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 ‘+’
mark may made be on the left-side of the item. But if the evidence
proves that it has not emerged still a ‘-’ 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 ‘talked’ 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 ‘gets 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 '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.

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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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