TABLE 2.
Analyses undertaken in this study.
| Analysis | Statistical test | Covariates | Effect size | FDR correction |
|---|---|---|---|---|
| Aim 1: assess behavioural, attention, and motor differences between children with DCD and TDC | ||||
| Analysis 1: differences between children with DCD and TDC | ANCOVA | Full‐scale IQ, maternal education, ADHD probability index, and sex |
Partial η 2 |
Across all analyses: 14 tests |
| Analysis 2: Differences between children with DCD and population test reference mean | One‐sample t‐test | – | – | Across all analyses: 14 tests |
| Aim 2: determine whether different motor or behavioural deficits are associated with co‐occurring attention difficulties in children with DCD | ||||
| Correlations between behavioural measures in children with DCD | Partial Spearman's rank correlation coefficients | Full‐scale IQ, maternal education, sex, and ADHD probability index (post hoc analysis) | Spearman's ρ | Across all analyses: 78 tests |
| Aim 3: characterize brain–behaviour relationships | ||||
| Analysis 1: correlations between cortical grey and white matter metrics and significant measures identified as part of Aim 1 across the whole sample | Spearman's rank correlation coefficients | – |
Spearman's ρ |
Across all measures of a particular brain metric for each behavioural measure separately Motor scores Surface area: 20 tests Cortical thickness: 20 tests Fractional anisotropy: 9 tests Fixel‐based metrics: 8 tests Non‐motor scores Surface area: 18 tests Cortical thickness: 18 tests Fractional anisotropy: 6 tests Fixel‐based metrics: 4 tests |
|
Analysis 2: identify whether brain–behaviour relationships are significant when adjusting for covariates in DCD. When significant in children with DCD, an exploratory analysis was run to determine if the models were also significant in TDC |
Robust regression |
Full‐scale IQ, total grey and white matter volume, sex, hand dominance (lateralized structures), ADHD probability index, and CCC‐2 ASD indication (post hoc analyses) |
Unstandardized coefficients (B) |
Across all brain analyses separately for each behavioural measure |
Abbreviations: ADHD, attention‐deficit/hyperactivity disorder; ANCOVA, analysis of covariance; ASD, autism spectrum disorder; CCC‐2, Children's Communication Checklist; DCD, developmental coordination disorder; FDR, false discovery rate; TDC, typically developing children.