Table 4.
Preliminary findings on teacher reports of childhood psycho-social factors in children with HFM
| Unadjusted mean score | ||||||
|---|---|---|---|---|---|---|
| Problem | Domain | Measurement | Higher score is: | HFM n=115 |
Control N=314 |
MVDifference** (95% CI) |
| Behavior | Internalizing | Teacher Report Form | Worse | 51.0* | 48.3* | 3.0 (0.9, 5.1) |
| Externalizing | Teacher Report Form | Worse | 48.9* | 48.5* | 1.0 (-1.0, 2.9) | |
| Competency | Social | Social Competence Scale a | Better | 2.7 | 2.9 | 0.0 (-0.3, 0.1) |
| Adaptive functioning | Academic Performance b | Teacher Report Form | Better | 3.0 | 3.4 | -0.3 (-0.4, -0.1) |
| Working hard | Teacher Report Form | Better | 4.5 | 4.8 | -0.2 (-0.5, 0.1) | |
| Behaving appropriately | Teacher Report Form | Better | 4.8 | 5.0 | -0.1 (-0.4, 0.3) | |
| Learning | Teacher Report Form | Better | 4.4 | 5.0 | -0.4 (-0.8, -0.1) | |
a
Social Competence Scale missing for 2 HFM and 3 control subjects.
b
Academic Performance missing for 2 HFM and 3 control subjects.
*
Unadjusted mean t-score.
**
Multivariate adjustment, 95% confidence interval. Adjustment for sex, birth year, maternal education, race, region.