Comparisons of the independence-frequency gaps across setting, severity and diagnosis for children with only one diagnosis of all severity levels in body function.

a Values are mean (±SD) of the gap of the scores between independence and frequency, and the values in bold present positive gaps.b The domains of school setting are only applicable for children with the occupation of student, therefore the number of participants (n = 13,520) of this domains would be less than the other domains (n = 13,906).c The values of the gaps were compared across setting using repeated measured ANOVA.d The post hoc analyses across settings were performed using Scheffé's method.e The values of the gaps were compared across diagnostic/severity groups using one-way ANOVA.f The values of the gaps were compared across diagnostic/severity groups using Welch ANOVA because the data fail to meet the equal variance assumption by significant Levene's test for homogeneity of variancesg The post hoc analyses across diagnostic groups were performed across diagnostic groups with Scheffé's method.h The post hoc analyses across diagnostic/severity groups were performed using Games-Howell post hoc analysis because the data fail to meet the equal variance assumption by significant Levene's test for homogeneity of variances.HCLA = home and community living activities; ID = Intellectual disability; ASD = Autistic spectrum disorder; LH = language/hearing impairment; CP = Cerebral palsy; Mil = mild; Mod = moderate; S = severe; P = profoundComparisons of the independence-frequency gaps across setting, severity and diagnosis for children with only one diagnosis of all severity levels in body function.

a. 数值为独立性评分与频率评分差值的均值（±标准差），其中加粗数值代表差值为正。
b. 学校环境维度仅适用于职业为学生的儿童，因此该维度的参与者人数（n=13520）少于其他维度（n=13906）。
c. 采用重复测量方差分析（repeated measured ANOVA）对不同环境下的差值进行比较。
d. 采用谢弗法（Scheffé's method）开展不同环境间的事后分析。
e. 采用单因素方差分析（one-way ANOVA）对不同诊断/严重程度组间的差值进行比较。
f. 由于莱文方差齐性检验（Levene's test for homogeneity of variances）结果显著，数据不满足方差齐性假设，因此采用韦尔奇方差分析（Welch ANOVA）对不同诊断/严重程度组间的差值进行比较。
g. 采用谢弗法开展不同诊断组间的事后分析。
h. 由于莱文方差齐性检验结果显著，数据不满足方差齐性假设，因此采用Games-Howell事后检验对不同诊断/严重程度组间开展事后分析。

HCLA=家庭与社区生活活动（home and community living activities, HCLA）；ID=智力障碍（Intellectual disability, ID）；ASD=孤独症谱系障碍（Autistic spectrum disorder, ASD）；LH=语言/听力障碍（language/hearing impairment, LH）；CP=脑性瘫痪（Cerebral palsy, CP）；Mil=轻度（mild, Mil）；Mod=中度（moderate, Mod）；S=重度（severe, S）；P=极重度（profound, P）

仅患单一诊断且涵盖所有严重程度等级的儿童，其身体功能维度下独立性-频率评分差值在不同环境、严重程度及诊断类别间的比较。