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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