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VSMS page-1-13 - vsms manual

applied psychology (Gautam Buddha University)

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Tool-1

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, 16th Main,S. Puram, Mysore-9.

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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. 8Performs9 for others
50. Washes hands unaided

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AGE LEVEL IV-V YEAR

51. Cares for self at toilet
52. Washes face unassisted
53. Goes about neighborhood unattended
54. Dresses self except for tying or buttoning
55. Uses pencil or crayon for drawing
56. Plays competitive exercises, games

AGE LEVEL V-VI YEAR

57. Uses hoops, flies kites, rides tricycles
58. Prints(writes) simple words
59. Plays simple table games
60. Is trusted with money
61. Goes to school unattended

AGE LEVEL VI –VII YEAR

62. Mixes rice 9properly9 unassisted
63. Uses pencil for writing
64. Bathes self assisted
65. Goes to bed unassisted

AGE LEVEL VII –VIII YEAR

66. Tells time to quarter hour
67. Helps himself during meals
68. Refuses to believe any magic and fairy tale
69. Participates in pre-adolescent play
70. Coombs or brushes hair

AGE LEVEL VIII –IX YEAR

71. Uses tools or utensils
72. Does routine household tasks
73. Reads on own initiative
74. Bathes self unaided

AGE LEVEL IX-X YEAR

75. Cares for self at table(Meals)
76. Makes minor purchases
77. Goes about home freely

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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________

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VINELAND SOCIAL MATURITY SCALE

INDIAN ADAPTATION

Dr. J. BHARATH RAJ

SWAYAMSIDDHA PRAKASHAN, 720, 16th Main, S. Puram, Mysore-9.

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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.

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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.

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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 8+9
mark may made be on the left-side of the item. But if the evidence
proves that it has not emerged still a 8-9 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

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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. EXPLANATION OF SOME ITEMS ON THE SCALE

1. Vocalizes inarticulately (other than crying or fretting). Spontaneously
gurgles or coos. Laughs spontaneously or when stimulated.
6. Attempts to obtain objects nearby but beyond reach.
7. Plays with rattle or simple objects, for quarter hour or longer without
need of attention.
14. Indicates desire to be 8talked9 to or beyond mere handling, or care
for physical needs.
16. Has established control of saliva so that mouth or chin does not
require wiping except when eating.
17. Comes when called; points to particular objects in pictures when
asked; in general cooperates on verbal request in every simple activities.
22. Pours from one vessel to another without messing; removes,
transfers, replaces objects in somewhat purposeful manner.
23. Opens closed doors; climbs up on chair; uses stool for reaching;
removes simple impediments.
26. 'Go-cart' walks by pushing a cart on wheels.
27 Activity is individual rather than cooperative, but he 8gets along'
with other children.

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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 'cute9.
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.

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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.

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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.

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Tool-2

To assess the Emotional Maturity of Mild Intellectually Disabled

Children
Sl
Particulars Always Frequently Sometimes Rarely Never
No.
1. I like the way I am
2. I am comfortable with my surroundings
3. I follow rules at home
4. I cry frequently
5. I become stubborn when I do not get what
I want
6. I tend to exhibit fear when restricted
7. I get excited easily
8. I blame others for my mistakes
9. I can control my anger
10. I am tolerant
11. I am a happy child
12. I obey elders
13. I feel sad when I am denied of what I want
14. I am attention seeking
a)at home
b) in the classroom
15. I play with other children without
troubling them
16. I help my father when he is sick
17. I cooperate in class activities
18. I have helping nature
19. I interfere with others work
20. I am very
a)noisy
b) talkative
21. I take things from others without
permission
22. I become very violent when angry
23. I tease others
24. I am teased by others
25. I am jealous of my
a)peers
b)siblings
26. I get tired easily
27. I take the help of others to complete my
work
28. I am selfish
29. I enjoy the companionship of my
a)peers
b) siblings
30. I avoid taking part in social gatherings
31. I have the fears of the following :
a)animals
b)strangers
c)horror stories
d)dirt

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e)water
f)height
g) darkness
h) fire
32. I am jealous of my siblings
33. I tell lies
34. I wet myself
a)during the day
b)during night
35. I accept my mistakes
36. I sit in my own place
37. I pull others hair
38. I blindly follow what others do
a) school
b) home
39. I am responsible of my belongings
a)my clothes
b)school bag
c)lunch box
d)books
40. I am confident of my abilities
41. I enjoy success
42. I get angry and frustrated easily
43. I make friends easily
44. I enjoy humorous stories
45. I can understand others feelings
46. I am kind to others
47. I adapt and adjust to changing
circumstances
48. I quarrel with my
a)peers
b)siblings
49. I maintain silence when needed
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
51. I take care of my mother when she is sick
52. I respect elders
53. I cause trouble at a) home
b)school
54. I have pleasing manners for eg., to say
a) hello
b) thank you
c) sorry
d) please

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Tool-3

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

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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

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73. I like to work with shapes

74. I like to pass on the message to
others (eg., I do my work by
myself, I do not hurt others, I
help others etc.)
75. I like to pick odd one out
76. I like to play memory game
77. I like to recite rhymes
78. I like to repeat the names of the
a)days
b)months
c)seasons
79. I can tell the time
80. I can identify day and night
81. I know my house address
82. I know my house telephone
number
Moral Self-Concept
83. I respect my parents
84. I pray to god
85. I respect my teachers
86. I love my siblings
87. I am friendly with my peers

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Tool-4

Questionnaire to Parents/Teachers to elicit information on Social Maturity,

Emotional Maturity and Self-Concept in MIDC
Sl. SOCIAL MATURITY
Always Frequently Sometimes Rarely Never
No.
1. Does the child groom himself / her
self ?
2. Does the child do routine household
work?
3. Does the child do simple activity?
4. Does the child tell time?
5. Does the child makes independent
decisions(e.g., to complete home
work, to complete classwork)?
6. Does the child enjoy reading: story,
books, School books, newspaper,
magazines?
7. Does the child engage in group
games?
8. Does the child have the concept of
letter writing?
EMOTIONAL MATUTITY

9. Is the child attention seeking?

10. Is the child scared of ?
a. Animals
b. Strangers
c. Horror stories
d. Darkness
e. Any others
11. 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
12. Does the child quarrel with ?
a) siblings
b) friends
c) peers
13. Does the child help others
14. Does the child control his/her anger
by
a) crying
b) banging the door
c) hitting somebody
d) screaming
e) withdrawing
f) any other
15. Is the child kind to others
16. Does the child has pleasing manners
for example to say
a) Hello
b) Thank you
c) Sorry
d) Please

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17. Does the child avoid taking part in

social gathering ?

SELF-CONCEPT

18. Does the child recognize his/her ?

a)body parts and
b)their functions
19. Does the child likes junk foods
(Chips, Maggi, Soft drinks, Fried
foods, Chocolates etc.)
20. Can the child write well ?
21. Does the child like school ?
22. Does the child find difficulty in
learning new concept taught to
him/her.?
23. Does the child like to work with
others ?
24. Does the child behave well at ?
a) home
b) school
25. Does the child respect others’
feelings ?
26. Does the child take part in
competition ?
27. Does the childlike to do art work
28. Does the child respect?
a) parents
b) siblings
c) teachers
d) peers
29. Does the child like to go for picnic ?
30. Does the child share things with ?
a) siblings
b) peers

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LIST OF REFERENCES FOR TOOL DEVELOPMENT

 Ahluvalia, S.P., (1986). Manual for Children9s Self Concept Scale, National
Psychological Corporation, Agra, India.

 Dana, K.D., (2008).Self-concept in Children with Intellectual Disabilities,

Psychology thesis, Paper 46 Georgia State University Digital Archive @
GSU In http://digitalarchieve.gsu.edu/psych_thesis/46

 Dianne, B. L. and Sandra, M. D., (1992). Counselling programs, A Guide to

Evaluation Corwin press Inc., A Sage Publications Company, Newbury
Park, California.

 Dorota I., (2006).The Emotionally Abused and Neglected Child,

Identification, Assessment and Intervention. A Practice Hand Book, 2nd
Edition, John Wiley and sons, Ltd.

 Ellen, V.P. and Dale B.H. The Piers – Harris children9s 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

 Handbook of Emotional and Behaviuoral difficulties, edited by Peter

Clough, Philip Garner, John, Pardeck and Francis Yuen,SAGE Publications,
2005.

 Majda, S. and Branka, C.(2008).Self-concept of students in inclusive

settings, International journal of special education, 23(1): 8-17.

 Naida ,D.P., Herbert W. M. and Garry E.R.(n.d.)The Physical Self

Description Questionnaire: furthering research linking physical self-concept,
physical activity and physical education.
http://www.aare.edu.au/05pap/peaa05307.pdf

 Reddy, S.H.K. and Jayanthi N.(2007).Research in Mental Retardation in

India, National Institute for the mentally Handicapped , Manovikasnagar,
Secunderabad.

 Rita, C. R., Steve, P. M. and Steve , T.,(2009).Teaching social and

emotional competence in early childhood, International journal of special
education, 24(3):143-149.

 Venkatesan , S. (2007). Children with Developmental Disabilities, A

Training Guide for Parents, Teachers and Caregivers, Sixth print, Sage
Publications, New Delhi.

 Yashvir, S. and Mahesh, B.A., (1990).manual for Emotional Maturity

Construct and standardized “Emotional Maturity Scale “.National
Psychological Corporation, 4/230, Kachari gate, Agra , India.

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LIST OF SUBJECT EXPERTS CONTACTED FOR VALIDITY

OF THE TOOLS

1. Dr. G. Venkatesh Kumar,

Director and Professor of Psychology,
UGC Academic Staff College,
University of Mysore,
Manasagangotri,
Mysore -570 006.

2. Dr. Ganesh Bhatt, H.S.

Professor in Education,
MES Teachers College,
Rajajinagar,
Bangalore.

3. Dr. Shantha Maria,

Head of the Department of Home Science,
Mount Carmel College,
Bangalore.

4. Dr. A.Kusuma,
Department of Home Science,
Sri Padmavathi Mahila Viswavidyalayam,
Tirupati - 517 502.
Andhra Pradesh.

5. Dr. T. Kalyani Devi,

Department of Home Science,
Sri Padmavathi Mahila Viswavidyalayam,
Tirupati - 517 502.
Andhra Pradesh.

6. Prof. D. Sarada,
Head of the Department,
Department of Home Science,
Sri Padmavathi Mahila Viswavidyalayam,
Tirupati - 517 502.
Andhra Pradesh.

7. Smt. Suchita Somashekaraiah,

Co-founder and Special Educator
Shristi Special Academy,
13/1, 9th G Main Road,
Bhairaveswaranagara,
Bangalore-560 072.

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Social maturity, emotional maturity and self-concept in

mild intellectually disabled children
Time table and activities planned for the intervention programme

Academic year 2010-2011

Activities related to social maturity of MIDC

Experimental Date Time Concept introduced Technique

Group
18/10/2010 12.30- Puja and prayer Story telling
I 19/10/2010 2.30pm Role play
Activity
Puzzle
Sequence cards
20/10/2010 12.30- Puja and prayer Story telling
II 21/10/2010 2.30pm Role play
Activity
Puzzle
Sequence cards
25/10/2010 12.30- Good food habits Story telling
I 26/10/2010 2.30pm Role play
Activity
Puzzle
Sequence cards
29/10/2010 12.30- Post office play Story telling
I 2/11/2010 2.30pm Role play
Activity
Puzzle
Sequence cards

3/11/2010 12.30- Post office play Story telling

II 4/11/2010 2.30pm Role play
Activity
Puzzle
Sequence cards
6/1/2010 12.30- Preparation of Story telling
I 8/11/2010 12.30pm snacks Role play
Bhelpuri Activity
Puzzle
Sequence cards
9/11/201 12.30- Preparation of Story telling
II 2.30pm snacks Role play
10/11/2010 Bhelpuri Activity
Puzzle
Sequence cards

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Experimental Date Time Concept introduced Technique

Group
11/11/2010 12.30- Personal grooming Story telling
I 12/11/2010 2.30pm Role play
Activity
Puzzle
Sequence cards
15/11/2010 12.30- Personal grooming Story telling
II 16/11/2010 2.30pm Role play
Activity
Puzzle
Sequence cards

18/11/2010 12.30- Preparation of fruit Story telling

I 19/11/2010 2.30pm juice/raw salad Role play
Activity
Puzzle
Sequence cards
22/11/2010 12.30- Preparation of fruit Story telling
II 23/11/2010 2.30pm juice /raw salad Role play
Activity
Puzzle
Sequence cards
25/11/2010 12.30- Identification of Story telling
I 29/11/2010 2.30pm functions of public Role play
places Activity
Puzzle
Sequence cards
30/11/2010 12.30- Identification of Story telling
II 2.30pm functions of public Role play
1/12/2010 places Activity
Puzzle
Sequence cards
2/12/2010 12.30- Social College Story telling
I 2.30pm Activity
Sequence cards
3/12/2010 12.30- Social College Story telling
II 2.30pm Activity
Puzzle
Sequence cards

6/12/2010 12.30- Time concept Story telling

I 2.30pm Role play
Activity
Puzzle
Sequence cards
II 7/12/2010 12.30- Time concept Story telling
2.30pm Role play
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Activities related to emotional maturity of MIDC

Experimental Date Time Concept introduced Technique
Group
8/12/2010 12.30- Identification of Story telling
I 9/12/2010 2.30pm emotions Role play
Activity
Puzzle
Sequence cards
10/12/2010 12.30- Identification of Story telling
II 13/12/2010 2.30pm emotions Role play
Activity
Puzzle
Sequence cards
14/12/2010 12.30- Expression of Expression of
I 2.30pm emotions rhymes with
actions
15/12/2010 12.30- Expression of Expression of
II 2.30pm emotions rhymes with
actions

16/12/2010 12.30- Reactions to different Story telling

I 20/12/2010 2.30pm emotions Role play
Activity
Puzzle
Sequence cards
21/12/2010 12.30- Reactions to different Story telling
II 22/12/2010 2.30pm emotions Role play
Activity
Puzzle
Sequence cards
23/12/2010 12.30- Positive Social Story telling
I 27/12/2010 2.30pm behaviour Role play
Activity
Puzzle
Sequence cards
28/12/2010 12.30- Positive Social Story telling
II 29/12/2010 2.30pm behaviour Role play
Activity
Puzzle
Sequence cards
30/1/2010 12.30- Concept of right and Story telling
I 3/1/2011 2.30pm wrong Role play
Activity
Puzzle
Sequence cards

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Experimental Date Time Concept introduced Technique

Group
4/1/2011 12.30- Concept of right and Story telling
II 5/1/2011 2.30pm wrong Role play
Activity
Puzzle
Sequence card
6/1/2011 12.30- Social etiquette Story telling
I 7/1/2011 2.30pm Role play
Activity
Puzzle
Sequence cards
10/1/2011 12.30- Social etiquette Story telling
II 11/1/2011 2.30pm Role play
Activity
Puzzle
Sequence cards
12/1/2011 12.30- Activity-finger Story telling
I 2.30pm painting Role play

II 12.30- Activity-finger Story telling

13/1/2011 2.30pm painting Role play

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Activities related to self-concept of MIDC

Experimental Date Time Concept introduced Technique
Group
14/1/2011 12.30- Identification and Story telling
I 17/1/2011 2.30pm functions of body Role play
parts Activity
Puzzle
Sequence
cards
18/1/2011 12.30- Identification and Story telling
II 19/1/2011 2.30pm functions of body Role play
parts Activity
Puzzle
Sequence
cards
20/1/2011 12.30- Good food habits Story telling
I 21/1/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards

24/1/2011 12.30- Good food habits Story telling

II 25/1/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards
27/1/2011 12.30- Picture completion Story telling
I 28/1/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards

1/2/2011 12.30- Word building Story telling

II 2/2/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards
3/2/2011 12.30- Concept formation Story telling
I 4/2/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards

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Experimental Date Time Concept introduced Technique

Group
7/2/2011 12.30- Concept formation Story telling
II 8/2/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards
9/2/2011 12.30- Pairing activity Story telling
I 10/2/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards
14/2/2011 12.30- Birthday party Story telling
I 153/3/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards
17/2/2011 12.30- Birthday party Story telling
II 18/2/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards

21/2/2011 12.30- Picnic Story telling

I 22/2/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards
23/2/2011 12.30- Picnic Story telling
II 2.30pm Role play
Activity
Puzzle
Sequence
cards
25/2/2011 12.30- First aid Story telling
I 28/2/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards

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Experimental Date Time Concept introduced Technique

Group
1/3/2011 12.30- First aid Story telling
II 3/3/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards
4/3/2011 12.30- Seasons/Seasonal Story telling
I 7/3/2011 2.30pm wears Role play
Activity
Puzzle
Sequence
cards
8/3/2011 12.30- Seasons/Seasonal Story telling
II 9/3/2011 2.30pm wears Role play
Activity
Puzzle
Sequence
cards
10/3/2011 12.30- Communication Story telling
I 11/3/2011 2.30pm skills Role play
Story telling Activity
Puzzle
Sequence
cards
14/3/2011 12.30- Communication Story telling
II 15/3/2011 2.30pm skills Role play
Story telling Activity
Puzzle
Sequence
cards
16/3/2011 12.30- Memory game Story telling
I 17/3/2011 2.30pm Role play
Activity
Puzzle
Sequence
cards

18/3/2011 12.30- Memory game Story telling

II 21/3/2011 2.30pm Basic activity Role play
Activity
Puzzle
Sequence
cards

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Experimental Date Time Concept introduced Technique

Group
22/3/2011 12.30- Pick the odd one out Story telling
I 2.30pm Role play
23/3/2011 12.30- Pick the odd one out Activity
II 2.30pm Puzzle
Sequence
cards

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LIST OF SCHOOLS VISITED FOR PRESENT STUDY

1. Chiguru, Centre for Special Education,

18/31/2, 3rd Main, Marenahalli,
Vijayanagar,
Bangalore – 560 040.

2. Vanitha Seva Mandira School,

Ashadeep Section,
682/A,4Th Block, Rajajinagar,
Bangalore.

3. Srishti Special Academy

Jattipalya, Channenahalli,
20th Km. off Magadi Road,
Bangalore.

4. Ashankura,
BEL, Special School,
Jalahalli, Bangalore – 560 013.

5. Cluny Convent opportunity School,

11th cross, Malleswaram.
Bangalore -560 003.

6. Aruna Chetana,
School for Children with special needs,
# 56, 11th Main Road,14th A Cross,
Malleswaram. Bangalore -560 003.

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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.

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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 * 2
* [ N / (N - 1) ] } / { ME2 + [ z2 * 2
/ (N - 1) ] }

Mean Unknown population size

n = ( z2 * 2
) / ME2

ME: is the margin of error, measure of precision.

and Z is 1.96 as critical value at 95%CI

N: population size

n: Sample size

: Standard deviation

z: Critical value based on Normal distribution at 95% Confidence Interval

Standard deviation: SD 
 ( x  x) 2
n 1
2.Analysis of Variance: F test for K Population means

Objective: To test the hypothesis that K samples from K Populations with the same mean.

The mathematical model that describes the relationship between the response and treatment for the
one-way ANOVA is given by

where Yij represents the j-th observation (j = 1, 2, ...ni) on the i-th treatment (i = 1, 2,
..., k levels)

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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

xij
N   nj x. j  
nj

n1 n1

2
  ( x1  x. j )
i 1
2

2
 nj( x. j  x..)
i 1
2

S1  S2 
NK K 1

F=S22/S12 Which follows F distribution (K-1, N-K)

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

 2

(Oi  Ei) 2

, Where Oi is Observed frequency and Ei is Expected frequency

Ei
With (n-1) df

The Assumptions of Chi-square test

The chi square test, when used with the standard approximation that a chi-square
distribution is applicable, has the following assumptions:

 Random sample – A random sampling of the data from a fixed distribution

or population.

 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.

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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

which is a multivariate generalization of the hypergeometric probability function.

5. Student t test (Two tailed, independent)

Assumptions: Subjects are randomly assigned to one of two groups. The

distribution of the means being compared are normal with equal variances.

Test: The hypotheses for the comparison of two independent groups are:

Ho: u1 = u2 (means of the two groups are equal)

Ha: u1 u2 (means of the two group are not equal)

The test statistic for is t, with n1 + n2 - 2 degrees of freedom, where n1 and n2 are
the sample sizes for groups 1 and 2. A low p-value for this test (less than 0.05 for
example) means that there is evidence to reject the null hypothesis in favor of the
alternative hypothesis. Or, there is evidence that the difference in the two means
are statistically significant. The test statistic is as follows

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T-T EST: T WO-S AMPLE ASSUMING EQUAL VARIANCES

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 ASSUMING UNEQUAL VARIANCES

RESULTS OF THE T-TEST: IF THE P-VALUE ASSOCIATED WITH THE T-TEST IS

SMALL (< 0.05), THERE IS EVIDENCE TO REJECT THE NULL HYPOTHESIS IN
FAVOR OF THE ALTERNATIVE. IN OTHER WORDS, THERE IS EVIDENCE THAT
THE MEANS ARE SIGNIFICANTLY DIFFERENT AT THE SIGNIFICANCE LEVEL
REPORTED BY THE P-VALUE. IF THE P-VALUE ASSOCIATED WITH THE T-
TEST IS NOT SMALL (> 0.05), THERE IS NOT ENOUGH EVIDENCE TO REJECT

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THE NULL HYPOTHESIS, AND YOU CONCLUDE THAT THERE IS EVIDENCE

THAT THE MEANS ARE NOT DIFFERENT.

6. Student t-test for paired comparisons

Definition: Used to compare means on the same or related subject over time or in
differing circumstances.

Assumptions: The observed data are from the same subject or from a matched
subject and are drawn from a population with a normal distribution.

Characteristics: Subjects are often tested in a before-after situation (across time,

with some intervention occurring such as a diet), or subjects are paired such as
with twins, or with subject as alike as possible.

Test: The paired t-test is actually a test that the differences between the two
observations is 0. So, if D represents the difference between observations, the
hypotheses are:

Ho: D = 0 (the difference between the two observations is 0)

Ha: D 0 (the difference is not 0)

The test statistic is t with n-1 degrees of freedom. If the p-value associated with t
is low (< 0.05), there is evidence to reject the null hypothesis. Thus, you would
have evidence that there is a difference in means across the paired observations.

( x1  x2)
t
s/ n
, where s   (di  d ) 2
/ n 1 ,

and di is the difference formed for each pair of observations

7.SIGNIFICANT FIGURES

+ Suggestive significance (P value: 0.05<P<0.10)

* Moderately significant ( P value:0.01<P  0.05)
** Strongly significant (P value : P0.01)
Statistical software: The Statistical software namely SAS 9.2, SPSS 15.0, Stata 10.1,
MedCalc 9.0.1 ,Systat 12.0 and R environment ver.2.11.1 were used for the analysis of the
data and Microsoft word and Excel have been used to generate graphs, tables etc.

References:

1. Bernard Rosner (2000), Fundamentals of Biostatistics, 5th Edition, Duxbury, page 80-240

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2. Robert H Riffenburg (2005) , Statistics in Medicine , second edition, Academic press. 85-
125.
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

Monitoring and Surveillance (PDADMAS) Hebbal, Bangalore

for reviewing the research methodology and statistical results of the study

Please contact for correction/modifications if any

Graphs will be presented after confirmation of above analysis

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