Pupils with ability below class average
| Ability | Mild (n = 33) | Moderate (n = 13) | Severe (n = 19) | Control (n = 14) | Significance |
|---|---|---|---|---|---|
| Ability to focus attention | 15 (45.5%) | 5 (38.5%) | 7 (38.9%) | 2 (14.3%) | p = 0.42, χ2 = 6.01 |
| Ability to maintain attention | 12 (36.4%) | 3 (23.1%) | 7 (38.9%) | 3 (21.4%) | p = 0.39, χ2 = 6.28 |
| Ability to shift attention | 9 (27.3%) | 0 | 5 (26.3%) | 1 (7.1%) | p = 0.27, χ2 = 7.64 |
| Ability to divide attention between topics | 11 (33.3%) | 2 (15.4%) | 4 (21.1%) | 3 (21.4%) | p = 0.72, χ2 = 3.67 |
| Ability to analyse a task into component parts | 10 (30.3%) | 1 (7.7%) | 6 (31.6%) | 3 (21.4%) | p = 0.48, χ2 = 5.53 |
| Ability to grasp the main concept from detailed information | 9 (27.3%) | 1 (7.7%) | 8 (42.1%) | 4 (28.6%) | p = 0.11, χ2 = 10.74 |
| Ability to consider a variety of solutions | 11 (33.3%) | 1 (7.7%) | 6 (31.6%) | 2 (14.3%) | p = 0.25, χ2 = 7.88 |
| Ability to plan activities | 11 (33.3%) | 1 (7.7%) | 5 (26.3%) | 2 (14.3%) | p = 0.04, χ2 = 13.04 |
| Ability to initiate behaviour (ie start a task without help) | 14 (42.4%) | 2 (15.4%) | 6 (31.6%) | 3 (21.4%) | p = 0.36, χ2 = 6.61 |
| Ability to respond to others to ensure that behaviour is always socially appropriate | 8 (24.2%) | 3 (23.1%) | 5 (26.3%) | 0 | p = 0.53, χ2 = 5.09 |