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Table 3 Descriptive statistics for final matched groups (ASD n = 24; TD n = 24)

From: Towards greater transparency in neurodevelopmental disorders research: use of a proposed workflow and propensity scores to facilitate selection of matched groups

  ASD (n = 24) TD (n = 24) p d vr
English- and French-dominant speaking children (En to Fr) 11:13 10:14 1   
Block order (order 1 to order 2) 12:12 13:11 1   
Agea 8.83 (1.26) 8.70 (1.12) .713 .11 1.27
Nonverbal IQa 108.29 (12.65) 109.50 (13.24) .748 − .09 .91
CELF-4 Word Associationsa 29.92 (15.01) 33.29 (11.17) .382 − .26 1.80
Sex (M to F) 21:3 18:6 .461   
Parental education (below to above university)c 12:12 6:18 .136   
CELF-4, Word Classes Totala, b 9.74 (3.74) 12.08 (3.06) .024* − .69 1.49
CELF-4, Recalling Sentencesa 8.08 (4.16) 11.17 (2.18) .003** − .93 3.64
Vineland Socialization subscalea 76.83 (11.64) 110.00 (11.88) < .001*** − 2.82 0.96
Social Communication Questionnairea 20.88 (5.83) 4.42 (2.62) < .001*** 3.64 4.95
  1. Variables are sorted in descending order based on p values
  2. Continuous and categorical variables were analyzed using paired sample t tests and Fisher’s exact tests, respectively
  3. Negative values for Cohen’s d indicate higher values in the TD group
  4. d Cohen’s d, vr variance ratio
  5. *p < .05, **p < .01, ***p < .001
  6. aThe values shown are the mean (SD)
  7. bOne child with ASD did not complete this measure
  8. cFor all children, this is based on the mother except for one TD child where the mother’s education was not provided; thus, the father’s education was used instead