Table 2.
Descriptive statistics, reliability, and percentage of children rated as experiencing clinical levels of difficulties
| Conners-3 | N | M | SD |
% T-score >= 60 |
Skew | Kurt | Min | Max | α | ω |
| Inattention | 702 | 11.68 | 3.44 | 90.48 | -1.11 | 0.54 | 0 | 15 | 0.92 | 0.93 |
| Hyperactivity/Impulsivity | 704 | 10.96 | 5.63 | 75.77 | -0.39 | -1.11 | 0 | 18 | 0.95 | 0.96 |
| Learning Problems | 704 | 9.83 | 3.48 | 87.54 | -0.42 | -0.56 | 0 | 15 | 0.78 | 0.86 |
| Aggression | 701 | 3.55 | 3.99 | 49.58 | 1.21 | 0.55 | 0 | 15 | 0.93 | 0.94 |
| Peer Relations | 696 | 5.50 | 4.47 | 67.37 | 0.47 | -0.97 | 0 | 15 | 0.93 | 0.93 |
| BRIEF | N | M | SD |
% T-score >= 60 |
Skew | Kurt | Min | Max | α | ω |
| Inhibition | 707 | 21.51 | 6.23 | 60.5 | -0.24 | -1.21 | 10 | 30 | 0.97 | 0.98 |
| Shifting | 708 | 17.09 | 4.28 | 66.11 | -0.27 | -0.90 | 8 | 24 | 0.91 | 0.93 |
| Emotional Control | 707 | 22.12 | 5.59 | 61.9 | -0.37 | -0.93 | 10 | 30 | 0.95 | 0.97 |
| Initiation | 707 | 17.69 | 3.33 | 70.59 | -0.37 | -0.33 | 8 | 24 | 0.82 | 0.87 |
| Working Memory | 704 | 25.81 | 3.94 | 89.08 | -1.14 | 0.89 | 12 | 30 | 0.93 | 0.95 |
| Planning | 698 | 29.06 | 4.97 | 85.15 | -0.79 | 0.18 | 13 | 36 | 0.90 | 0.92 |
| Organisation | 708 | 14.62 | 3.22 | 56.58 | -0.81 | -0.26 | 6 | 18 | 0.92 | 0.95 |
| Monitoring | 706 | 18.98 | 3.53 | 68.21 | -0.56 | -0.36 | 9 | 24 | 0.86 | 0.92 |
| CCC-2 | N | M | SD |
% Scaled score <= 6 |
Skew | Kurt | Min | Max | α | ω |
| Speech | 702 | 5.18 | 5.03 | 62.75 | 1.10 | 0.55 | 0 | 21 | 0.90 | 0.94 |
| Syntax | 704 | 5.11 | 4.62 | 66.67 | 1.00 | 0.36 | 0 | 20 | 0.87 | 0.93 |
| Semantics | 702 | 8.16 | 4.74 | 78.15 | 0.37 | -0.43 | 0 | 21 | 0.84 | 0.91 |
| Coherence | 705 | 8.57 | 5.13 | 77.17 | 0.21 | -0.87 | 0 | 21 | 0.85 | 0.91 |
| Inappropriate Initiation | 702 | 10.79 | 5.71 | 68.21 | -0.04 | -1.07 | 0 | 21 | 0.88 | 0.91 |
| Stereotyped Language | 703 | 6.10 | 4.27 | 64.99 | 0.62 | -0.25 | 0 | 20 | 0.80 | 0.88 |
| Use of Context | 704 | 9.58 | 5.48 | 77.87 | 0.05 | -0.94 | 0 | 21 | 0.87 | 0.91 |
| Nonverbal Communication | 703 | 7.71 | 5.05 | 73.81 | 0.34 | -0.81 | 0 | 21 | 0.84 | 0.90 |
| Social Relations | 703 | 6.61 | 4.94 | 70.87 | 0.49 | -0.67 | 0 | 20 | 0.85 | 0.89 |
| Interests | 702 | 9.19 | 4.61 | 68.21 | 0.21 | -0.62 | 0 | 21 | 0.80 | 0.87 |
If children’s age was outside the standardisation range, the closest age match was used. BRIEF = Behaviour Rating Inventory of Executive Function; CCC-2 = Children’s Communication Checklist 2. M = mean, SD = standard deviation, α = Cronbach’s alpha, ω = McDonald’s omega. For BRIEF and Conners-3, higher raw and T-scores values indicate presence of more difficulties. For CCC-2, lower raw scores indicate greater difficulties, whereas lower scaled scores indicate less difficulties