Table 6.

Correlations Between Personal Narrative Writing Skills, Age, FSIQ, Language, and Theory of Mind

	Children with ASD (n = 22)
	Age	FSIQ	Core Language Score	ToM
Lexical Complexity	.34	−.58**	−.56*	−.51*
Subordination Index	.11	.27	.46*	.58**
Syntactic Diversity	.49*	−.02	.24	.57**
Grammar Errors	−.16	−.21	−.44*	−.37
Writing Convention Errors	−.39	.07	.03	.23
Evaluation	.05	.29	.31	.13
Productivity	.61**	−.13	−.13	.15
Quality	.48*	.21	.38	.54**
Personalization	.27	.14	.27	.37
	NT Children (n = 22)
	Age	FSIQ	Core Language Score	ToM
Lexical Complexity	.14	−.03	−.21	−.13
Subordination Index	.39	.39	.52**	.34
Syntactic Diversity	.69***	.44*	.58**	.36
Grammar Errors	.11	−.16	−.23	−.10
Writing Convention Errors	−.42*	−.46*	−.15	−.34
Evaluation	.18	.24	.36	.29
Productivity	.74***	.62*	.40	.39
Quality	.40	.65**	.59*	.48*
Personalizationa	---	---	---	---

Note.

^aSpearman correlations between ToM and personalization were not examined for NT children as they all told personalized stories.

^*p < .05;

^**p <.01;

^***p < .001.