| | SRS-2 (parent) | SRS-2 (teacher) | CBCL ADHP (parent) | TRF ADHP (teacher) |
|---|
| |
r
|
n
|
r
|
n
|
r
|
n
|
r
|
n
|
|---|
SRS-2 (teacher) | 0.70** | 106 | | | | | | |
CBCL ADHP (parent) | 0.58** | 113 | 0.42** | 107 | | | | |
TRF ADHP (teacher) | 0.54** | 105 | 0.70** | 102 | 0.49** | 106 | | |
DCDQ (parent) | −0.65** | 38 | −0.56** | 36 | −0.33* | 39 | −0.54** | 37 |
- Note: siblings only. For SRS-2, CBCL, and TRF, a higher score indicates more severe impairment. For DCDQ, a higher score represents better functioning
-
SRS-2 Social Responsiveness Scale-2 (T score), CBCL/TRF ADHP DSM-oriented Attention-Deficit/Hyperactivity Problems Scale (T score), from Child Behavior Checklist and Teacher Report Form, DCDQ Developmental Disorder Coordination Questionnaire (adjusted total score)
- *p < 0.05; **p < 0.01
