Table 3 Comparison of child, parent, household, and clinical variables across the four latent classes, Psychiatric Children's Hospital, Mexico City, Mexico, 2017–2019 (n = 74).

From: Children and adolescents with neurodevelopmental disorders show cognitive heterogeneity and require a person-centered approach

Characteristics	Latent classes				p value
Characteristics	Class 1—“Lower Cognitive Profile” (n = 33)	Class 2—“Lower Working Memory” (n = 12)	Class 3—“Higher Working Memory” (n = 17)	Class 4—“Higher Cognitive Profile” (n = 12)	p value
Child
Age (Mean ± SD)	9.55 ± 2.68	10.42 ± 3.45	9.35 ± 2.47	9.75 ± 2.96	0.77**
Sex (%)
Male	78.79	66.67	100.00	66.67	0.04*
Female	21.21	33.33	0.00	33.33	0.04*
Regular school attendance (%)
No	9.09	0.00	5.88	0.00	0.81*
Yes	90.91	100.00	94.12	100.00	0.81*
School type (%)
Public	90.00	83.33	68.75	58.33	0.09*
Private	10.00	16.67	31.25	41.67	0.09*
Education type (%)
Regular	56.67	91.67	93.75	91.67	0.01*
Special education	43.33	8.33	6.25	8.33	0.01*
Current level in school (%)
None	9.09	0.00	0.00	0.00	0.51*
Pre-school	9.09	0.00	0.00	0.00
Elementary school	69.70	66.67	70.59	75.00
Junior high school	12.12	25.00	29.41	25.00
High school	0.00	8.33	0.00	0.00
Parent
Mother's age (Mean ± SD)	38.61 ± 7.51	38.58 ± 5.30	38.65 ± 7.30	39.00 ± 6.81	0.99**
Mother's educational level^a (%)
Elementary school or less	12.12	8.33	11.76	8.33	0.32*
Junior-high school	33.33	41.67	35.29	0.00
High school or some university	33.33	33.33	23.53	66.67
University	21.21	16.67	29.41	25.00
Mother's employment status^b (%)
Unpaid occupation	69.70	50.00	47.06	25.00	0.05*
Paid occupation	30.30	50.00	52.94	75.00	0.05*
Father's age (Mean ± SD)	39.82 ± 7.27	40.50 ± 4.87	42.59 ± 8.49	42.42 ± 9.39	0.58**
Father's educational level^a (%)
Elementary school or less	12.12	25.00	5.88	0.00	0.43*
Junior-high school	42.42	41.67	41.18	16.67
High school or some university	27.27	16.67	29.41	58.33
University	18.18	16.67	23.53	25.00
Father's employment status^b (%)
Unpaid occupation	3.03	8.33	5.88	0.00	0.86*
Paid occupation	96.97	91.67	94.12	100.00	0.86*
Household
Household type (%)
Extended	27.27	16.67	17.65	33.33	0.71*
Nuclear	72.73	83.33	82.35	66.67	0.71*
Socioeconomic level^c (%)
Low	60.61	75.00	58.82	16.67	0.15*
Middle	39.39	25.00	41.18	83.33	0.15*
Child's Cognitive profile, Neurodevelopmental Diagnoses and Functioning
WISC-IV Indices Scores (mean ± SD)
Working memory^d	0.06 ± 0.35	0.17 ± 0.39	1.65 ± 0.86	3.08 ± 0.66	< 0.01**
Verbal comprehension^d	0.06 ± 0.24	0.25 ± 0.45	2.06 ± 0.75	3.33 ± 0.98	< 0.01**
Processing speed^e	0.27 ± 0.57	2.08 ± 0.67	2.06 ± 0.82	3.50 ± 1.00	< 0.01**
Perceptual reasoning^e	0.24 ± 0.50	2.25 ± 1.14	2.71 ± 0.59	3.75 ± 0.96	< 0.01**
Single or comorbid neurodevelopmental diagnoses (%)
Intellectual Development Disorder (ID)	12.13	8.33	0.00	0.00	< 0.01*
Attention Deficit Hyperactivity Disorder (ADHD)	0.00	8.33	41.18	16.67
Autism Spectrum Disorders (ASD)	0.00	25.00	23.53	25.00
ID + ADHD	24.24	25.00	0.00	0.00
ID + ASD	36.36	16.67	0.00	0.00
ADHD + ASD	0.00	8.33	35.29	8.33
ID + ADHD + ASD	27.27	8.33	0.00	0.00
Participants without neurodevelopmental disorders	0.00	0.00	0.00	50.00
Functioning difficulties^f (%)
Without functioning difficulty	9.09	33.33	35.29	41.67	0.03*
With functioning difficulty	90.91	66.67	64.71	58.33	0.03*

^aMother's or Father's educational level: elementary school or less (Incomplete or complete elementary school), Junior-high school (Incomplete or complete junior-high school), high school or some university (Complete high-school or incomplete bachelor's degree), and University or more (Bachelor's degree or postgraduate level).
^bMother's and Father's employment status: unpaid (Housewives and unemployed), and paid occupation (any employment with salary for the realized work).
^c6 missing values for socioeconomic level.
^dBonferroni post hoc analysis: no significant differences were observed between class 1 and class 2; significant differences were observed between the rest of the pairs of classes.
^eBonferroni post hoc analysis: no significant differences were observed between class 2 and class 3; significant differences were observed between the rest of the pairs of classes.
^fFunctioning difficulties according to the Washington Group-UNICEF module in at least one of the following domains: seeing, hearing, walking, self-care, communication, learning, memory, concentration, acceptance of change, behavior regulation, making friends, anxiety and depression.
*Exact Fisher Test.
**One factor ANOVA test.

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Table 3 Comparison of child, parent, household, and clinical variables across the four latent classes, Psychiatric Children's Hospital, Mexico City, Mexico, 2017–2019 (n = 74).

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