Conners’ Continuous Performance Test II (CPT II)

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.


Keith C. Conners

Reliability 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 Purchase

Pearson Assessments

Administration, Analysis and Reporting

Statistics Solutions consists of a team of professional methodologists and statisticians that 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.


Conners, 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.

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