TABLE 1.

Variables used in multiple correspondence analysis among preschool-aged children with autism spectrum disorder and those with subthreshold characteristics and associated references to support their inclusion in the analysis

	Multiple correspondence variables	Categorical scores used in analysis
Autism Diagnostic  Observation Schedule (ADOS)	Autism symptom severitya,b,c,d,e,f	0 = Low to moderate symptoms 1 = High level of symptoms
Autism Diagnostic  Interview—Revised (ADI-R)	Age at language developmentc,g,h Age at walkingg	0 = 15 months or younger 1 = 16 months or older
	History of regressionc Insistence on samenessi Repetitive behavior with objectsg,h Repetitive motor mannerismsd,g Restricted interestsd,i Self-injurious behaviorsb,g,i Unusual sensory responseg,h,i	0 = Not reported 1 = Reported
Maternal interview	Early recognition of epilepsy/seizure disorderb,c,h	0 = Not reported 1 = Reported
Child Behavior  Checklist (CBCL)	Aggressive behaviorsf Anxiety/depressiong Attention problemsf,h Emotional reactivityg Sleep problemsg Somatic complaintsg Withdrawn behaviorsg	0 = t scores of 64 or lower 1 = t scores of 65 or higher
Mullen Scales of Early  Learning (MSEL)	Expressive language skillsb,d,e,h,i,j Fine motor skills d,j Receptive language skillsd,i,j Visual reception skillsd,f,i,j	0 = t scores of 40 or higher 1 = t scores of 39 or lower
Social  Communication  Questionnaire (SCQ)	Social communication abilitiesd,i	0 = Scores lower than 17 1 = Scores of 17 or higher

Note: In general, scores of 1 represent a delay or deficit in the child.

Associated references represented as superscript numbers.

^aAbu-Akel et al. (2019).

^bBaghdadli et al. (2012).

^cCohen et al. (2016).

^dGeorgiades et al. (2013).

^eHu and Steinberg (2009).

^fVisser et al. (2018).

^gSacco et al. (2012).

^hCuccaro et al. (2012).

ⁱZheng et al. (2020).

^jKim et al. (2016).