Professional Documents
Culture Documents
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, 16th Main,S. Puram, Mysore-9.
410
411
412
_________0________
413
MANUAL
INDIAN ADAPTATION OF VINELAND SOCIAL MATURITY SCALE
I. INTRODUCTION
The Vineland Social Maturity scale was originally devised by E. A.
DOLL in 1935 and since then this test is being used in many parts of the
world. It proved itself to be uniquely useful instrument in measuring
Social Maturity of children and young adults. Since its first publication
it has served the useful purpose of estimating the differential social
capacities of an individual. The very first attempt to adapt this scale to
Indian cultural conditions was done by Rev. Fr. Dr. A. J. MALIN while
working at the Nagpur Child Guidance Center. This scale is being used
at many clinics, university departments and institutions for the mentally
retarded. The present manual is only an extended version of the original
manual. Recent experiments and research studies (Goulet and Barclay;
American Journal of Mental Deficiency, MAY 1963) have shown a
consistent and high covariation between VSMS Social Age (S.A.) and
the Stanford Binet M.A., Doll reported a correlation of + = 0.85 and
Patterson (1943) reporting a correlation of + = 0.96 with the Binet Scale
on sample of normal children. This is a clear reflection of how social
development and mental development are highly correlated.
Thorndike was the first Psychologist to have thought of three
types of intelligences i.e., Abstract intelligence, Social Intelligence and
Mechanical Intelligence. It is true that individuals vary in the amounts
of these intelligence they possess. Some may have better abstract
intelligence than the other two and some may have better social
intelligence than the other two. However it is recognized by one and all
that social intelligence or social maturity matters in a big way in life.
415
417
Score is given at the end. Social Ages can be directly read off from the
table and then converted to Social Quotient by the formula:
Social Age
S.Q. = x 100
Actual Age
The interpretations of S.Q. are on similar lines as that of I.Q. except that
S.Qs have a social life reference.
III.
418
28. Eats things like biscuit or bread holding in his own hand or uses
spoon to eat from bowl, cup, plate.
35. By actions or speech expresses to go to urinate or ease himself. May
be assisted at same.
36. 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.
44. Gives simple accounts of experience or tells stories.
46. Participates in coordinated group activity as kindergarten circle
games, cooking, group play.
49. Entertains others such as in reciting, singing, dancing, some-thing
more than being 'cute.
55. Draws forms like man, house, tree, animal etc.
56. Engages in tag, hide and seek, jumping rope tops, skipping, marbles.
57. Hoops i.e., ring pushed by hand or stick, cycle tires.
59. Games with others requiring taking turns, observing rules without
undue dissension; caroms, draft snake and ladder, ludo.
60. Is responsible with small sums of money when sent to make
payments or explicit purchases,
63. Writes (not-prints) legibly with pencil a dozen or more simple
words with correct spelling.
65. Performs bed time operations without help; goes to room alone
undresses, turns out light.
67. After first serving of meals, helps himself to more according to
need.
68. Rejects action done by magic, intellectually also fairies and
personification of objects and events.
419
69. 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).
71. Makes some practical use of hammer, screw driver, house hold
sewing, garden tools.
72. Helps effectively at simple task for which some continuous
responsibility is assumed , dusting, arranging, cleaning, washing dishes,
making bed.
73. Reads comic strips, movie titles, simple stories, notes simple
instructions, elementary news item, for own entertainment or
information.
76. Buys useful articles, exercises some choice on discretion in so
doing, and is responsible for safety of articles, money and correct
change.
79. Able to decide for self which shop to go for purchasing different
articles.
80. 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.
81. Writes letters to get information regarding some books, magazines
or toys.
420
82. Makes useful articles; cooks; bakes; raises pets, writes simple
stories poems; produces simple drawings or paintings.
83. Is sometimes left alone and is successful in looking after own
immediate needs or those of others who may be left in his care.
84. Enjoys reading books, newspapers.
85. Participates in skilled games & sports as Card games, Basketball,
Tennis, Hockey, and Badminton. Understands rules and methods of
scoring.
86. Includes washing and drying hair, care of nails, proper selection of
clothing according to occasion and weather.
87. Selects and purchases minor articles of personal clothing with
regard for appropriateness, cost and fit, such as ribbons, underwear,
linen, shoes etc.
88. Is an active member of a cooperative group, athletic team club,
social or literary organization.
89. Such as assisting in house-work, caring for garden, cleaning car,
Washing window, waiting at table, bringing water.
421
422
Tool-2
To assess the Emotional Maturity of Mild Intellectually Disabled
Children
Sl
No.
1.
2.
3.
4.
5.
Particulars
6.
7.
8.
9.
10.
11.
I am tolerant
I am a happy child
12.
13.
14.
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
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Always
Frequently
Sometimes
Rarely
Never
423
e)water
f)height
g) darkness
h) fire
32.
I am jealous of my siblings
33.
34.
I tell lies
I wet myself
a)during the day
b)during night
I accept my mistakes
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
I am in the habit of
a) beating others
b) pinching others
c) throwing objects at others
d) damage furniture
e) break toys
f) slam doors
g ) nail biting
h) snatching things from others
i) nose picking
j) lip sucking and biting
I take care of my mother when she is sick
I respect elders
I cause trouble at a) home
b)school
I have pleasing manners for eg., to say
a) hello
b) thank you
c) sorry
51.
52.
53.
54.
d) please
424
Tool-3
To assess Self-Concept of Mild Intellectually Disabled Children
Sl.No.
Physical Self-Concept
1.
2.
I am a boy /girl
I am nice to look at eg.,: I have
fair skin/I have nice hair/I am
tall/I am thin /fat)
I brush my teeth
I take bath by myself
I eat by myself
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
I am strong physically
I play games very well
I do exercise regularly
I like to groom myself
I like to be clean and tidy
I keep my things clean
I sleep well at night
I fall sick very often
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.)
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Always
Frequently
Sometimes
Rarely
Never
Academic Self-Concept
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
425
29.
Social Self-Concept
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
Emotional Self-Concept
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
I am a happy child
I feel sad
I am shy
I get scared when the teacher
calls on me
I am scared to write test
I worry a lot
I cry easily
I am quarrelsome
I respect others feelings
I enjoy listening to music
I am cheerful
67.
68.
69.
70.
71.
72.
Intellectual Self-Concept
426
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
Moral Self-Concept
83.
84.
85.
86.
87.
I respect my parents
I pray to god
I respect my teachers
I love my siblings
I am friendly with my peers
427
Tool-4
Questionnaire to Parents/Teachers to elicit information on Social Maturity,
Emotional Maturity and Self-Concept in MIDC
Sl.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
SOCIAL MATURITY
Always
Frequently
Sometimes
Rarely
Never
14.
15.
16.
428
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
Ahluvalia, S.P., (1986). Manual for Childrens Self Concept Scale, National
Psychological Corporation, Agra, India.
Ellen, V.P. and Dale B.H. The Piers Harris childrens self-concept scale
(The way I feel about myself), Published by counsellor Recordings and
Tests, Box 6184 ACKLEN STATION NASHVILLE TENNESSEE,
Inhttp://www.Eric.ed.gov/ERICDOCS/data/ericdocs2sql/content_storage_01
/00000196/80/31/5c/do.pdf
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
Time
12.302.30pm
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
20/10/2010
21/10/2010
12.302.30pm
II
12.302.30pm
25/10/2010
26/10/2010
12.302.30pm
29/10/2010
2/11/2010
12.302.30pm
II
3/11/2010
4/11/2010
6/1/2010
8/11/2010
12.3012.30pm
Preparation of
snacks
Bhelpuri
9/11/201
12.302.30pm
Preparation of
snacks
Bhelpuri
II
10/11/2010
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
461
Experimental Date
Group
11/11/2010
I
12/11/2010
Time
12.302.30pm
Personal grooming
12.302.30pm
Personal grooming
II
15/11/2010
16/11/2010
18/11/2010
19/11/2010
12.302.30pm
Preparation of fruit
juice/raw salad
II
22/11/2010
23/11/2010
12.302.30pm
Preparation of fruit
juice /raw salad
25/11/2010
29/11/2010
12.302.30pm
Identification of
functions of public
places
30/11/2010
12.302.30pm
Identification of
functions of public
places
2/12/2010
12.302.30pm
Social College
3/12/2010
12.302.30pm
Social College
6/12/2010
12.302.30pm
Time concept
7/12/2010
12.302.30pm
Time concept
II
1/12/2010
II
II
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Activity
Sequence cards
Story telling
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
462
II
Time
Concept introduced
12.30- Identification of
2.30pm emotions
14/12/2010
12.30- Expression of
2.30pm emotions
15/12/2010
12.30- Expression of
2.30pm emotions
II
II
II
30/1/2010
3/1/2011
Technique
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Expression of
rhymes with
actions
Expression of
rhymes with
actions
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
463
Experimental Date
Group
4/1/2011
II
5/1/2011
Time
Concept introduced
6/1/2011
7/1/2011
II
10/1/2011
11/1/2011
12/1/2011
12.30- Activity-finger
2.30pm painting
Story telling
Role play
Activity
Puzzle
Sequence card
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
Activity
Puzzle
Sequence cards
Story telling
Role play
12.30- Activity-finger
2.30pm painting
Story telling
Role play
I
II
13/1/2011
Technique
464
Date
Time
Concept introduced
Technique
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
14/1/2011
17/1/2011
12.302.30pm
Identification and
functions of body
parts
II
18/1/2011
19/1/2011
12.302.30pm
Identification and
functions of body
parts
20/1/2011
21/1/2011
12.302.30pm
II
24/1/2011
25/1/2011
12.302.30pm
27/1/2011
28/1/2011
12.302.30pm
Picture completion
II
1/2/2011
2/2/2011
12.302.30pm
Word building
3/2/2011
4/2/2011
12.302.30pm
Concept formation
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
465
Experimental
Group
Date
Time
Concept introduced
Technique
II
7/2/2011
8/2/2011
12.302.30pm
Concept formation
9/2/2011
10/2/2011
12.302.30pm
Pairing activity
14/2/2011
153/3/2011
12.302.30pm
Birthday party
II
17/2/2011
18/2/2011
12.302.30pm
Birthday party
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
21/2/2011
22/2/2011
12.302.30pm
Picnic
23/2/2011
12.302.30pm
Picnic
25/2/2011
28/2/2011
12.302.30pm
First aid
II
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
466
Experimental
Group
Date
Time
Concept introduced
Technique
II
1/3/2011
3/3/2011
12.302.30pm
First aid
4/3/2011
7/3/2011
12.302.30pm
Seasons/Seasonal
wears
II
8/3/2011
9/3/2011
12.302.30pm
Seasons/Seasonal
wears
10/3/2011
11/3/2011
12.302.30pm
Communication
skills
Story telling
II
14/3/2011
15/3/2011
12.302.30pm
Communication
skills
Story telling
16/3/2011
17/3/2011
12.302.30pm
Memory game
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
Story telling
Role play
Activity
Puzzle
Sequence
cards
II
18/3/2011
21/3/2011
12.302.30pm
Memory game
Basic activity
Story telling
Role play
Activity
Puzzle
Sequence
cards
467
Experimental
Group
I
II
Date
Time
Concept introduced
Technique
22/3/2011
12.302.30pm
12.302.30pm
Story telling
Role play
Activity
Puzzle
Sequence
cards
23/3/2011
468
469
7. Spastic society,
No. 31, 5th cross,
5th Main Road, Indiranagar, Bangalore-560 038.
8. JSS "Sahana" Integrated & Special School for Disabled
Jayanagar, Bangalore.
9. Dr. PS Health Care Centre,
Manuvana, Vijayanagar, Bangalore.
10. Manonandana,
Mentally retarded Children,
No. 1, 3rd Main Road, K.R. Road, Bangalore.
11. Balamanovikasa,
# 98/1 West park Road,
Malleshwaram, Bangalore-560 003.
12. Sri Rama Krishna Sagara Shikshana,
Bannerghatta road,
Kalena agrahara.
Bangalore.
470
471
472
473
Statistical Methods: Descriptive statistical analysis has been carried out in the present study. Results
on continuous measurements are presented on Mean SD (Min-Max) and results on categorical
measurements are presented in Number (%). Significance is assessed at 5 % level of significance. The
following assumptions on data is made, Assumptions: 1.Dependent variables should be normally
distributed, 2.Samples drawn from the population should be random, Cases of the samples should be
independent
Analysis of variance (ANOVA) has been used to find the significance of study parameters between
three or more groups of patients , Student t test ( two tailed, independent) has been used to find the
significance of study parameters on continuous scale between two groups Inter group analysis) on
metric parameters. Leven1s test for homogeneity of variance has been performed to assess the
homogeneity of variance. and Student t test (two tailed, dependent) has been used to find the
significance of study parameters on continuous scale with in each group. Chi-square/ Fisher Exact
test has been used to find the significance of study parameters on categorical scale between two or
more groups..
1. Sample Size estimation
Mean Known Population size
n = { z2 *
* [ N / (N - 1) ] } / { ME2 + [ z2 *
/ (N - 1) ] }
) / ME2
Standard deviation: SD
( x x) 2
n 1
where Yij represents the j-th observation (j = 1, 2, ...ni) on the i-th treatment (i = 1, 2,
..., k levels)
474
Limitations: It is assumed that populations are normally distributed and have equal variance. It is
also assumed that samples are independent of each other.
Method. Let the jth sample contain nj elements(j=1,2,K). Then the total number of elements is
x. j
N nj
xij
nj
n1
2
n1
( x1 x. j )
i 1
S1
NK
S2
nj( x. j x..)
i 1
K 1
3.Chi-Square Test: The chi-square test for independence is used to determine the
relationship between two variables of a sample. In this context independence means that the
two factors are not related. In the chi-square test for independence the degree of freedom is
equal to the number of columns in the table minus one multiplied by the number of rows in
the table minus one
(Oi Ei)
Ei
With (n-1) df
Sample size (whole table) A sample with a sufficiently large size is assumed. If a chi square
test is conducted on a sample with a smaller size, then the chi square test will yield an
inaccurate inference. The researcher, by using chi square test on small samples, might end up
committing a Type II error.
Expected Cell Count Adequate expected cell counts. Some require 5 or more, and others
require 10 or more. A common rule is 5 or more in all cells of a 2-by-2 table, and 5 or more
in 80% of cells in larger tables, but no cells with zero expected count. When this
assumption is not met, Fisher Exact test or Yates' correction is applied.
475
4.Fisher Exact Test: The Fisher Exact Test looks at a contingency table which
displays how different treatments have produced different outcomes. Its null
hypothesis is that treatments do not affect outcomes-- that the two are independent.
Reject the null hypothesis (i.e., conclude treatment affects outcome) if p is "small".
The usual approach to contingency tables is to apply the 2 statistic to each cell of
the table. One should probably use the 2 approach, unless you have a special
reason. The most common reason to avoid 2 is because you have small expectation
values
1: Fisher Exact test (rxc tables)
Let there exist two such variables and , with and observed states, respectively.
Now form an
matrix in which the entries represent the number of
observations in which
and
. Calculate the row and column sums and ,
respectively, and the total sum
of the matrix. Then calculate the conditional probability of getting the actual matrix
given the particular row and column sums, given by
476
Pre-test: Test for variance assumption: A test of the equality of variance is used to
test the assumption of equal variances. The test statistic is F with n1-1 and n2-1
degrees of freedom.
T-T EST: T WO-S AMPLE
477
( x1 x2)
s/ n
, where s
(di d )
/ n 1 ,
478
2. Robert H Riffenburg (2005) , Statistics in Medicine , second edition, Academic press. 85125.
3. Sunder Rao P S S , Richard J(2006) : An Introduction to Biostatistics, A manual for
students in health sciences , New Delhi: Prentice hall of India. 4th edition, 86-160
4. John Eng (2003), Sample size estimation: How many Individuals Should be Studied?
Radiology 227: 309-313
Acknowledgement:
Dr.K.P.Suresh, Scientist (Biostatistics) Scientist (SS), Project Directorate on Animal Disease
479
480