Assessing the Discriminative Ability and Internal Consistency of the School Outcomes Measure

Table 5

Differences in sum scores by GMFCS Levels I–III versus IV-V and I-II versus III–V.

Subscale	Estimate	Standard error	𝑡 value	Pr > |𝑡|
GMFCS Levels I–III versus IV-V
Self-care	9.9473684	1.1218986	8.87	<.0001
Mobility	27.447500	1.9138478	14.34	<.0001
Assuming a student’s role—preschool/elementary	25.428571	6.2482650	4.07	0.0016
Assuming a student’s role—secondary	*	*	*	*
Expresses learning—unable to use speech	4.8333333	1.1893368	4.06	0.0003
Expresses learning—all students	−1.7777777	1.7642292	−1.01	0.3214
Behavior	2.0661696	1.4673178	1.41	0.1639
GMFCS Levels I-II versus III–V
Self-care	9.6166666	1.1574110	8.31	<.0001
Mobility	26.757389	2.0214822	13.24	<.0001
Assuming a student’s role—preschool/elementary	25.428571	6.2482650	4.07	0.0016
Assuming a student’s role—secondary	*	*	*	*
Expresses learning—unable to use speech	5.4076923	1.2115481	4.46	<.0001
Expresses learning—all students	−1.0260869	1.7276662	−0.59	0.5569
Behavior	1.7757352	1.4628238	1.21	0.2292

∗N/A as no secondary students in Levels I–III.