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

Table 3 Correlation between the problem behaviours subscales of the Social Skills Improvement System Rating Scales and child characteristics at exit (n = 21)

	Bullying	Hyperactivity/inattention	Externalising	Internalising	Problem behaviours scale	Academic competence scale
Cognitive ability (MSEL)
Visual reception	0.233	0.005	0.218	-0.145	0.001	0.158
Fine motor	0.232	0.013	0.245	-0.28	0	0.101
Receptive language	0.097	-0.086	0.145	-0.167	-0.066	0.201
Expressive language	0.158	-0.119	0.146	-0.204	-0.08	0.093
Early learning composite	0.158	-0.119	0.146	-0.204	-0.08	0.093
Adaptive function (VABS)
Communication	-0.083	-0.315	-0.095	-0.476	-0.374	-0.214
Daily living skills	-0.099	-0.374	-0.201	-0.452	-0.415	-0.025
Socialisation	0.243	-0.006	0.245	-0.237	-0.051	0.013
Motor skills	0.166	-0.186	0.113	-0.078	-0.104	0.384
Adaptive behaviour composite	0.149	-0.164	0.125	-0.257	-0.171	0.227
Autism symptoms (SCQ)
Total score	-0.382	-0.296	-0.443	0.497	-0.138	0.404
Repetitive behaviours (RBS)
Stereotypic	-0.228	0.023	-0.05	0.088	0.113	0.334
Self-injurious	0.004	-0.112	-0.031	0.255	0.033	0.41
Compulsive	-0.032	0.133	0.136	0.267	0.256	0.314
Ritualistic	-0.147	-0.188	-0.098	0.237	-0.045	0.36
Restricted interests	-0.140	0.075	0.031	0.317	0.17	0.179

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