Vineland Social Maturity Scale Pdf Download
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An Indian adaptation of the Vineland Social Maturity Scale was used to assess children aged 0-16 years in the areas of self-help general, self-help dressing, self-help eating, self-direction, locomotion, communication, occupation, and socialization (24). The scale yields a social age and a social quotient, which can be considered an approximate intelligence quotient. This test is found to have a correlation of 0.85 to 0.96 with the Stanford-Binet Intelligence Scale.
The objective of this study was to investigate whether different body mass index (BMI) groups could serve as a distinguishing factor for assessing motor proficiency and social and emotional maturity in adolescent girls.
Social development is a flow during which a person continuously strives to create the ability to resist delays in satisfying needs, and during which a person can tolerate a number of emotions with different levels [19]. Madrona et al. [20] investigated the effect of body mass on motor, cognitive, and social-emotional skills. There were significant results among the group of girls in all the studied skills, especially between the group of overweight and obese girls and the group with normal weight. However, this difference was related to other factors, between the groups of boys. So, the last aim of the present research was the investigate the differences in Emotional maturity in different BMI groups (underweight, normal, and overweight) among adolescent girls.
The emotional maturity scale in 48 items, is a self-reporting five-point scale that measures different dimensions of emotional maturity such as emotional progression, emotional stability, personality integration, social adjustment, and independence. The scale test-retest reliability and validity were 0.75 and 0.64 respectively [28].
The second hypothesis of social maturity had two main results. First, both the normal and underweight groups had better outcomes than the overweight in self-help dressing. The second item was the dominance of both normal and overweight groups over underweight adolescents in locomotion skills. Other items of the scale did not show significant results.
This study pointed out that BMI can discern how each factor (motor proficiency, social and emotional maturity) is affected by overweight, normal, or under-weight in adolescent girls, and which one is the biggest determinant.
Our study is also in line with Amouian et al. [9] where obese and overweight children were at a lower level of gross motor development compared to other groups. The mentioned study found a significant and inverse correlation between BMI and locomotor skills such as jumping, running, and dancing (gross motor skills). Well-developed skills can help children and adolescents to move more easily through their lives and also to gain confidence when participating in these activities at school, which in turn could help with social maturity. As the Vineland scale in the second hypothesis confirmed, the locomotion skills and self-help dressing factor had a significant connection with BMI, thus it is safe to say that BMI and gross motor development have a direct effect on social maturity. Meanwhile, the fact that normal-weight adolescents had better results in gross motor skills was in agreement with Lopez et al. [11]. Furthermore, the findings of the first hypothesis also prove that overweight and obese children performed worse in performing fundamental movement skills, namely gross motor (12).
The results of the second hypothesis in self-help dressing is consistent with the study of Letsari et al. [16] that social immaturity in the group of obese children was more than normal-weight children. Although, it should be noted that the participants in the test were male children. However, the findings in the mentioned study are not consistent with the locomotion skills factor of our results, whereas overweight and normal-weight adolescents did not have a significant difference in their performance.
In addition, another inconsistency was with Verdejo-García, et al. [18], which showed that being overweight reduces social decision-making, and the connection between social communication and social maturity is reduced. Our findings in the second hypothesis did not show significant differences between the three groups (overweight, normal, and underweight) in the communication skills factor. The only factor that showed any connection between obesity and reduced social maturity was the self-help dressing factor, where overweight adolescents had a lower result compared to the other groups. This is connected with the lower health related quality of life score in obese children compared to their peers [31]. Meanwhile, underweight adolescents performed worse than the other groups in the locomotion skills factor. The method used in the locomotor skills of the vineland test was a movement too far from places on their own.
At last, our third hypothesis could not find significant differences among the group of overweight, normal-weight, and underweight adolescent girls in social maturity, and this finding is inconsistent with Madrona et al. [20]. The mentioned study confirmed that normal-weight girls performed significantly better than overweight girls in gross motor skills and balance, which is consistent with our findings regarding the gross motor skills in the first hypothesis. It also had a significant difference in social-emotional aspects (only in girls), where girls with normal weight had better social relationships, and girls with obesity acquired poorer results in social relationships.
Nonetheless, our study could not find any connection between the different BMI groups and emotional maturity. This result may be due to factors other than BMI, such as emotional instability in adolescence, smaller sample size, geographical and/or economic differences, not taking parental support, relations with friends or peers into account, etc. The main difference between the two studies is the age factor, which may have the biggest effect on the results; the mentioned study had participants between the age of 5 to 6 years, while our study consists of adolescent girls 12 to 14.5 years old. The greatest relative emotional instability is in the early adolescent years [32], thus this could have affected the results of our study. For further research, this test might provide another perspective on social maturity in correlation with BMI if it were performed on adults.
According to the study results, it appears that gross motor skills of motor proficiency are affected by BMI, so, normal weight girls showed better performance on that. Therefore, it seems that by emphasizing normal weight in adolescent girls, improvement in gross motor skills can be expected. However, the research results showed that fine motor skills and motor coordination are not affected by body mass index. Therefore, future research is needed in order to reach the influencing factors of these variables. Also, normal-weight girls showed better performance on the self-help dressing and locomotion skills of social maturity in addition to this, under-wight girls in the self-help dressing and over-wight girls in the locomotion skills were superior to each other. In these two cases, it was also shown that the body mass index and normal weight can be clearly influential in the indicators of social maturity. Finally, emotional maturity did not show that it is influenced by body mass index, so future research can be a way to identify the influencing variables.
IntroductionVineland Social Maturity Scale (VSMS) was Originally developed by E.A in 1935.Edgar Arnold Doll (1935) constructed the Vineland Social Maturity Scale. It measures socialmaturity or social competence in individuals from birth to adulthood. This test represents animportant historical contribution to the assessment of adaptive behaviour or those behaviours thatlead to personal independence and social responsibility. The items in the test are arranged inorder of 8normal average life age progression9.A Malin in 1965 and Bharath Raj in 1992 both created Indian adaptations of this test.Malin, of the Nagpur Child Guidance Center, developed VSMS for use in Indian contexts in1965. The revised version only featured 89 items and tested children aged 0 to 15. Except for afew, the 89 items are nearly identical (in content) to the first 89 items in the original version ofDoll. Each item's principal aim is to reflect a certain component of one's ability to care for one'sown practical needs.
In addition,the scale is used to identify social capacities of an individual through socialdeficits and assets Vineland Social Maturity Scale (VSMS) measures the differential socialcapacities of an individual. It provides an estimate of Social Age (SA) and Social Quotient (SQ)with intelligence. SQ indicates how the child is compatible with the environment and societys/he lives in.. VSMS scans skills among kids in the areas of Self-help skills, Self-Decision
Conducting VSMS is based on an interview-based informant report test. Parents along with thechildren are required to respond, which ensures that the responses are marked accurately sinceparents are usually assumed to recall their child's development accurately. The child and parentare expected to give clear or correct answers. The scale provides a measure of the social quotient(SQ) as well as a maturity age (MA) level for each domain, which improves the capability ofidentifying developmental lags and subsequent training. The subject on whom VSMS was conducted came to the Alternative to AddictionCreating Center, an NGO cum Rehabilitation center, with her mother. This was the 3rd sessionof the subject where the VSMS was administered experiment began with rapport building,which involved making the participant feel at ease. The subject, a little girl of 7 years, was withher mother. In order to make the subject feel comfortable, the subject's mother was sitting nearbyand was informed about the scale's function. Direct questions were posed in order to determinewhether a particular trait was present for certain scale items. The child was instructed to say8yes9 if she was able to do a particular task by herself, when narrated from the VSMS. If in anycase the child stammered, got distracted or was unsure, the mother would answer. The participantreceived a score of 1 for each trait that was present. The overall raw score was determined byadding up the scores for each characteristic after they had all been scored. The manual's tablewas used to translate this raw score into social age. The social quotient was then calculated usingthis data. This formula's result, the social quotient, was then interpreted.. The child seemed to be restless, distracted and jumpy hence it took longer to administer the testas I had to either follow behind her and ask, or her mother had to ensure that the child sits in oneplace and answers. The ethical considerations were abided throughout wherein the subject9s
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