Does a child’s language ability affect the correspondence between parent and teacher ratings of ADHD symptoms?

BMC Psychiatry

Table 1 Demographics of the study sample (means (SD))

	Typical language	Low language	F Values	p Values
N	94	106
Age	71.52 (4.84)	72.20 (4.62)	F(1199) = 1.02	p = .31
% male	45.74	51.89	Chi2(1) = 0.75	p = .39
CCC-S (raw score/max 39)	5.34 (5.65)	24.74 (8.19)	F(1199) = 386.54	p < .001
CCC-S (z-score)	−.40 (.93)	1.48 (.38)	F(1199) = 335.33	p < .001
Language composite (z-score)¹	.36 (.97)	−.81 (.97)	F(1191) = 69.99	P < .001

Note: CCC-S z-scores are raw scores adjusted for age and sex and standardised on the whole sample participating at Stage 1; they have a mean of 0 and SD of 1 with higher scores indicating more impairment; ¹8 children with LL were unable to complete the 6 core language tests

ISSN: 1471-244X