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Abstract
The ecological validity of the Conners' Continuous Performance Test II (CPT-II) was examined using a sample of 206 first- and second-grade children. Children's CPT-II scores were correlated with observations of inattentive/hyperactive behavior during CPT-II administration, observations of children's behavior during analogue academic task, classroom observations, and parent/teacher reports. CPT-II scores showed moderate correlations with test session behavior but low correlations with external measures of inattention/hyperactivity. On the other hand, test session observations, analogue task observations, classroom observations, and teacher reports showed moderate and significant intercorrelations. Furthermore, test session observations predicted a significant amount of variance in children's classroom behavior above and beyond CPT-II scores alone. Results suggest that psychologists should supplement CPT-II scores with observational data to estimate children's functioning outside the test setting.
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