title: Gender differences in quality of schoolwork task performance among typically developing students and students at risk of or with mild disabilities.
abstract: OBJECTIVE
  As no studies have examined for gender differences in quality of schoolwork task performance, the purpose of this study was to examine whether there is a gender difference in quality of schoolwork task performance among students at risk of or with mild disabilities, and to compare any identified differences to those that might exist among their typically developing peers.
  
  
  METHODS
  The participants were 2510 students (typically developing = 412 girls, 422 boys; at risk = 147 girls, 379 boys; mild = 242 girls, 901 boys), 4-10 years of age. Schoolwork task performance was measured using the School Version of the Assessment of Motor and Process Skills (School AMPS).
  
  
  RESULTS
  Regression analyses revealed no significant gender or age-by-gender interaction effects for any of the three groups (typically developing, at risk, mild).
  
  
  CONCLUSIONS
  The results, focused on occupational performance, complement prior research that has focused on examining for gender differences in behaviour, academic achievement, and coordination among students with mild disabilities. These results also suggest that current School AMPS normative values, based on combined gender means, are valid.
authors.affiliation: Division of Occupational Therapy, Department of Community Medicine and Rehabilitation, Umeå University, Umeå, Sweden. maria.sperens@occupther.umu.se
authors.forename: Maria
authors.initials: M
authors.lastname: Sperens
authors.forename: Michaela
authors.initials: M
authors.lastname: Munkholm
authors.forename: Anne G
authors.initials: AG
authors.lastname: Fisher
mesh_terms: D000203:Activities of Daily Living; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology; D008297:Male; D019957:Motor Skills Disorders / Q000523:psychology; D012574:Schools; D012737:Sex Factors; D013647:Task Performance and Analysis