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Table 1 Sample characteristics of the children with 22q11DS (n = 44) and the TD children (n = 81)

From: Executive functioning in preschoolers with 22q11.2 deletion syndrome and the impact of congenital heart defects

 

22q11DS

TD

 

N female (%)

19 (43%)

45 (56%)

χ2(1) = 1.29, p = 0.26, V = 0.12

Mean age (SD)

4.9 (1.0)

4.7 (0.9)

t(79.229) = 1.63, p = .21, g = 0.21

Range (year;month)

3;1–6;5

3;0–6;6

 

Mean IQa (SD)

80.2 (11.7)

105.6 (13.4)

t(93.989) = 117.07, p < 0.001, g = 1.98

Range

50–103

78–139

 

Mean SESb (SD)

6.4 (1.8)

7.8 (1.3)

t(69.007) = 20.96, p < 0.001, g = 0.94

Range

2–9

3.5–9

 

Mean PPVTc (SD)

83.7 (14.0)

108.5 (11.9)

t(72.374) = 24.74, p < 0.001, g = 1.96

Range

55–114

79–145

 

Mean CLIc (SD)

70.8 (12.2)

105.7 (13.3)

t(73.420) = 34.89, p < 0.001, g = 2.69

Range

55–102

79–133

 
  1. Abbreviations: 22q11DS 22q11.2 deletion syndrome, CLI Core Language Index, IQ Intelligence Quotient, PPVT Peabody Picture Vocabulary Test, SD standard deviation, SES socio-economic status, TD typically developing
  2. aFor children with 22q11DS, intelligence quotient (IQ) scores were obtained from medical records or school. These IQ tests were administered by a licensed psychologist in the context of formal cognitive assessments. Two children with 22q11DS had no recent IQ scores. For one of these children a trained researcher from the current study administered the shortened version of the Wechsler Non-Verbal (WNV) [102]. For TD children, the shortened version of the WNV was administered by one of the trained researchers from the current study. A valid IQ score could not be obtained for one TD child after repeated non-compliance to the task instructions
  3. bSocioeconomic status was indexed by the average education level of both parents, ranked on a 9-point scale reflecting the Dutch educational system, ranging from 1 ‘not completed primary education’ to 9 ‘university degree’. The average both parents was taken unless the child came from a single parent household (22q11DS n = 5; TD n = 0). SES is missing for one TD child, as parents declined to answer
  4. cThe PPVT-III-NL is a measure of receptive vocabulary and the CLI from the CELF Preschool-2-NL is an index score that reflects overall language ability. Both are normed with a mean of 100 and an SD of 15. For a detailed description of the language profile of the 22q11DS sample see [101] and [103]. For the 22q11DS group: PPVT n = 42 and CLI n = 36; for the TD group CLI n = 80
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Journal of Neurodevelopmental Disorders

ISSN: 1866-1955

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