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Table 1 Demographic and diagnostic characteristics of the sample

From: Cognitive and affective perspective-taking in conduct-disordered children high and low on callous-unemotional traits

Characteristic CD-high-CU
(n = 30)
CD-low-CU
(n = 42)
Control
(n = 50)
Statistic
Age. M (SD) 9.37 (1.2) 9.00 (.98) 9.04 (.70) F (2, 119) = 1.6
SES. M (SD) 33.23 (18.20) 36.10 (19.53) 38.32 (20.59) χ2(2, 122) = 2.78
Gender. % female 3.3% 4.8% 6% χ2 (2, 122) = .48
CU Traits. Mdn (IQR) 10 (1)a 4 (4)b 3.5 (3)b χ2 (2, 122) = 69.62**
Conduct problems. Mdn (IQR) 18 (3)a 15 (5.25)b 4 (5)c χ2(2, 122) = 91.53**
CD/ODD diagnosis (%) 100 100 0  
ADHD diagnosis (%) 33.3% 28.57% 14% χ2(2, 122) = 4.68
Anxiety diagnosis (%) 16.67% 26.19% 14% χ2(2, 122) = 2.34
Depression diagnosis (%) 20% 16.67% 4% χ2(2, 122) = 5.59
Expressive language. Mdn(IQR) 93 (20.25) 90.5 (27.25) 95.5 (12) χ2(2, 122) = 2.42
  1. Note: Level of conduct problems was determined by the Revised Rutter Teacher conduct difficulties subscale (Hogg et al., 1997); ODD = Oppositional Defiant Disorder; ADHD = Attention Deficit and Hyperactive Disorder; ADHD, CD/ODD, Anxiety and Depression diagnoses were determined by diagnostic information contained in the participants files. Expressive language was determined by the Word Definition Test (WD-BASII) British Ability Scales II; SES (socioeconomic status) was determined by the Duncan's socioeconomic index (Hauser & Featherman, 1977); M: Mean, Mdn: Median; IQR = Interquartile Range; SD = Standard Deviation; Effects on CD diagnosis could not be calculated because no diagnoses were present in the control group; Medians in the same row that do not share subscripts differ at p < .05 in the Mann-Whitney U procedure.
  2. **p < .001