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Table 1 Description of the sample

From: Behavior problems and social competence in Brazilian children with specific language impairment

  Frequency Percentage (%)
Educational status
 Parental highest educational level (N = 24)
  Elementary school 7 29.2
  Middle school 1 4.2
  High school 11 45.8
  Post-secondary education 5 20.8
 Children’s grade at school (N = 24)
  1st Grade 2 8.3
  2nd Grade 13 54.2
  3rd Grade 6 25.0
  4th Grade 3 12.5
Gender
  Male 20 83.3
  Female 4 16.7
Children’s intellectual performance
 Children’s nonverbal IQa (N = 24)
  Superior 2 8.3
  Above the mean 6 25.0
  Mean 15 62.5
  Below the mean 1 4.2
Children’s language performance
 Expressive vocabulary (N = 24)
Adequate 1 4.2
  1-year gap 6 25.0
  2-years gap 4 16.7
  More than 2-years gap 13 54.2
 Nonword repetition (N = 24)
  Adequate 2 8.3
  1-year gap 2 8.3
  2-years gap 2 8.3
  More than 2-years gap 18 75.0
 CTOPP (equivalent school grade)b (N = 24)
  Grade 2 1 4.2
  Grade 1 3 12.5
  Below Grade 1 20 83.3
 Mean Length of Utterance (N = 23)
  1-year gap 3 13.0
  2-years gap 6 26.1
  More than 2-years gap 14 60.9
 Pragmatic (communication initiative) (N = 21)
  1-year gap 2 9.5
  2-years gap 1 4.8
  More than 2-years gap 18 85.7
  1. a Children were assessed on either the WISC or RAVEN
  2. b All children showed at least one year of schooling gap