Table 1. Characteristics of the HFA, ADHD and TCD groups with means and standard deviations.
| Variable | HFA | ADHD | TDC | Group comparison | Post-hoc c) | |
| (n = 38) | (n = 79) | (n = 50) | Chi- square/F | p | ||
| Sex (male/female) | 31/7 | 44/35 | 32/18 | 7.5 | .024 | |
| Age | 12.0 (2.3) | 11.6 (2.0) | 11.6 (2.0) | 1.1 | NS. | |
| Mother's education | 12.8 (2.6) | 12.7 (2.1) | 14.6 (2.4) | 11.4 | <.001 | ADHD,HFA<TDC |
| CBCL school a) | 35.1 (1.1) | 33.9 (0.8) | 50.2 (1.0) | 89.2 | <.001 | ADHD,HFA<TDC |
| CBCL total problem b) | 63.9 (1.4). | 61.8 (1.0) | 37.9 (1.2) | 139.3 | <.001 | HFA,ADHD>TDC |
| VIQ | 95.3 (16.4) | 93.2 (14.2) | 99.3 (12.0) | 2.9 | NS. | |
| PIQ | 99.6 (17.9) | 98.7 (15.4) | 107.4 (14.0) | 5.1 | .007 | ADHD<TDC |
| FSIQ | 98.2 (17.8) | 95.6 (14.0) | 103.8 (13.0) | 4.8 | .010 | ADHD<TDC |
Note. HFA; High-functioning Autism: ADHD; Attention-Deficit/Hyperactivity Disorder: TDC; typically developing children: VIQ; verbal IQ: PIQ; performance IQ; FSIQ; full scale IQ. IQ estimated measures from the Wechsler Abbreviated Scale of Intelligence (WASI) a) T-scores; higher score = better performance: b) T-scores; higher scores = more problems. c) Fishers LSD.