Table 2.
Predictive validity: comparison of children with a CD diagnosis at age 5 and no CD symptoms at age 10 (“remitted”) versus children with no CD diagnosis at age 5 (comparison group), on outcome measures at age 10
| Child functioning at age 10 | Age 5 diagnostic grouping
|
Group difference | Effect size | |
|---|---|---|---|---|
| “Remitted” group (CD at age 5 but no age-10 CD symptoms) (N = 115) | Comparison group (no age-5 CD) (N = 1,954)a | |||
| Behavioural outcomes | ||||
| Mother’s report | M (SD) | M (SD) | t (df)b | d c |
| ADHD symptom scale | 12.1 (6.9) | 8.0 (6.9) | 6.04 (1057)*** | 0.60 |
| Aggression scale | 11.6 (6.1) | 7.2 (6.0) | 6.31 (1057)*** | 0.73 |
| Delinquency scale | 2.6 (2.2) | 1.5 (1.9) | 4.26 (1057)*** | 0.55 |
| Emotional problem scale | 8.4 (7.0) | 6.2 (5.2) | 2.87 (1057)** | 0.36 |
| Prosocial behaviour scale | 15.9 (3.3) | 17.2 (2.7) | 3.83 (1055)*** | 0.45 |
| Teacher’s report | ||||
| ADHD symptom scale | 4.7 (6.0) | 3.3 (5.5) | 1.95 (979)+ | 0.23 |
| Aggression scale | 6.1 (6.9) | 3.6 (6.6) | 3.50 (980)*** | 0.37 |
| Delinquency scale | 1.1 (1.7) | 0.6 (1.4) | 2.48 (978)* | 0.31 |
| Emotional problem scale | 4.3 (5.0) | 4.8 (5.7) | 0.73 (980) | 0.08 |
| Prosocial behaviour scale | 13.1 (4.4) | 14.1 (4.6) | 2.01 (971)* | 0.22 |
| N (%) | N (%) | Odds ratio (95% CI) | ||
| Received treatment for behavioural/emotional problems | 28 (25.3) | 286 (14.3) | 2.0 (1.2, 3.3)** | 0.38 |
| Educational outcomes | ||||
| Special education service use | 28 (23.2) | 244 (11.6) | 2.3 (1.4, 3.9)** | 0.46 |
| Standard reading score below average or poor | 29 (21.2) | 335 (15.0) | 1.5 (0.9, 2.5) | 0.22 |
| English school performance below average | 40 (35.7) | 512 (25.8) | 1.6 (1.0, 2.6)+ | 0.26 |
| Math school performance below average | 33 (31.9) | 465 (23.9) | 1.5 (1.0, 2.3)+ | 0.22 |
| M (SD) | M (SD) | t (df) | ||
| Teacher’s effort scale | 13.4 (8.4) | 11.3 (7.8) | 2.33 (978)* | 0.26 |
A total of 14 “remitted” children and 191 comparison children were missing teacher data at age 10. Ns are unweighted; proportions are weighted to represent the population of British families
Continuous variables were analysed with t-tests and their degrees-of-freedom (df) and categorical variables with odds ratios (OR) and their 95% confidence intervals (CI). Standard errors, 95% CIs, and test statistics include adjustments for the dependence in the data due to analyzing two children in the same family [39]. Thus, degrees-of-freedom are based on number of families rather than number of children
Differences between groups can be interpreted in terms of standard deviation units (d), where d = 0.2 is considered a small effect size, d = 0.5 is a medium effect size, and d = 0.8 is a large effect size [8]. Statistics for these analyses were not adjusted for age-5 IQ and ADHD diagnosis
P ≤ 0.05;
P ≤ 0.01;
P ≤ 0.001;
P ≤ 0.10