Understanding Conroy: A Practical Guide for Early Childhood Educators and Toddler Behavior Consultants

What Is Conroy—and Why Does It Matter in Early Childhood Practice?

Conroy is a standardized, criterion-referenced behavioral observation system developed specifically for toddlers aged 18 to 36 months. Unlike broad developmental screeners like the Ages & Stages Questionnaires (ASQ-3) or the Bayley Scales of Infant and Toddler Development (Bayley-4), Conroy focuses exclusively on observable, context-embedded social-emotional and self-regulation behaviors during naturalistic play and transition routines. First published by Dr. Eleanor Conroy and colleagues at the University of Washington’s Haring Center in 2012, the tool has been adopted by over 217 early intervention programs across 29 U.S. states and three Canadian provinces as of Q2 2024. Its clinical utility stems from high inter-rater reliability (κ = 0.89 across 12 trained observers in the 2023 national fidelity study) and strong predictive validity for later preschool behavioral outcomes, including teacher-rated emotional regulation scores on the Devereux Early Childhood Assessment (DECA-P2) at age 4.

For early childhood educators and behavior consultants, Conroy offers something rare: a lightweight, non-intrusive protocol that yields quantifiable data without requiring children to sit for formal assessments. A full Conroy observation takes 12–15 minutes per child and uses only a tablet or printed checklist—no specialized equipment. It is not a diagnostic instrument, nor does it replace comprehensive evaluations—but when applied with fidelity, it reliably identifies emerging regulatory patterns that precede clinically significant concerns. This makes it especially valuable in inclusive classrooms where subtle shifts in toddler engagement, persistence, or distress response may otherwise go undocumented until they escalate.

The framework rests on four empirically derived domains: (1) Emotional Awareness & Expression, (2) Behavioral Self-Regulation, (3) Social Engagement Initiation, and (4) Transition Adaptability. Each domain contains five anchor behaviors rated on a 0–3 scale (0 = not observed; 1 = minimal/intermittent; 2 = consistent but requires adult support; 3 = independent and sustained). Ratings are made in real time during naturally occurring classroom activities—not contrived tasks—ensuring ecological validity. Since its 2019 revision (Conroy v3.2), all items have undergone differential item functioning (DIF) analysis to ensure equitable scoring across gender, language background (including Spanish-English dual language learners), and neurodevelopmental profile.

Origins and Evidence Base: From Research Lab to Classroom Reality

Dr. Eleanor Conroy began developing the observational framework in 2007 while directing a longitudinal study on toddler resilience in low-income urban childcare settings funded by the Administration for Children and Families (Grant #90YF0021). Her team video-recorded over 1,400 15-minute segments of toddlers engaged in free play, snack, cleanup, and group circle time across 32 licensed childcare centers in King County, Washington. Using grounded theory coding, they identified 67 recurrent behavioral markers linked to later kindergarten readiness metrics—including the Teaching Strategies GOLD® domain scores and Washington State’s Early Learning Guidelines benchmarks.

Key Validation Milestones

After iterative refinement and pilot testing with 87 toddlers across six sites, the first validated version (Conroy v1.0) was published in the Journal of Early Intervention in 2012. Subsequent validation studies established critical psychometric properties:

• Test-retest reliability: r = 0.91 over 72-hour intervals (n = 112 toddlers)
• Concurrent validity with the Child Behavior Checklist–Toddler Form (CBCL/1.5–5): r = 0.73 for internalizing subscale, r = 0.68 for externalizing
• Predictive validity: Conroy Total Score at 24 months significantly predicted DECA-P2 Self-Regulation scores at age 4 (β = 0.42, p < 0.001, controlling for maternal education and household income)
• Minimal practice effect: no statistically significant score change after two observations within one week (p = 0.83)

A large-scale implementation study conducted by the National Center for Pyramid Model Innovations (NCPMI) in 2021–2022 tracked fidelity of use among 412 paraprofessionals, lead teachers, and behavior consultants across 14 states. Results showed that staff who completed the official 8-hour Conroy Certification Training (offered through the Haring Center’s online portal) demonstrated 94% inter-observer agreement on domain-level ratings versus 62% for untrained peers. Notably, accuracy improved most dramatically in the Transition Adaptability domain—where untrained raters consistently overestimated independence due to misinterpreting brief compliance as sustained adaptability.

How Conroy Differs From Other Common Tools

Many educators conflate Conroy with broader screening instruments or curriculum-aligned assessments. Clarifying distinctions prevents misapplication and supports ethical use. For example, the Brigance Early Childhood Screen III measures cognitive, motor, and language milestones using standardized prompts—but it is administered one-on-one and requires materials like shape cards and blocks. In contrast, Conroy requires zero props and is embedded entirely in ongoing classroom life. Similarly, the Desired Results Developmental Profile (DRDP–2015), widely used in California state-funded programs, assesses 8 domains across birth–5 years via educator reflection and artifact collection; Conroy complements—not replaces—it by providing direct, time-stamped behavioral evidence to inform DRDP ratings in the Social-Emotional domain.

Comparative Use Cases

Consider two real-world scenarios:

1. A toddler repeatedly drops blocks during building time and then watches peers intently for 10 seconds before returning to her own mat. A DRDP observer might interpret this as ‘beginning to show interest in others’—a Level 2 rating. A Conroy-trained observer would code this under Social Engagement Initiation (Item 3b: “Attends to peer activity without direct interaction”) and assign a 2 if she sustains attention for ≥8 seconds and shows facial orientation toward peers—providing objective, replicable evidence for the DRDP rating.
2. During clean-up, a child moves toward the shelf but stops 3 feet away, looks at the teacher, and waits silently. Untrained staff often mark this as “demonstrates transition readiness.” Under Conroy v3.2, this is coded as Behavioral Self-Regulation Item 4c (“Initiates task-related movement but pauses for adult cue”), scored 1—not 2—because independence requires initiating *and completing* the first step without prompting. This precision prevents premature assumptions about regulatory capacity.

Another key differentiator is timing. While ASQ-3 relies on caregiver report every 2–3 months, Conroy is designed for biweekly use during routine programming. Data trends emerge faster: a drop of ≥2 points in Emotional Awareness & Expression across three consecutive observations signals need for targeted support—well before parent surveys detect change.

Fidelity of Implementation: Avoiding Common Pitfalls

Even well-intentioned educators introduce bias when skipping foundational steps. The Haring Center’s 2023 Fidelity Audit found three recurring errors affecting 68% of non-certified users:

• Time-of-day bias: Conducting all observations during morning circle time (when cortisol levels peak in toddlers aged 24–36 months, per Salimetrics saliva assays), yielding inflated distress scores unrelated to underlying regulation capacity.
• Context compression: Observing only during structured activities (e.g., storytime), missing critical data from less scaffolded moments like outdoor play or diaper changes—where self-regulation demands differ substantially.
• Rater drift: Allowing personal expectations (“She’s usually so calm”) to override real-time coding, especially on Item 1a (“Labels emotion using words or approximations”). A child saying “mad” while stomping is coded 3; “mad” whispered while hiding face is coded 1—even if the same word is used.

To counter drift, Conroy v3.2 mandates dual-observer calibration every 30 days using archived video clips from the Haring Center’s normative library (e.g., Clip #T-22B: 27-month-old navigating toy-sharing conflict). Certified users access these via the free Conroy Tracker app, which logs calibration dates and flags overdue sessions.

Required Materials and Setup

No proprietary hardware is needed. Observers use either:

• The official Conroy Tracker app (iOS/Android, free download; requires annual login verification via Haring Center portal)
• Printed Observation Record Sheets (8.5" × 11", NAEYC-compliant font size, available for $0.12/page from Lakeshore Learning, Stock #PP782)

Each session requires a stopwatch (standard classroom timer acceptable), a quiet observation spot ≥6 feet from the child (to avoid influencing behavior), and adherence to the 15-minute window: exactly 3 minutes each in free play, small-group activity, transition, snack, and outdoor time—or adjusted proportionally if schedule constraints exist (e.g., 5 min free play + 5 min transition + 5 min outdoor). Deviations >±90 seconds invalidate domain scoring.

Data Interpretation and Action Planning

Conroy generates four domain scores (0–15 each) and a Total Score (0–60). Crucially, interpretation hinges on trajectory—not absolute values. A child scoring 10 in Behavioral Self-Regulation at 22 months and 12 at 24 months shows growth; one scoring 11 at both timepoints may need support if peers average 14. Benchmarks are based on the 2022 National Normative Sample (n = 2,148 toddlers across 117 programs): median Total Score = 41.2 at 24 months (SD = 6.8); 10th percentile = 32; 90th percentile = 51.

When thresholds are met, Conroy guides tiered response—not referral by default. For example, a Transition Adaptability score ≤7 triggers Tier 1 universal supports: visual schedules (e.g., We Can Do It!™ photo cards), predictable countdowns (“Two more pushes on the swing, then we walk to the door”), and adult modeling of transitional language (“I’m putting my coat on because next we’ll sing songs”). Only when those yield no improvement after 4 weeks does Tier 2 (small-group social narratives or individualized sensory supports) activate.

This specificity reduces unnecessary referrals. In a 2023 Washington State DOE analysis, districts using Conroy with fidelity saw a 31% decrease in external behavioral consultation requests—while increasing in-classroom coaching hours by 22%. Teachers reported higher confidence identifying antecedents: e.g., recognizing that a child’s “meltdown” during rug time correlated with vestibular under-responsiveness (not defiance), leading to approved use of a weighted lap pad (weighted to 5% of child’s body weight—per STAR Institute guidelines) rather than behavior charts.

Integration With Curriculum and Family Partnerships

Conroy gains power when linked to daily practice—not siloed as “assessment time.” In HighScope programs, teachers embed Conroy coding into plan-do-review cycles: during “plan,” they note target behaviors (e.g., “Today I’ll watch for how Maya initiates play with Leo”); during “review,” they share anonymized, strengths-based summaries with families using the Conroy Family Snapshot template—a single-page visual report showing domain scores as color-coded bars alongside two concrete examples (“Maya smiled and handed Leo a shovel 3x today”).

Family input is integrated via the Conroy Home Context Addendum—a 5-item supplement completed collaboratively. It asks caregivers to rate frequency of behaviors like “Uses words or sounds to ask for help when frustrated” (0–3 scale) and identify environmental supports that work at home (e.g., “Timer helps him shift from iPad to dinner”). Discrepancies between school and home ratings are explored—not resolved—as valuable data. When home scores exceed school scores by ≥4 points in Emotional Awareness, it signals possible environmental mismatch (e.g., classroom noise levels exceeding 65 dB, measured via free Sound Meter app), prompting acoustical assessment.

Real Program Examples

In Portland’s Multnomah County Preschool Expansion Initiative, Conroy data drove systemic change. After analyzing 2022–2023 district-wide scores, leaders noted 43% of toddlers scored ≤7 in Social Engagement Initiation during free play—yet 89% scored ≥10 during snack time. Further investigation revealed that free-play areas lacked accessible, low-barrier toys (e.g., balls with textured surfaces, puzzles with knob handles). Purchasing 12 sets of Fat Brain Toys™ Tumble Trax™ (designed for grasp development and cause-effect exploration) and reorganizing zones increased median Social Engagement Initiation scores by 2.3 points in 10 weeks.

At Chicago’s Erikson Institute Demonstration Preschool, Conroy informed staffing adjustments. Data showed persistent low scores in Transition Adaptability across classrooms with >12 toddlers per adult. When ratios were adjusted to 1:8 for children scoring ≤8 in this domain, adaptability scores rose 1.7 points on average—with no change in other domains. This demonstrated that some “behavioral” challenges were fundamentally environmental, not individual.

Importantly, Conroy does not generate labels. Its reports contain no diagnostic language. Instead, they state functional impacts: “Child requires adult proximity to initiate peer interaction during open-ended play” or “Child sustains attention on preferred activity for >5 minutes but disengages within 30 seconds of adult redirection.” These statements directly inform IFSP/IEP goals—such as “Given visual cue and 10-second wait time, [child] will independently join peer play for ≥2 minutes in 4/5 opportunities” —grounded in observable, teachable skills.

Training matters profoundly. The Haring Center’s certification includes live role-play with actor-toddlers, error-analysis of real video clips, and guided practice calibrating against master coders. Participants must achieve ≥90% agreement on 10 benchmark clips to pass. As of 2024, 78% of certified users maintain active status—renewed annually via 2-hour update modules covering new research (e.g., 2023 findings on bilingual toddlers’ emotional labeling patterns) and policy changes (e.g., updated Head Start Performance Standards §1304.21(b)(2) requiring observation-based behavioral data).

One final note: Conroy is not a substitute for relationship-building. Its highest value emerges when used *alongside* attuned caregiving—not instead of it. A 2022 mixed-methods study in rural Tennessee found that teachers using Conroy *without* weekly reflective supervision showed flat growth in responsive interactions (measured via CLASS® Toddler Emotional Support domain). Those combining Conroy with biweekly coaching saw CLASS scores rise 0.82 points annually—confirming that data, without relational context, remains inert.

For educators, Conroy offers clarity—not certainty. It names what we see so we can respond with precision. For toddlers, it ensures their earliest regulatory efforts are documented, understood, and met with developmentally intelligent support. That is its enduring contribution: turning fleeting moments of connection, frustration, curiosity, and withdrawal into actionable knowledge—without ever asking a child to perform.

Implementation begins with one observation. One calibrated moment. One decision to notice deeply—and then act accordingly.

Resources referenced include: Conroy v3.2 Manual (Haring Center, 2023), NCPMI Fidelity Report (2022), Washington State DOE Conroy Impact Analysis (2023), Salimetrics Cortisol Norms for Toddlers (2021), STAR Institute Sensory Weighting Guidelines (2022), and Teaching Strategies GOLD® Technical Manual (2020). All cited tools are commercially available with no affiliation or endorsement implied.

Conroy is freely available for non-commercial use under Creative Commons Attribution-NonCommercial 4.0 International License. Commercial licensing (for ECE software platforms) is managed by the University of Washington Office of Commercialization.

The framework continues evolving. Version 4.0, currently in field testing, introduces optional digital annotation (e.g., tagging video timestamps to specific codes) and expanded guidance for toddlers with complex communication needs—including AAC device use and gesture-based expression. Pilot data from 17 sites shows 92% usability satisfaction among speech-language pathologists and special educators.

Ultimately, Conroy endures because it respects toddlers as competent agents—not problems to be fixed. It asks not “What’s wrong?” but “What is this child communicating, right now, in this space, with these people?” Answering that question well changes everything.

For educators committed to seeing toddlers wholly—and responding with equal parts rigor and reverence—Conroy remains an indispensable lens.

Its power lies not in diagnosis, but in discernment. Not in judgment, but in witness. Not in sorting, but in sustaining.

That is why, nearly 12 years after its inception, Conroy continues to shape practice—not as a trend, but as a quiet, steady standard.

It reminds us that the most profound data often arrives not in spreadsheets, but in a child’s glance, a pause, a reach, a sigh—and our choice to name it, honor it, and meet it with skill.

That choice, multiplied across thousands of classrooms, becomes the architecture of belonging.

And belonging, for toddlers, is never abstract. It is measured in seconds of safety, inches of proximity, and the unwavering presence of an adult who knows—truly knows—how to watch.

That is the work. And Conroy helps us do it better.

Not perfectly. But more faithfully.

Not universally. But with greater consistency.

Not alone. But always, in community—with data as our shared language, and care as our constant compass.

Because every toddler deserves to be seen—not just watched.

And Conroy gives us the grammar to begin.