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Tool-
VINELAND SOCIAL MATURITY SCALE - INDIAN
ADAPTATION
Dr. J. Bharat Raj
NAME AGE
ADDRESS:
AGE: CASE NO:
DATE O F TESTING:
SCORE:
SOCIAL AGE:
SOCIAL QUOTIENT:
LEVEL 0-1 YEAR
1. Cries/laughs
2. Balances head
3. Grasps object within reach
4. Reaches for familiar persons
5. Rolls over(unassisted)
6. Reaches for nearby objects
7. Occupies self unattended
8. Sits unsupported
9. Pulls self upright
10. Talks/imitates sounds
11. Drinks from cup or glass assisted
12. Moves about on floor(creeping/crawling)
13. Grasps with thumb and finger
14. Demands personal attention
15. Stands alone
16. Does not drool
17. Follows simple instructions
_________________________________________________________________________
SWAYAMSIDDHA PRAKASHAN, 720, 16 th^ Main,S. Puram, Mysore-9.
AGE LEVEL I-II YEAR
18. Walks about unattended
19. Marks with pencil or crayon
20. Masticates (chews)solid or semi-solid food
21. Removes shoes or sandals, pulls off socks
22. Transfers objects
23. Overcomes simple obstacles
24. Fetches or carries familiar objects
25. Drinks from cup or glass unassisted
26. Walks or uses go-cart for walking
27. Plays with own hands
28. Eats with own hands
29. Goes about house or yard
30. Discriminates edible substances from non-edibles
31. Uses names of familiar objects
32. Walks up-stairs unassisted
33. Unwraps sweets, chocolates
34. Talks in short sentences
AGE LEVEL II-III YEAR
35. Asks to go to toilet
36. Initiates own play activities
37. Removes shirt or frock
38. Eats with spoon
39. Drinks (Water) unassisted
40. Dries own hands
41. Avoids simple hazards
42. Puts on shirt or frock unassisted (need not button)
43. Can do paper folding
44. Relates experiences
AGE LEVEL III-IV YEAR
45. Walks downstairs, one step at a time
46. Plays cooperatively at kindergarten level
47. Buttons shirt or frock
48. Helps at little household tasks
49. ‘Performs’ for others
50. Washes hands unaided
AGE LEVEL X-XI YEAR
78. Writes occasional short letters to friends
79. Makes independent choice of shops
80. Does small remunerative work; makes articles
81. Answers ads ; writes letters for information
AGE LEVEL XI-XII YEAR
82. Does simple creative work
83. Is left to care for self or others
84. Enjoys reading books, News papers, Magazines
AGE LEVEL XII-XV YEAR
85. Plays difficult games
86. Exercises complete care of dress
87. Buys own clothing accessories
88. Engages in adolescent group activities
89. Performs responsible routine chores
_________0________
VINELAND SOCIAL MATURITY SCALE
INDIAN ADAPTATION
Dr. J. BHARATH RAJ
SWAYAMSIDDHA PRAKASHAN, 720, 16 th^ Main, S. Puram, Mysore-9.
This quality may be more easily identified as the social adaptability of
the individual. A person who is low in social intelligence may prove
himself unsuccessful in the day to day affairs in spite of possessing high
amounts of mechanical and abstract intelligences.
The use of this Scale at the Nagpur Child Guidance Centre has
confirmed its usefulness with the mentally retarded children. The results
to date appear so promising that the use of this scale at many other
clinics, guidance center may bring forth further valuable information.
With the arrival of more research findings in our own country may
eventually produce a scale that can be widely used in our own country
may eventually produce a scale that can widely used in our country.
It is important to remember in this context that this instrument
just not only provides a measure of Social Age and Social Quotient. It
will also indicate the social deficits and social assets in a growing child.
With the presently popular social skills training procedures these
information would go a long way in training the retarded children to be
socially self sufficient.
Although the original VSMS by Doll goes up to the level of XXV
years + level, the Nagpur Adaptation stops at XV year level. As most of
the clinical procedures of assessment and training are more often
limited to the upper age limits of 15 years, it serves the purpose well.
The only thing is that after the discovery of deficits and assets, the
therapeutic programmes should be so sorted out and tried that the child
is made more sociable, more adaptable. The modern Behaviour Therapy
procedures encompass a wide spectrum of such procedures and they
should be suitably tried with these children.
II. PROCEDURE OF ADMINISTRATION
The administration should be carried out in a semi-structured informal
atmosphere by having the mother along with the child or having the
child alone depending upon the demands made by the items. It is
preferable to request mothers to keep silent and non participant in the
testing situation but just to provide security to the child, by being
present.
In the informal clinical situation an appraisal can be made by the
clinician whether a particular behavioural (social) characteristic has
emerged or has not emerged in the repertory of the child. If the
particular characteristic described by the item has clearly emerged, a ‘+’
mark may made be on the left-side of the item. But if the evidence
proves that it has not emerged still a ‘-’ mark may be put on the left side
of the item. But if the clinician feels confident that the characteristic
might possibly have emerged but in the clinical situation it cannot be
assessed, based on supplementary information provided by the mother
half credits may be given. These half credits receive full credits within
the range of otherwise continuous plus credits.
A brief interview with the child informally would suggest to the
clinician the approximate minimal social development that might have
been attained. Just as with the Binet Scale an attempt might be made to
obtain a Basal Social Age for the child and a further developmental
appraisal may be started from that age-level. At the end of assessment
Full and Half credits mar be counted. If the total score falls exactly on
the last item of a age level, the child is given the full Social Age at that
age level. The procedure for obtaining the Social Age from the raw
- Eats things like biscuit or bread holding in his own hand or uses
spoon to eat from bowl, cup, plate.
- By actions or speech expresses to go to urinate or ease himself. May
be assisted at same.
- Occupies self at play such as drawing or coloring with pencil,
looking at books or pictures.
41 Comes in out of rain. Shows some caution regarding strangers, is
careful as regards falling on stairs.
- Gives simple accounts of experience or tells stories.
- Participates in coordinated group activity as kindergarten circle
games, cooking, group play.
- Entertains others such as in reciting, singing, dancing, some-thing
more than being 'cute’.
- Draws forms like man, house, tree, animal etc.
- Engages in tag, hide and seek, jumping rope tops, skipping, marbles.
- Hoops i.e., ring pushed by hand or stick, cycle tires.
- Games with others requiring taking turns, observing rules without
undue dissension; caroms, draft snake and ladder, ludo.
- Is responsible with small sums of money when sent to make
payments or explicit purchases,
- Writes (not-prints) legibly with pencil a dozen or more simple
words with correct spelling.
- Performs bed time operations without help; goes to room alone
undresses, turns out light.
- After first serving of meals, helps himself to more according to
need.
- Rejects action done by magic, intellectually also fairies and
personification of objects and events.
- Boys: games not requiring definite skill and with only loose rules
such as unorganized hockey, foot ball, khokho, follow the leader, takes
hikes or bicycle rides.
Girls: Engages in dramatic play symbolizing domestic or social
situations such as playing house, school, doctor-nurse.
(Note sex differentiation in play at this stage and shift in girls play to
more sedentary type however; credit item regardless of sex if this
differentiation has not yet been established).
- Makes some practical use of hammer, screw driver, house hold
sewing, garden tools.
- Helps effectively at simple task for which some continuous
responsibility is assumed , dusting, arranging, cleaning, washing dishes,
making bed.
- Reads comic strips, movie titles, simple stories, notes simple
instructions, elementary news item, for own entertainment or
information.
- Buys useful articles, exercises some choice on discretion in so
doing, and is responsible for safety of articles, money and correct
change.
- Able to decide for self which shop to go for purchasing different
articles.
- Makes articles for self use, e.g., making simple garments, stitching
buttons, preparing tea for self, doing small repairs, taking care of own
cabinet, table and room or performs occasional work on own initiative
such as odd jobs, housework helping in care of children, sewing, selling
magazines, carrying news papers for which some money is paid.
- Writes letters to get information regarding some books, magazines
or toys.
Tool-
To assess the Emotional Maturity of Mild Intellectually Disabled Children
Sl No. Particulars Always Frequently Sometimes Rarely Never
- I like the way I am
- I am comfortable with my surroundings
- I follow rules at home
- I cry frequently
- I become stubborn when I do not get what I want
- I tend to exhibit fear when restricted
- I get excited easily
- I blame others for my mistakes
- I can control my anger
- I am tolerant
- I am a happy child
- I obey elders
- I feel sad when I am denied of what I want
- I am attention seeking a)at home b) in the classroom
- I play with other children without troubling them
- I help my father when he is sick
- I cooperate in class activities
- I have helping nature
- I interfere with others work
- I am very a)noisy b) talkative
- I take things from others without permission
- I become very violent when angry
- I tease others
- I am teased by others
- I am jealous of my a)peers b)siblings
- I get tired easily
- I take the help of others to complete my work
- I am selfish
- I enjoy the companionship of my a)peers b) siblings
- I avoid taking part in social gatherings
- I have the fears of the following : a)animals b)strangers c)horror stories d)dirt
Tool-
To assess Self-Concept of Mild Intellectually Disabled Children
Sl.No. Physical Self-Concept Always Frequently Sometimes Rarely Never
1. I am a boy /girl
2. I am nice to look at eg.,: I have
fair skin/I have nice hair/I am
tall/I am thin /fat)
3. I brush my teeth
4. I take bath by myself
5. I eat by myself
6. a) I eat good food: eg., rice,
chapathi, dhal, vegetables, fruits,
milk, curds, egg etc.
b) I like junk to eat foods like
chips, cakes, chocolates, fried
foods, soft drinks
7. I am strong physically
8. I play games very well
9. I do exercise regularly
10. I like to groom myself
11. I like to be clean and tidy
12. I keep my things clean
13. I sleep well at night
14. I fall sick very often
15. I can identify the parts of my
body
(eg.,eyes, ears, nose, head, hair,
hands, stomach, legs, fingers,
toes, nails, eye lashes, eye lids,
thigh etc.)
Academic Self-Concept
16. I am good at my school work
17. I can draw well (eg.,figures,
shapes, objects etc.)
18. I can sing
19. I can dance
20. I complete my work in time
a) At school
b) At home
21. I write well (words, numbers,
alphabets etc.)
22. I am very good at making art
work
(eg., paintings, pasting, folding
paper, printing)
23. I do not like to learn new things
easily
24. I dislike Maths
25. I enjoy seeing picture books
26. I take help from my teacher
27. I can form meaningful words
(eg.,bat, book, pencil, school etc.)
28. I like school
29. I can speak before my classmates
Social Self-Concept
30. I make friends easily
31. I share my things with my
a) siblings/cousins
b) peers
32. I behave well at home
33. I am obedient at school
34. I like to be a leader in games and
sports
35. I love to watch others playing
36. I like my
a) mother
b) father
c)friends
d) siblings
37. I always damage things
38. I like to work with others
39. My teachers like me
40. I take care of my father
41. I follow rules at school
42. I follow rules at home
43. I like to play with my friends
44. I like to help others
45. I like take care of elders
46. I take care of my mother
47. I take help from others
48. I like my home
49. I like holidays
50. I enjoy festivals
51. I like to go out with my family
members
52. I like to play with my pet animals
53. I am a loving child
54. I can answer phone call
55. I answer and greet visitors
Emotional Self-Concept
56. I am a happy child
57. I feel sad
58. I am shy
59. I get scared when the teacher
calls on me
60. I am scared to write test
61. I worry a lot
62. I cry easily
63. I am quarrelsome
64. I respect others feelings
65. I enjoy listening to music
66. I am cheerful
Intellectual Self-Concept
67. I forget what I learn
68. I like to take part in competition
69. I like to work on puzzles
70. I like to work on number concept
71. I can narrate stories
72. I like to work with colours
Tool-
Questionnaire to Parents/Teachers to elicit information on Social Maturity, Emotional Maturity and Self-Concept in MIDC
Sl. No.
SOCIAL MATURITY (^) Always Frequently Sometimes Rarely Never
- Does the child groom himself / her self?
- Does the child do routine household work?
- Does the child do simple activity?
- Does the child tell time?
- Does the child makes independent decisions(e.g., to complete home work, to complete classwork)?
- Does the child enjoy reading: story, books, School books, newspaper, magazines?
- Does the child engage in group games?
- Does the child have the concept of letter writing? EMOTIONAL MATUTITY
- Is the child attention seeking?
- Is the child scared of? a. Animals b. Strangers c. Horror stories d. Darkness e. Any others
- Is the child in the bad habit of? a. Beating others b. Pinching others c. Throwing objects at others d. Damaging things e. Slam doors f. Nail biting g. Taking things from others h. Nose picking i. Teasing others
- Does the child quarrel with? a) siblings b) friends c) peers
- Does the child help others
- Does the child control his/her anger by a) crying b) banging the door c) hitting somebody d) screaming e) withdrawing f) any other
- Is the child kind to others
- Does the child has pleasing manners for example to say a) Hello b) Thank you c) Sorry d) Please
- Does the child avoid taking part in social gathering?
SELF-CONCEPT
- Does the child recognize his/her? a)body parts and b)their functions
- Does the child likes junk foods (Chips, Maggi, Soft drinks, Fried foods, Chocolates etc.)
- Can the child write well?
- Does the child like school?
- Does the child find difficulty in learning new concept taught to him/her.?
- Does the child like to work with others?
- Does the child behave well at? a) home b) school
- Does the child respect others’ feelings?
- Does the child take part in competition?
- Does the childlike to do art work
- Does the child respect? a) parents b) siblings c) teachers d) peers
- Does the child like to go for picnic?
- Does the child share things with? a) siblings b) peers
