Transition from early intervention program to primary school in children with autism spectrum disorder

Table 1 Correlation between Teacher Rating Scale of School Adjustment and child characteristics at exit (n = 21)

	Cooperative participation	Independent participation	Likes School	Avoids School	Comfortable with teacher
Cognitive ability (MSEL)
Visual reception	0.317	0.442	0.26	0.406	0.574a
Fine motor	0.318	0.486	0.454	0.421	0.622a
Receptive language	0.469	0.488	0.364	0.289	0.598a
Expressive language	0.453	0.603a	0.316	0.284	0.635a
Early learning composite	0.453	0.603a	0.316	0.284	0.635a
Adaptive function (VABS)
Communication	0.596a	0.588a	0.124	-0.018	0.493
Daily living skills	0.531	0.505	0.051	-0.212	0.355
Socialisation	0.411	0.555a	0.22	0.045	0.519
Motor skills	0.568a	0.721b	0.445	-0.004	0.621a
Adaptive behaviour composite	0.567a	0.727b	0.332	-0.031	0.621a
Autism symptoms (SCQ)
Total score	0.027	-0.156	-0.286	-0.254	-0.493
Repetitive behaviours (RBS)
Stereotypic	-0.206	-0.248	0.209	0.129	-0.044
Self-injurious	0.204	0.301	0.353	0.454	-0.025
Compulsive	-0.188	-0.101	0.313	0.09	-0.065
Ritualistic	0.28	0.319	0.343	0.4	0.021
Restricted interests	-0.177	-0.258	0.189	0.49	-0.381

^aP < 0.05,

^bP < 0.01. MSEL: Mullen Scales of Early Learning; VABS; Vineland Adaptive Behaviour Scales; SCQ: Social Communication Questionnaire; RBS: Repetitive Behaviour Scale.