Sentences with phrase «abnormal range»

6 Thus the analysis identifies which characteristics are statistically significantly related to (or «associated with») a child having a score in the borderline or abnormal range at school entry.

During examination, your veterinarian will be looking for soft tissue swelling, pain or discomfort, abnormal range of motion and instability when the joints are stressed.

For example, one - fifth of children (19 %) in the highest income group had scores in the borderline or abnormal ranges for conduct problems at school entry compared with a little over two - fifths of children in the lowest income group (43 %).

Whilst a descriptive overview of the types of children scoring in the borderline or abnormal ranges on each scale is provided, multivariate regression analysis was used to determine which characteristics are related to an increased risk of having difficulties in each of the domains when holding other, potentially confounding, characteristics constant.

Hyperactivity was the only behaviour affected by the child's gender with boys more likely to have difficulties in this domain than girls; 22 % of boys returned a score in the borderline or abnormal range compared with 15 % of girls.

For example, in the second column of Table A. 1, which contains the results of the regression model seeking to identify factors related to the sample child having a conduct problems score in the borderline or abnormal range at school entry, the category of temporarily or always fair, bad or very bad health returns an odds ratio of 2.09.

Those children who had this type of interaction less often than fortnightly, or never, were more likely to score in the borderline or abnormal range for conduct, hyperactivity and peer problems as well as for the total difficulties score.

Her owners initially suspected a neck injury, as she was not able to raise her head or neck, and seemed to have abnormal range of motion through her cervical spine.

Forty - four per cent of children in stable and repartnered lone parent families had a conduct score in the borderline or abnormal range compared with 31 % of children who experienced parental separation and 23 % in stable couple families.

Dr. Weiden said that eosinophil levels are nearly always checked as part of routine blood tests, many patients are unaware of that fact unless they have allergies, which can push levels into an abnormal range.

Increasing my dosage to 65 mg didn't help and made my T3 go into the abnormal range and my Tsh dropped really low, under 1.

A blood pressure of 120/80 is considered healthy and if the upper or lower number deviates by 10 your blood pressure is in an abnormal range.

If that cat is stressed with major illness or surgery, the kidneys may fail, sending the blood test levels quickly into the abnormal range.

Dogs testing in the abnormal range were generally considered affected with vWD and at risk for transmitting an abnormal vWF gene to their offspring, and in some individuals for expressing an abnormal bleeding tendency.

Only between 5 % and 12 % of children are reported by their parents to have behaviour which places them within the abnormal range on any subscale indicating severe difficulties.

Thirty - nine percent of children whose hyperactivity score at age 3 was in the abnormal range had a score in the normal range at school entry.

Children scoring in the abnormal range in any domain at age 3 have around 10 times the odds of scoring in the borderline or abnormal range at school entry than do children whose scores were not in those ranges at age 3.

Various background characteristics of children were explored to identify the children most likely to score in the borderline or abnormal ranges of each of the SDQ scales at entry to primary school.

There were no statistically significant differences in the proportion of children whose scores were classified into each of the normal, borderline and abnormal ranges nor in average scores by age of entry to primary school.

Table 3.1 Socio - demographic and socio - economic characteristics of children who score in the borderline or abnormal ranges for each SDQ sub-scale and the total difficulties scale at school entry

Forty - seven percent of children with scores in the abnormal range for peer problems at school entry had no such difficulties according to their score at pre-school.

Fifty - two per cent of children with conduct problem scores in the abnormal range at school entry also had scores in the abnormal range at pre-school.

Around two - fifths (42 %) of those with scores in the abnormal range for total difficulties at primary school entry also had scores in that classification at pre-school (data not shown in table).

Almost half of all children (47 %) whose total difficulties score at pre-school was in the abnormal range also had a score in the abnormal range at school entry.

Factors significantly associated with a score in the borderline or abnormal range for each of the sub-scales and the total difficulties scale at school entry are summarised in Figure 3 B. (see also Table A1.1 in Appendix 1).

Table 3.1 illustrates the proportion of children with particular socio - demographic and socio - economic characteristics who scored in the borderline or abnormal ranges of each of the SDQ difficulties scales and the overall scale at school entry.

Around two - thirds (65 %) of the 123 children with emotional symptoms scores in the abnormal range at school entry had scored in the normal range at pre-school.

Children with two or more siblings in the household at age 2 were half as likely as children who were the only child in the household to have an emotional symptoms score in the borderline or abnormal range (8 % compared with 15 %).

The aim of this chapter is to identify the children most likely to score in the borderline or abnormal ranges of each of the SDQ scales at entry to primary school.

This indicates that the odds of children whose health was temporarily or always poor having a conduct problems score in the borderline or abnormal range at school entry are 2.09 times greater than they are for children whose health is always good or very good (the reference category).

The data also indicates that most children have good pro-social behaviour with just 7 % scoring in the borderline or abnormal range for that scale.

In relation to the peer problems scale for example, 15 % of children who experienced this social interaction fortnightly or more often scored in the borderline or abnormal range compared with 23 % of children who experienced it less often or never.

Many children with scores in the abnormal range at pre-school had also moved into either the normal or borderline range by entry to primary school demonstrating an improvement in social development over that time.

Table 3.2 Parenting experiences and health and development characteristics of children who score in the borderline or abnormal ranges for each SDQ sub-scale and the total difficulties scale at primary school entry

8 The results show that for each of the SDQ difficulty scales, those children who scored in the borderline or abnormal range were very likely to also have a score in the borderline or abnormal range at school entry.

For example, 40 % of children whose parents used both smacking and shouting had scores in the borderline or abnormal range of the conduct problems scale compared with 19 % of children who parents used neither.

Again, these results broadly match the normative SDQ data in which 8 % of 5 - 10 year olds score within the abnormal range for the total difficulties scale, and where the mean difficulties score is 8.6.

Those children whose health was reported as fair, bad or very bad at any point during that time - that is either temporarily (at any single sweep), or always (at all sweeps)- were more likely to have scores in the borderline and abnormal ranges at school entry.

Figure 3 B Factors significantly associated with a score in the borderline or abnormal range at school

For example, 22 % of children who temporarily or always had poorer health had scores in the borderline or abnormal range of the emotional symptoms score at school entry compared with 10 % of those who reported no poorer health.

Table 4.3 illustrates the proportion of children with scores in the normal, borderline and abnormal ranges at pre-school whose score fell into each of those ranges at entry to primary school.

Notably, early problems with language development was one of the few factors significantly associated with peer problems; 23 % of children who were reported to have language difficulties at age 2 had peer problem scores in the borderline or abnormal range at school entry compared with 14 % of those with no language difficulties.

Notably, and as seen in section 2.1 above, the overall proportions of children with scores in the abnormal range for emotional symptoms and peer problems is quite small.

Shyness on the other hand is said to be related to poorer social competence, lower self - esteem, anxiety and peer rejection, which may be more reflective of the children who score in the abnormal range on the pro-social scale and also on the unpopularity scale.