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. 2021 Aug;25(10):1441-1454.
doi: 10.1177/1087054720907955. Epub 2020 Mar 14.

Do German Children Differ? A Validation of Conners Early Childhood™

Selina Türk  1 , Simon Harbarth  1 , Sebastian Bergold  2 , Ricarda Steinmayr  2 , Eva Neidhardt  3 , Inge Kamp-Becker  1 , Monika Equit  4 , Katja Wunsch  5 , Hanna Christiansen  1
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Do German Children Differ? A Validation of Conners Early Childhood™

Selina Türk et al. J Atten Disord. 2021 Aug.

Abstract

Objective: The present study aimed to validate the German version of the Conners Early Childhood (EC)™ among German-speaking children. Method: A total of 720 parental and 599 childcare provider ratings of 2- to 6-year-old children were surveyed throughout Germany. Validity was assessed by calculating exploratory factor analyses (EFAs) and confirmatory factor analyses (CFAs), and a series of multivariate analyses of variance (MANOVAs) to analyze associations between Conners EC™ symptom ratings and sociodemographic variables. In addition, parent and childcare provider ratings of Conners EC™ scales were correlated with a number of other well-validated German measures assessing preschoolers' behaviors. Results: Although the EFA yielded different factors than the original scales, CFA revealed acceptable to good model fits. Conclusion: Overall, we confirmed the factor structure of the Conners EC's™ American original within the German validation. The use of the American factor structure is justified and can be recommended to facilitate international research on psychopathology in early childhood.

Keywords: attention deficit/hyperactivity disorder; development; early childhood; parent; preschool; ratings; teacher.

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Conflict of interest statement

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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