulties with their attention or if they have a lot of energy and have difficulty sitting still. Table of Contents Frequently Asked Questions Science Person Definition Real World Example of the Conners' Continuous Performance Test How Does the Conners' Continuous Performance Test (CPT) Work? Recommended Products Related Topics Frequently Asked Question What is Conners' Continuous Performance Test (CPT)? Conners’ Continuous Performance Test (CPT) is a standardized assessment tool that measures attention and impulse control in individuals, particularly children. How does Conners' Continuous Performance Test work? Conners’ Continuous Performance Test involves presenting stimuli on a computer screen and evaluating an individual’s ability to respond to target stimuli while inhibiting responses to non-target stimuli. What can Conners' Continuous Performance Test diagnose? Conners’ Continuous Performance Test can help identify attention deficits, hyperactivity, and impulse control issues in individuals. How can Goally help with Conners' Continuous Performance Test? Goally, a tablet with apps for life and language skills, can support attention and impulse control skills, providing additional resources for children undergoing Conners’ Continuous Performance Test. Scientific Definition Conners’ Continuous Performance Test (CPT) is a standardized assessment tool used to evaluate attention and impulse control in individuals, particularly children. It is designed to measure sustained attention, vigilance, and response inhibition, which are important cognitive functions for academic and social success. The test consists of a series of stimuli presented on a computer screen, and the individual’s task is to respond to specific target stimuli while inhibiting responses to non-target stimuli. By analyzing the individual’s performance on the test, clinicians and researchers can gain insights into their attentional abilities and identify potential attention deficits or hyperactivity. Real World Example of the Conners' Continuous Performance Test Meet Susie, a curious and energetic 8-year-old. Susie’s parents noticed that she often struggled with paying attention and impulsivity. Concerned about her academic progress, they evaluated her using Conners’ Continuous Performance Test (CPT). Here’s a snapshot of Susie’s CPT journey:Susie arrived at the testing center and met Dr. Smith, a friendly psychologist who explained the test.Dr. Smith guided Susie to a computer station where she was shown a series of pictures on the screen.Susie’s task was to quickly press a button whenever she saw a smiling face but avoid pressing it when she saw a frowning face.Sometimes, the faces appeared rapidly, testing Susie’s ability to sustain her attention and respond accurately.As Susie engaged with the CPT, Dr. Smith observed her performance, noting her accuracy and response time.After completing the test, Dr. Smith shared the results with Susie’s parents and provided recommendations to support her attention and impulse control skills.With the insights gained from the CPT, Susie’s parents and Dr. Smith collaborated to create a tailored plan for her. They introduced Goally, a tablet with interactive apps to help Susie develop her attention skills, emotional regulation, and social interactions. Over time, Susie’s progress was remarkable. She became more focused, made better choices, and even found joy completing tasks like brushing her teeth and following her visual schedule. Thanks to the CPT and the support of Goally, Susie blossomed into a confident and thriving young learner, ready to take on new adventures. How Does the Conners' Continuous Performance Test (CPT) Work? Conners’ Continuous Performance Test (CPT) is administered on a computer and measures attention and impulse control. Here’s how it works and some examples of its application:CPT presents a series of stimuli on a computer screen, such as letters or shapes.The individual taking the test must respond to specific target stimuli (e.g., pressing a button when they see the letter “A”) while ignoring non-target stimuli.The test measures sustained attention by analyzing the individual’s accuracy and response time.It assesses impulse control by measuring the individual’s ability to inhibit responses to non-target stimuli.Examples of CPT in action include evaluating a child’s attention difficulties in school or assessing attention deficits associated with certain neurodevelopmental disorders like ADHD.CPT results can help clinicians identify attentional challenges and tailor interventions or accommodations accordingly.In a nutshell, Conners’ Continuous Performance Test helps professionals better understand attention and impulse control abilities. Conners’ Continuous Performance Test (CPT) is administered on a computer and measures attention and impulse control. Here’s how it works and some examples of its application:CPT presents a series of stimuli on a computer screen, such as letters or shapes.The individual taking the test must respond to specific target stimuli (e.g., pressing a button when they see the letter “A”) while ignoring non-target stimuli.The test measures sustained attention by analyzing the individual’s accuracy and response time.It assesses impulse control by measuring the individual’s ability to inhibit responses to non-target stimuli.Examples of CPT in action include evaluating a child’s attention difficulties in school or assessing attention deficits associated with certain neurodevelopmental disorders like ADHD.CPT results can help clinicians identify attentional challenges and tailor interventions or accommodations accordingly.In a nutshell, Conners’ Continuous Performance Test helps professionals better understand attention and impulse control abilities. Goally, a tablet designed to support children in building life and language skills through engaging apps, can be a useful tool working in conjunction with Conners’ Continuous Performance Test. With its range of apps for visual schedules, executive functioning skills, emotional regulation, and social skills training, Goally offers a holistic approach to support children in areas that may be assessed during the CPT, such as attention, impulse control, and sustained focus. By incorporating Goally into a child’s routine, parents can provide additional resources and reinforcement to help their child thrive. Recommended Products

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The Conners’ Continuous Performance Test II evaluates attention problems and treatment usefulness. This is a commonly used instrument by ADHD research and clinical assessments for participants aged 6 or older.The test is taken at a computer. The participant presses the space bar or clicks the mouse button when a letter other than X shows up onscreen. Letters appear on the screen with different time intervals between each one. Exactly 14 minutes is required for completion.AuthorKeith C. ConnersReliability and Validity Reliability and Validity data is provided by the CPT II Technical Guide and Software Manual. The data was varied for such reliability as split-half and test-rest. Over a 3 month time period, the test-retest coefficient ranged from 0.05 (Hit SE ISI Charge) to 0.92 (Confidence Index, Neuro). Based on a sample of 520 cases, Conners split-half calculations were confusing with no visible pattern. Accuracy supporting the CCPTII ability to differentiate among clinical and nonclinical groups showed strong validity.Where to PurchasePearson AssessmentsReliability and Validity Reliability and Validity data is provided by the CPT II Technical Guide and Software Manual. The data was varied for such reliability as split-half and test-rest. Over a 3 month time period, the test-retest coefficient ranged from 0.05 (Hit SE ISI Charge) to 0.92 (Confidence Index, Neuro). Based on a sample of 520 cases, Conners split-half calculations were confusing with no visible pattern. Accuracy supporting the CCPTII ability to differentiate among clinical and nonclinical groups showed strong validity.Where to PurchasePearson AssessmentsAdministration, Analysis and ReportingIntellectus Consulting can assist the student or professional researcher in administering the survey instrument, collecting the data, conducting the analyses and explaining the results.For additional information on these services, click here.ReferencesConners, C. K. & MHS Staff (Eds.) (2000). Conners’ Continuous Performance Test II: Computer Program for Windows Technical Guide and Software Manual. North Tonwanda, NY: Mutli-Health Systems.Dougherty, D. M., Marsh, D. M., and Mathias, C. W. (2002). Immediate and Delayed Memory Tasks: A computerized measure of memory, attention, and impulsivity. Behavior Research Methods, Instruments, and Computers, 34, 391-398.McGee, R. A., Clark, S. E., & Symons, D. K. (2000). Does the Conners’ Continuous Performance Test Aid in ADHD Diagnosis? Journal of Abnormal Child Psychology, 28(5), 415-424.. Conners Continuous Performance Test Online Test-3 (CPT III) The Conners Continuous Performance Test Third Edition Continuous Performance Test Online Free Conners Continuous Performance Test Online Free Roman W lfel Conners’ Continuous Performance Test II (CPT II) - Statistics WEBThe Conners’ Continuous Performance Test II

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Incorporates visual and auditory distracters. There are two versions of the test ‒ one for children, and the other for teens and adults. Since the test does not require any verbal skill or reading ability, it is suitable for all users, irrespective of their primary language.MOXO d-CPT can be used as a diagnostic aid and for monitoring progress over the course of treatment in clients with attention-related disorders. It is also suitable for longitudinal tracking in individuals aiming to achieve peak performance. Clinician reports show performance with standardized (z) scores that compare the client’s score with a group of the same gender and similar age. Reports also give a record of the user’s performance during the various segments of the test, illustrating how performance was affected by each type of distracter.To find out more information about MOXO, click here. You can also check out a short demonstration of the MOXO’s children’s d-CPT in this video.3. Conners’ CPT3Audience: Ages 8+Test Duration: 14 minutesAdministration: Computer-basedThe Conners’ CPT3 test may be used as a diagnostic aid for attention deficits and related conditions, as well as for progress monitoring. The test measures inattentiveness, impulsivity, sustained attention, and vigilance. It provides clinicians with detailed performance data for individual assessments and facilitates the tracking of treatment efficacy over time. Detailed scores include: detectability (d’), omissions, commissions, perseverations, hit reaction time (HRT), HRT standard deviation (SD), HRTSD variability, change in HRT across blocks, and change in HRT at various inter-stimulus intervals. Scores are compared to a large normative sample representative of the United States population on key demographic variables.The test is administered on a Windows-based PC and requires custom hardware and software. The Conners’ CPT3 includes visual stimuli but can be used in conjunction with the Conners’ Continuous Auditory Test of Attention (CATA) for a more comprehensive evaluation.To find out more information about the Conners’ CPT3 test, click here. You can also watch a short demonstration of the Conners’ CPT3 in this video.4. NeuroTrax Go-NoGo Test Audience: Ages 9+Test Duration: 2-6 minutesAdministration: Computer-basedThe NeuroTrax Go-NoGo test is a brief CPT that is part of a comprehensive cognitive assessment suite. The Go-NoGo test contributes to indices of executive function, attention, and working memory (depending upon the battery). No network connectivity is required during testing, and results are available immediately after testing.During the test, clients are presented with a series of colored squares at variable delays. Each square may be one of four colors. The task is to respond as rapidly as possible by pressing a mouse button if the square is any color but red. Test scores include accuracy, response time, response time standard deviation, a composite score (computed from accuracy and response time), number of omission errors, number of commission errors, and response time associated with commission errors. An “expanded” version is available for certain batteries that includes test levels with a shorter inter-stimulus interval, greater proportion of red squares, and visual distracters.In addition to a CPT, NeuroTrax batteries include a Stroop test, another classical response inhibition December 16, 2019The Conners’ Continuous Performance Test 3rd Edition (CPT3) and the Conners’ Continuous Auditory Test of Attention (CATA) provide reliable information about subjects’ symptoms of attention deficit hyperactivity disorder (ADHD or ADD) that can contribute to a more accurate clinical assessment, according to a new study published in the Journal of Attention Disorders.1Researchers from the Department of Child Psychiatry at Chang Gung Children’s Hospital in Taiwan administered the following neuropsychological tests to 165 study participants — including 107 children with ADHD and 58 without: CPT3, CATA, K-SADS-E, WISC-IV–Chinese Version, and the SNAP-IV.They found that the CPT3 and CATA — administered individually and together — highlighted noticeable differences between controls and patients with ADHD, suggesting that the latter exhibit comparatively worse visual and auditory attention and that this demonstrable difference may be useful for clinical assessment. When administered together, these tests outperformed the other neuropsychological tests in terms of:sensitivity (82.6%)specificity (76%)positive predictive value (88.8%)negative predictive value (65.5%)Sources1 Wang, L.-J., Lee, S.-Y., Tsai, C.-S., Lee, M.-J., Chou, M.-C., Kuo, H.-C., & Chou, W.-J. (2019). Validity of Visual and Auditory Attention Tests for Detecting ADHD. Journal of Attention Disorders.

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The Conners 4th Edition™ (Conners 4®) builds on the long history and strengths of the multi-informant Conners Rating Scales and provides a thorough assessment of symptoms and impairments associated with ADHD, as well as common co-occurring problems and disorders in youth aged 6 to 18 years. The Conners 4 gathers information from multiple sources, including one or more parents/guardians (using the Conners 4 Parent form), one or more teachers (using the Conners 4 Teacher form), and the youth themselves (using the Conners 4 Self-Report). Wherever possible, the scales across all rater forms are aligned to facilitate the comparison of information across informants. Age Parent and Teacher: 6–18 yearsSelf-Report: 8–18 years Administration Type ParentTeacherSelf-Report Administration Time 1 to 25 minutes Number of Items Conners 4 Parent: Full Length, 117; Short, 53Conners 4 Teacher: Full Length, 109; Short, 49Conners 4 Self-Report: Full Length, 118; Short, 51Conners 4 ADHD Index Parent, Teacher, and Self-Report: 12 Translations English (US)Spanish (US)French (CDN) Format(s) Administer and score onlinePrint paper forms and score online Reading Level Parent: 5th gradeTeacher: 5th gradeSelf-Report: 3rd grade Efficiency and UsabilitySave time and improve efficiency with customizable reports, a free digital manual, online scoring and reporting, easy inventory management, and printable forms. Superior Quantification of SeverityEvaluate the severity of symptoms and level of impairment due to symptoms by comparing the youth's results to an ADHD Reference Sample (youth diagnosed with ADHD). Enhanced Collaboration Among StakeholdersFacilitate collaboration with parents using the enhanced Parent Feedback Handout (easy-to-understand explanation and summary of results). Designed for Fairness and InclusivityBuilt to maximize fairness and inclusivity, through the use of gender-inclusive language, culturally sensitive items, and items and scales that show no evidence of measurement bias with regard to gender, race/ethnicity, country of residence, or parental education level. Accuracy of AssessmentProvides a comprehensive picture of how a rater approached completing the Conners 4 using the Response Style Analysis that includes validity scales, the number of omitted items, and the average number of items completed per minute (pace). Address critical concerns with Severe Conduct and Self-Harm Critical Items. This sensitive content can be excluded from the test by disabling either or both critical item sets from the MHS Online Assessment Center+ (MAC+). Flag for concerns about sleep through a Sleep Problems Indicator and further examine using PROMIS (Sleep Related Disturbance Form 8a & Sleep Related Impairment Short Form 8a), sleep measures provided for free for Conners 4 users through

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MAC+. Measure impairments related to ADHD symptoms in the school, social, and family domains. Evaluate content areas and common co-occurring problems such as Emotional Dysregulation, Depressed Mood, and Anxious Thoughts. Apply a dimensional approach to ADHD assessment with an additional DSM Symptoms Scale–Total ADHD Symptoms. Informed InterventionEvaluate a youth's relative strengths and weaknesses using Within-Profile Comparisons. Easier Administration Take the guesswork out of your inventory management with a new way to order Conners 4 uses.Purchase a general Conners 4 use and apply it across any Conners 4 form while generating reports. Components Conners 4: This form is the most comprehensive and is recommended for use in initial evaluations and full re-evaluations.​ This form includes all Conners 4 items and scales. ​Conners 4–Short: This form is useful when a rater has limited time, or when the rater will be asked to complete the Conners 4 repeatedly (e.g., monthly assessment of treatment response).​ This form takes less time to complete than the full-length form but is not as comprehensive because it has fewer scales and fewer items per scale (for both Content and Impairment & ​Functional Outcome scales).​Conners 4–ADHD Index: This index can be used as a screener to determine which youth are most likely to require a more comprehensive evaluation.​ The Conners 4–ADHD Index contains 12 items from the full-length form that best differentiate youth diagnosed with ADHD from youth in the general population. ​ Reports Single Rater Report:Provides detailed information about scores from a single administration, presented numerically, graphically, and within an interpretive summary. A youth’s scores are compared to those in one or more Normative Samples, and optionally, to an ADHD Reference Sample. Also includes a Within-Profile Comparison of the youth’s results to their own average score. Elevations at both the scale and item level are included. Key results are provided in a one-page overview.Multi-Rater Report:Combines the results of up to five raters to provide an overview of the youth’s behavior from a multi-rater perspective and highlights potentially important inter-rater differences in scores. It is available for the full-length Conners 4, Conners 4–Short, and the Conners 4–ADHD Index. Reliability, Validity, and Fairness Reliability: The Conners 4 Parent, Teacher, and Self-Report scale have excellent internal consistency (median omega coefficient = .94), strong test-retest reliability (median r = .89), and moderate to strong inter-rater reliability (median r = .84 for two parent raters; median r = .52 for two teacher raters).Validity:. Conners Continuous Performance Test Online Test-3 (CPT III) The Conners Continuous Performance Test Third Edition Continuous Performance Test Online Free Conners Continuous Performance Test Online Free Roman W lfel Conners’ Continuous Performance Test II (CPT II) - Statistics WEBThe Conners’ Continuous Performance Test II

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Results from confirmatory factor analyses (CFA) provided evidence to support the structure of the Conners 4 scales (6-factor model for the Content Scales [CFI ≥ .940, RMSEA ≤ .051]) and 3-factor model for Parent and Self-Report and 2-factor model for Teacher for the Impairment & Functional Outcome Scales [CFI ≥ .935; RMSEA ≤ .094]). Evidence to support the convergent validity of the Conners 4 was found, given the moderate to very strong correlations between the Conners 4 and established assessments measuring related constructs (median |r| across four convergent validity studies = .73. The Conners 4 also demonstrated a high degree of criterion-related validity, as various clinical groups had distinctly different profiles of scores. Ratings of youth with ADHD yielded higher scores than ratings of both youth from the General Population (median Cohen's d for significant differences: Parent = 1.51, Teacher = 0.87, Self-Report = 0.77) and youth with Depression or Anxiety (median Cohen's d for significant differences: Parent = 0.88, Teacher = 0.49, Self-Report = 0.57). Furthermore, endorsement of Self-Harm Critical Items and the Sleep Problems Indicator Items from ADHD groups was higher than the General Population groups. Additionally, unique symptom profiles of Conners 4 scores were observed for ADHD Inattentive, ADHD Hyperactive/Impulsive, and ADHD Combined presentation groups (e.g., scores on scales related to hyperactivity and impulsivity tended to be higher in the ADHD Hyperactive/Impulsive and ADHD Combined groups than the ADHD Inattentive group). Fairness: There is strong evidence that the Conners 4 meets or exceeds the fairness requirements outlined in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). When investigating differences by gender, race/ethnicity, country of residence, and parental education levels, there was (a) no evidence of meaningful measurement invariance in the factor models, (b) no evidence of meaningful differential test functioning between groups, and (c) negligible to small differences in average test scores between groups (median |d| = .07). Normative Data Updated normative data was derived from a large sample designed to be representative of the North American population (based on the U.S. and Canadian census figures), stratified based on age, gender, race/ethnicity, parental education level, and geographic region. A total of 3,120 youth were included in the Normative Samples (N = 1,560 for Parent; N = 1,560 for Teacher; and N = 1,100 for Self-Report). Combined gender norms are provided for youth in 1-year age intervals; separate norms for males and females are