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