Children’s stress activation in integrated early childhood special education and its connections to special educational needs and temperament

Figures & data

Table 1. Participants’ status groups.

Children without SEN	Children with language disorders	Children with self-regulatory difficulties	Children with severe disabilities
N = 45	N = 15	N = 10	N = 6
male 17	male 11	male 8	male 6
female 28	female 4	female 2	female 0

Table 2. Status groups’ means and standard deviations (Salivary cortisol nmol).

	Cortisol Day 1 morning	Cortisol Day 1 afternoon	Cortisol Day 2 morning	Cortisol Day 2 afternoon
Children without SEN	Mean 11.20 Sd 6.77	Mean 11.34 Sd 5.73	Mean 11.32 Sd 7.10	Mean 11.90 Sd 5.64
Children with language disorders	Mean11.92 Sd 6.61	Mean 11.32 Sd 8.51	Mean 15.10 Sd 11.12	Mean 8.99 Sd 4.10
Children with self-regulation difficulties	Mean 11.74 Sd 6.77	Mean 10.65 Sd 4.38	Mean 11.22 Sd 8.56	Mean 8.37 Sd 1.60
Children with severe disabilities	Mean 13.00 Sd 7.25	Mean 15.06 Sd 5.67	Mean 17.04 Sd 10.80	Mean 15.17 Sd 8.88

Figure 1. Cortisol declines from morning to afternoon of all the status groups.

Table 3. Correlation between stress regulation, children’s SEN and temperament.

	Children without SEN	Children with language disorders	Children with self-regulatory difficulties	Children with severe disabilities
Negative Affectivity	Mean 4.27 Sd .48	Mean 4.42 Sd .49	Mean 4.16 Sd. .47	Mean 4.07 Sd .13
Effortful Control	Mean 5.09 Sd .69	Mean 5.04 Sd .42	Mean 5.32 Sd .42	Mean 5.22 Sd .45
Extraversion/Surgency	Mean 4.51 Sd .49	Mean 4.33 Sd .29	Mean 4.50 Sd .33	Mean 4.56 Sd .57