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.

Table 2 Correlation between the social skills subscales of the Social Skills Improvement System Rating Scales and child characteristics at exit (n = 21)

	Communication	Cooperation	Assertion	Responsibility	Empathy	Engagement	Self-control	Social skills scale
Cognitive ability (MSEL)
Visual reception	0.590a	-0.065	0.660a	0.114	0.591a	0.697b	0.161	0.468
Fine motor	0.606a	-0.03	0.671a	0.14	0.574a	0.733b	0.182	0.492
Receptive language	0.665a	0.101	0.718b	0.29	0.574a	0.792b	0.326	0.600a
Expressive language	0.784b	0.151	0.793b	0.259	0.651a	0.833b	0.321	0.655a
Early learning composite	0.784b	0.151	0.793b	0.259	0.651a	0.833b	0.321	0.655a
Adaptive function (VABS)
Communication	0.732b	0.076	0.597a	0.416	0.563a	0.698b	0.319	0.591a
Daily living skills	0.656a	0.145	0.497	0.437	0.479	0.570a	0.372	0.548
Socialisation	0.677a	-0.099	0.695b	0.195	0.443	0.634a	0.096	0.464
Motor skills	0.799b	0.329	0.836b	0.35	0.529	0.717b	0.343	0.680a
Adaptive behaviour composite	0.815b	0.136	0.821b	0.338	0.580a	0.762b	0.261	0.647a
Autism symptoms (SCQ)
Total score	-0.28	0.482	-0.4	0.218	-0.245	-0.256	0.289	-0.032
Repetitive behaviours (RBS)
Stereotypic	-0.45	0.09	-0.331	-0.244	-0.358	-0.187	-0.346	-0.294
Self-injurious	0.107	0.29	0.168	0.222	-0.084	0.303	0.239	0.213
Compulsive	-0.291	0.099	-0.095	-0.194	-0.195	-0.03	-0.211	-0.153
Ritualistic	0.176	0.396	0.199	0.322	-0.044	0.319	0.317	0.289
Restricted interests	-0.38	0.035	-0.362	-0.029	-0.405	-0.121	-0.089	-0.201

^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.

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.