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

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.