Table 4.
Pragmatic language abilities as measured with the Clinical Evaluation of Language Fundamentals Preschool Pragmatics Profile: Children with sex chromosome trisomy versus controls and associations with language impairment.
| SCT versus controla |
Associations with language impairmentb |
|||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| SCT | Control | p | Partial η2 | SCT with language impairment (SCT+) | SCT without language impairment (SCT−) | Control | p | Partial η2 | Pairwise comparisons | |
| N | 67 | 71 | 19 | 52 | 70 | |||||
| Nonverbal communication | 23.68 (.41) | 25.11 (.40) | .016 | .04 | 23.19 (.76) | 23.43 (.45) | 25.30 (.39) | .003 | .08 | SCT+ = SCT− < C |
| Requesting, giving, and responding to information | 20.11 (.44) | 22.62 (.43) | < .001 | .10 | 18.28 (.80) | 20.03 (.48) | 23.13 (.41) | <.001 | .23 | SCT+ = SCT− < C |
| Conversational routines | 34.41 (.68) | 36.59 (.66) | .028 | .04 | 30.73 (1.22) | 34.31 (.72) | 37.66 (.63) | <.001 | .18 | SCT+ = SCT− < C |
Abbreviations: SCT = Sex Chromosome Trisomy.
Note: Scores represent estimated marginal means (SE); higher scores denote better pragmatic skills (raw scores).
Scores co-varied for global level of intellectual functioning (GIF). GIF data for 5 children with SCT was incomplete, therefore these children were not included in this analysis.
Scores are co-varied for age. Data for two children (1 SCT and 1 control) was missing for either the expressive structural language task, the receptive structural language task, or both, therefore these children were not included in this analysis.