VINELAND SOCIAL MATURITY SCALE

INDIAN ADAPTATION

INTRODUCTION :
Vineland Social Maturity Scale (VSMS) is an useful tool to estimate the differential social
capacities of an individual.

HISTORY :
* The VSMS was originally deviced by E. A. Doll in 1935.
* The very first attempt to adapt this scale to Indian cultural conditions was done by Rev. Fr.
Dr. A. J. Malin while working at Nagpur Child Guidance Centre.

NATURE OF TEST :
* Correlation between this test and Stanford Binet scale 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.
* Individuals vary in the amounts of intelligence they possess. Some may be better at Abstract
intelligence than the other two, and some may have better social intelligence than the other
two.
* Social intelligence or social maturity matters a big way in life. 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 inspite of possessing
high amounts of mechanical and abstract intelligence.
* 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.

USE OF TEST :
* The test is being used in many parts of the world.
* This scale is being used at many clinics, university departments and institutions for the
mentally retarded.
* It serves purpose of estimating the differential social capacities of an individual.
* This instrument not only provides a measure of SA and Social Quotient (SQ), it also indicates
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 retarted
children to be socially self sufficient.

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 ....contd....
AGE LIMIT :
* This test can be used for the age range of 1 - 15 years.

TEST MATERIAL :
1. General points for VSMS and DST.
2. VSMS notes
3. VSMS questionnaire
4. VSMS report format
5. VSMS SA scores table
6. VSMS explanation of some items on the scale

ADMINISTRATION PROCEDURE :
* The administration should be carried out in a semi-structured informal procedure 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 mother to keep silent and non-participation 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 repertoire
of the child.
* 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.

INSTRUCTION :
* “Tell me whether the child / person is able to do given activity now”.

STANDARDIZATION :
* The present test is an extended version of original Indian adaptation of Doll’s VSMS.
* Recent experiments and research studies (Goulet & Barclay; American Journal of Mental
Deficiency, May, 1963) have shown consistent and high covariation between VSMS Social
Age (SA) and the Stanford Binet Mental Age (MA).
* Doll reported a correlation of +0.85 and Patterson reported a correlation of +0.96 with the
Binet scale on a sample of normal children.

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 ....contd....
RECORDING AND SCORING :
* If the particular characteristic described by the items has clearly emerged, 1 credit (+ credit)
is marked on the left side of item in the given box.
* If the evidence proves that particular characteristic described by the items has not emerged
yet, 0 credit (- credit) may be put on the left side of item in the given box.
* If the clinician feels confident that the characteristic might possibly have emerged but in
the clinical situation it can not be assessed, based on supplementary information provided
by the mother, 1/2 credit may be given to that item.
* These half credits receive full credits within the range of otherwise continuous plus credits.
* At the end of assessment full and half credits may be counted. If the total score falles
exactly on the last item of an age level, the child is given the full SA at that age level.
* The procedure for obtaining the SA from the raw score requires table of social age scores.
SA can be directly read off from the table and then converted to SQ by the formula :
SQ = (SA / CA) * 100
* For computation of Social Quotient for each aspect of social maturity, use first formula if
CA is equal to or more than the denominator. If CA is less than the denominator use
second formula.

INTERPRETATION :
* The interpretation of SQ are on similar lines as that of IQ except that SQs have a social
reference.

REFERENCES :
* Vineland Social Maturity Scale and manual : Indian Adaptation. Rev. Fr. Dr. A. J. Malin.
Enlarged edition by Dr. J. Bharath Raj (1992). Published by Swayamsiddha Prakashana,
720, 16th Main, 2nd Cross, Saraswathipuram, Mysore 570009.

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1 Cries, laughs COM 52 Washes face unassisted SHD
10 ‘Talks’, imitates sounds COM 54 Dresses self except for tying or buttoning* SHD
17 Follows simple instructions* COM 64 Bathes self assisted SHD
31 Uses names of familiar objects COM 65 Goes to bed unassisted* SHD
34 Talks in short sentences COM 70 Combs or brushes hair SHD
35 Signals (asks) to go to toilet* COM 74 Bathes self unaided SHD
44 Relates experiences COM 86 Exercises complete care for dress* SHD
58 Prints (writes) simple words COM
63 Uses pencil for writing* COM 11 Drinks from cup or glass assisted SHE
73 Reads on own initiative* COM 16 Does not drool SHE
78 Writes occasional short letters to friends COM 20 Masticates (chews) solid or semi-solid food SHE
81 Answers ads; writes letters for information COM 25 Drinks from cup or glass unassisted SHE
84 Enjoys reading books, newspapers, magazines COM 28 Eats with own hands* SHE
30 Discriminates edible substances from
12 Moves about on floor, (creeping, crawling) LOC non-edibles SHE
18 Walks about room unattended LOC 33 Unwraps sweets, chocolates SHE
26 Walks or uses a go-cart for walking* LOC 38 Eats with spoon SHE
29 Goes about house or yard LOC 39 Drinks (water) unassisted
32 Walks up-stairs unassisted LOC (Gets drink unassisted) SHE
45 Walks down stairs, one step at a time LOC 62 Mixes rice “properly” unassisted SHE
53 Goes about neighbourhood unattended LOC 67 Helps himself during meals* SHE
61 Goes to school unattended LOC 75 Cares for self at table (meals) SHE
77 Goes about home town freely LOC
2 Balances head SHG
7 Occupies self unattended* OCC 3 Grasps object within reach SHG
19 Marks with pencil or crayon OCC 5 Rolls over (unassisted) SHG
22 Transfers objects* OCC 6 Reaches for nearby objects* SHG
24 Fetches or carries familiar objects OCC 8 Sits unsupported SHG
36 Initiates own play activities* OCC 9 Pulls self upright SHG
43 Can do paper folding OCC 13 Grasps with thumb and finger SHG
48 Helps at little household tasks OCC 15 Stands alone SHG
55 Uses pencils or crayon for drawing* OCC 23 Overcomes simple obstacles* SHG
57 Uses hoops, flies kites, rides tricycles* OCC 41 Avoids simple hazards SHG
71 Uses tools or utensils* OCC 51 Cares for self at toilet SHG
72 Does routine household tasks* OCC 66 Tells time to quarter hour SHG
80 Does small remunerative work; makes articles* OCC
82 Does simple creative work* OCC 4 Reaches for familiar persons SOC
89 Performs responsible routine chores* OCC 14 Demands personal attention* SOC
27 Plays with own hands* SOC
60 Is trusted with money* SD 46 Plays cooperatively at kindergarten level SOC
76 Makes minor purchases* SD 49 “Performs” for others* SOC
79 Makes independent choice of shops* SD 56 Plays competitive exercise games* SOC
83 Is left to care for self or orders* SD 59 Plays simple table games* SOC
87 Buys own clothing accessories* SD 68 Refuses to believe in magic and fairy tales* SOC
69 Participates in pre-adolescent play* SOC
21 Removes shoes or sandals, pulls off socks SHD 85 Plays difficult games* SOC
37 Removes shirt or frock (if unbuttoned) SHD 88 Engages in adolescent group activities* SOC
40 Dries own hands SHD
42 Puts on shirt or frock unassisted
(need not button) SHD
47 Buttons shirt or frock SHD
50 Washes hands unaided SHD

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