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NAME AGE
ADDRESS:
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
AGE LEVEL I-II YEAR
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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
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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
_________0________
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VINELAND SOCIAL MATURITY SCALE
INDIAN ADAPTATION
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.
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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.
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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.
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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.
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.
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422
Tool-2
423
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
425
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
426
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
427
Tool-4
428
17. Does the child avoid taking part in
social gathering ?
SELF-CONCEPT
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431
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433
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LIST OF REFERENCES FOR TOOL DEVELOPMENT
Ahluvalia, S.P., (1986). Manual for Children’s Self Concept Scale, National
Psychological Corporation, Agra, India.
Ellen, V.P. and Dale B.H. The Piers – Harris children’s 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
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LIST OF SUBJECT EXPERTS CONTACTED FOR VALIDITY
OF THE TOOLS
4. Dr. A.Kusuma,
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.
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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
461
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
463
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
464
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
465
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
466
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
467
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
468
LIST OF SCHOOLS VISITED FOR PRESENT STUDY
4. Ashankura,
BEL, Special School,
Jalahalli, Bangalore – 560 013.
6. Aruna Chetana,
School for Children with special needs,
# 56, 11th Main Road,14th A Cross,
Malleswaram. Bangalore -560 003.
469
7. Spastic society,
No. 31, 5th cross,
5th Main Road, Indiranagar, Bangalore-560 038.
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.
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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..
n = { z2 * 2
* [ N / (N - 1) ] } / { ME2 + [ z2 * 2
/ (N - 1) ] }
n = ( z2 * 2
) / ME2
N: population size
n: Sample size
: Standard deviation
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)
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
xij
N nj x. j
nj
n1 n1
2 2
2
( x1 x. j )
i 1 2
nj( x. j x..)
i 1
S1 S2
NK 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
2
2
(Oi Ei) , Where Oi is Observed frequency and Ei is Expected frequency
Ei
With (n-1) df
The chi square test, when used with the standard approximation that a chi-square
distribution is applicable, has the following assumptions:
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
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
Test: The hypotheses for the comparison of two independent groups are:
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
476
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.
477
THE NULL HYPOTHESIS, AND YOU CONCLUDE THAT THERE IS EVIDENCE
THAT THE MEANS ARE NOT DIFFERENT.
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.
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:
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) 2
t
s/ n
, where s (di d ) / n 1 ,
7.SIGNIFICANT FIGURES
References:
1. Bernard Rosner (2000), Fundamentals of Biostatistics, 5th Edition, Duxbury, page 80-240
478
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:
for reviewing the research methodology and statistical results of the study
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