Table 3.
Behavioral Outcome, Special Education and Speech therapy:
| Respondent | Internalizing Problems (ASEBA) | Externalizing Problems (ASEBA) | Problem Behaviors (SSIS) | Total Competence or Adaptive Functioning (ASEBA) | Social Skills (SSIS) | |
|---|---|---|---|---|---|---|
| Reference Population (survey-specific) | ||||||
|
| ||||||
| mean value | 50.0–50.4 | 50.0–50.6 | 100 | 49.9–51.8** | 100 | |
| clinical range (CR) | >63 | >63 | >115 | <37 | <85 | |
| % ref group in CR | <10% | <10% | 16% | <10% | 16% | |
|
| ||||||
| Children with classic galactosemia enrolled in special education | ||||||
|
| ||||||
| Parent | mean ± SEM | 60.2 ± 3.04 | 52.4 ± 2.69 | 108.6 ± 4.34 | 39.6 ± 2.21 | 86.3 ± 3.14 |
| % in CR (N) | 47% (17) | 18% (17) | 38% (16) | 36% (14) | 50% (16) | |
|
| ||||||
| Teacher* | mean ± SEM | 56.9 ±2.46 | 52.6 ±1.54 | 105.3 ± 2.42 | 44.7 ± 1.40 | 88.5 ± 1.94 |
| % in CR (N) | 30% (20) | 5% (20) | 20% (20) | 12% (17) | 30% (20) | |
|
| ||||||
| Children with classic galactosemia not enrolled in special education | ||||||
|
| ||||||
| Parent | mean ± SEM | 51.3 ± 2.86 | 44.3 ± 2.19 | 97.3 ± 2.82 | 56.3 ± 2.38 | 99.6 ± 2.45 |
| % in CR (N) | 13% (16) | 6% (16) | 6% (16) | 0% (12) | 6% (16) | |
|
| ||||||
| Teacher* | mean ± SEM | 48.1 ± 1.67 | 47.6 ± 1.62 | 95.9 ±1.75 | 55.3 ± 2.08 | 101.0 ± 2.74 |
| % in CR (N) | 0% (23) | 0% (23) | 0% (23) | 0% (15) | 14% (21) | |
|
| ||||||
| Children with classic galactosemia currently receiving speech therapy | ||||||
|
| ||||||
| Parent | mean ± SEM | 57.0 ± 2.51 | 50.1 ± 2.07 | 109.2 ± 3.28 | 38.3 ± 2.34 | 89.0 ± 2.63 |
| % in CR (N) | 30% (23) | 9% (23) | 35% (23) | 44% (16) | 39% (23) | |
|
| ||||||
| Teacher* | mean ± SEM | 56.8 ± 1.65 | 54.5 ± 1.55 | 106.5 ± 2.01 | 43.2 ±1.44 | 87.2 ± 2.22 |
| % in CR (N) | 21% (28) | 11% (28) | 21% (28) | 6% (17) | 36% (28) | |
|
| ||||||
| Children with classic galactosemia not currently receiving speech therapy | ||||||
|
| ||||||
| Parent | mean ± SEM | 53.5 ± 2.07 | 46.9 ± 1.84 | 98.3 ± 2.57 | 48.7 ± 2.13 | 96.7 ± 2.02 |
| % in CR (N) | 22% (27) | 7% (27) | 13% (26) | 13% (23) | 12% (26) | |
|
| ||||||
| Teacher* | mean ± SEM | 50.1 ± 1.72 | 47.2 ±1.32 | 98.3 ± 2.20 | 51.6 ±1.57 | 100.0 ±1.98 |
| % in CR (N) | 12% (33) | 3% (33) | 13% (32) | 7% (27) | 7% (30) | |
The mean score ± standard error (SEM), percentage of responses in the clinical range, and number of responses from parents and teachers for each of the five scores is reported. Note that the sample size was insufficient to make statistical comparisons across the special education or speech therapy categories meaningful. Total Competence scores were derived from ASEBA parent surveys while the Adaptive Functioning scores were derived from ASEBA teacher surveys. The reference population mean values, percentage in the clinical range, and clinical range cut-offs come from the reference population for each survey (Achenbach and Rescorla 2000; Achenbach and Rescorla 2001; Gresham and Elliott 2008). Our study population was stratified by whether the child was currently enrolled in or receiving special education or speech therapy.
Means for teacher-rated variables are based on more than one observation for some volunteers (see Methods).
The range given is the combined range for both Total Competence and Adaptive Functioning; the range for Total Competence alone went only to 50.1.