Memory in language-impaired children with and without autism

Table 2 Participant characteristics

	Mean (SD)
	SLI	ALI	ALN	H(2)	p	Post hoc adjusted
	n = 18 (11 male)	n = 22 (19 male)	n = 20 (18 male)	H(2)	p	Mann–Whitney tests^a
Age (years)	7.2 (0.8)	6.9 (1.0)	6.9 (1.1)	1.65	.44
Full-scale IQ^b	88.3 (7.8)	91.6 (9.0)	110.1 (13.7)	26.10	<.001	[SLI = ALI] < ALN
Performance IQ^b	101.1 (12.3)	107.8 (13.6)	117.1 (14.5)	9.91	<.01	SLI < ALN^c
Verbal IQ^b	86.2 (6.1)	83.3 (10.3)	110.1 (13.8)	29.55	<.001	[SLI = ALI] < ALN
PPVT-III^b	87.9 (10.0)	90.1 (14.9)	111.6 (16.2)	20.08	<.001	[SLI = ALI] < ALN
MLU-M	4.2 (0.9)	3.9 (0.8)	4.6 (1.1)	3.38	.19
CELF core language score^b	72.5 (9.0)	71.4 (12.9)	108.5 (13.7)	39.48	<.001	[SLI = ALI] < ALN
CELF receptive language index^b	84.9 (10.3)	78.1 (13.6)	104.2 (15.8)	24.66	<.001	[SLI = ALI] < ALN
CELF expressive language index^b	69.5 (9.9)	70.6 (12.4)	109.0 (13.1)	39.36	<.001	[SLI = ALI] < ALN
ADOS calibrated severity score^d	3.1 (2.6)	7.8 (1.8)	6.8 (2.0)	24.16	<.001	SLI < [ALI = ALN]
Social Communication Questionnaire	12.1 (6.7)	21.1 (5.6)	21.0 (4.9)	17.52	<.001	SLI < [ALI = ALN]
VABS-II adaptive behavior composite^b	87.0 (11.6)	81.9 (9.2)	81.5 (9.8)	2.89	.23
CCC-2 general communication composite	47.3 (11.7)	46.4 (13.6)	53.0 (8.4)	3.38	.18
CCC-2 Social Interaction Deviance Index (SIDI)^e	6.3 (11.4)	−9.4 (7.2)	−15.1 (6.9)	27.25	<.001	SLI > ALI > ALN

ADOS autism diagnostic observation schedule, CCC-2 Children’s Communication Checklist 2nd Edition, CELF Clinical Evaluation of Language Fundamentals (preschool 2nd Edition or IV), PPVT-III Peabody Picture Vocabulary Test 3rd Edition, VABS-II Vineland Adaptive Behavior Scales 2nd Edition
^aIndicated pairwise group differences (< or >) based on p values adjusted using the False Discovery Rate method (q < .05) [63]
^bStandard scores (M = 100, SD = 15)
^cFor PIQ, the ALI group did not differ significantly from either the SLI or the ALN groups
^dThis score ranges from 0–10 [59]
^ePositive SIDI scores indicate primarily structural language difficulties; negative scores indicate primarily pragmatic/social difficulties

ISSN: 1866-1955