Psychology: Research and Review
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 |