INTRODUCTION

The Vineland Maturity Scale (VSMS), initially created by Edgar Arnold Doll in 1935 and

later detailed in Doll's 1950 booklet "Your Child Grows Up," was developed to assess the

social maturity levels of children and young adults. Introduced to estimate individual

variations in social capacities, the scale has been extensively utilized globally since its

inception. Over time, several adaptations of the VSMS have been implemented to cater to

diverse needs.

In 1965, Malin, working at the Nagpur Child Guidance Centre, tailored the Vineland Social

Maturity Scale (VSMS) to suit Indian contexts. The modified Indian version comprised 89

items, evaluating individuals from 0 to 15 years of age. With minor exceptions, the content of

these 89 items closely resembled the initial 89 items in the original Doll version. Each item

primarily aimed to gauge an individual's capability to attend to their own practical necessities.

Later, in 1992, Bharat Raj made additional extensions and modifications to the VSMS. This

updated version closely resembles Doll's scale in terms of item descriptions and scoring

methodologies.

Although the original VSMS by Doll goes up to the level 25 years + level, the Nagpur

Adaptation stops at the 15 years – level.

Social Maturity

Social maturity refers to the ability to understand and pursue appropriate behaviours by

observing and emulating positive role models, aiming to achieve an acceptable standard of

social conduct. It entails the development of suitable attitudes for personal, interpersonal, and

social competence, crucial for effective functioning within society. Raj (1996) defines “Social

maturity as a level of social skills and awareness that an individual has achieved relative to

particular norms related to an age group.” According to Hurlock, a socially mature individual
conforms not merely out of personal approval or fear of others, but because they recognize

the necessity of aligning their desires with broadly accepted social norms. This implies that

social maturity involves acknowledging the importance of adhering to societal norms to

uphold social harmony and order. Crow & Crow (1959) said that “a child is considered

socially mature when his responses to a situation are appropriate to his development and

adequate to meet the demands of situation within the framework of societies.”

Socialization is the process by which individuals learn to become adept members of society,

encompassing the understanding of societal norms, expectations, acceptance of cultural

beliefs, and awareness of social values.

Social Age

Psychologist Edgar Doll introduced the concept of Social Age, akin to Alfred Binet's Mental

Age. Doll employed a method called 'direct total score conversion' to determine the Social

Age, representing a numerical scale that gauges a person's maturity in interpersonal skills and

their ability to meet societal norms and expectations associated with specific social roles.

This assessment is made in comparison to individuals of the same chronological age. Social

Age, much like Mental Age, is calculated based on ratings obtained from individuals or, in

the case of young children, from parents or caregivers, using tools such as the Vineland

Adaptive Behaviour Scale.

Social Quotient

Social quotient is the ratio between Social Age (SA) and the chronological age. It reflects the

extent to which a child harmonizes with the surroundings and society in which they reside. It

is parallel to the concept of Intelligence Quotient (IQ), where a score of 100 indicates average

performance for age, score less than 100 indicates below average functioning and score more

than 100 indicates above average performance.

 Social Quotient (SQ) = Social Age (SA) / Chronological Age (CA) x 100

Social Areas

The items on the scale are listed under 8 social areas which are as the following:

i) Self Help General (SHG): This area assesses a child's proficiency in various self-

help activities encompassing food preparation, hygiene, as well as fundamental

literacy and numeracy skills.

ii) Self Help Eating (SHE): This area indicates a child's capability to independently

consume food.

iii) Self Help Dressing (SHD): This area indicates a child's aptitude to cleanse and dress

themselves autonomously.

iv) Self-Direction (SD): This period in adolescence is characterised by a longing for

personal freedom in behaviour. It manifests as a gradual shift away from authority,

preceded in early childhood by assuming responsibility and authority for others.

v) Occupation (OCC): This area includes the focus on recreational activities during

infancy, particularly engaging in self-exploratory tasks and collaborative endeavours

with others.

vi) Communication (COM): This area is related to the social utilization of language,

literacy, and other communication methods, and how these contribute to an

individual's enhanced adaptability.

vii) Locomotion (LOM): It refers to the social movements associated with

responsibilities such as navigating neighbourhoods or attending school. Locomotion is

dominated by hindlimbs, and the body's centre of gravity is positioned closer to the

hindlimbs, resulting in a typical walking gait with a diagonal sequence (forefoot

preceding hindfoot on each side).

viii) Socialisation (SOC): It includes abilities like initiating social interactions with

others, embodying the process of learning to behave in a manner acceptable to

society.

Literature Review

The Vineland Social Maturity Scale was utilized in a halfway house treatment program for

very young psychotic children, appearing to be a valuable tool for predicting a child's

potential for improvement. Initial findings, which compared specific items and potential

Social Quotient cutoff scores, were discussed for six four-year-olds who were promoted and

six who were not. The significance of these results for a nursery school treatment program

was also explored (Allen and Toomey, 1965).

An Indian study aimed to assess whether the social maturity scale alone can reflect on the

social maturity, intellectual level and subsequent adaptation within family and society among

mentally retarded children. The study involved 35 participants who underwent evaluations

using the Vineland Social Maturity Scale and the Stanford Binet Intelligence Scale. The

results indicated a significant relationship between the social maturity scale scores and the

subjects' IQ levels. Additionally, the study revealed that as the degree of mental retardation

intensified, social development declined. Notably, the research found that age did not exert

any influence on social development in these children (Kumar, Singh and Akhtar, 2009).

Another study sought to outline a holistic assessment method that was used to understand

problems experienced by an adolescent boy and to design and implement an individualized

educational program. An Indian adaptation of VSMS (Malin’s version) was administered to

assess the adolescent’s social profile. A delay of 2 years was observed in his social skills. Post

intervention, his social age improved (Louis and Emerson, 2014).

METHODOLOGY

Aim/Objective: To assess the social maturity of the participant using Vineland Social

Maturity Scale.

Participant’s Demographic Profile:

• Name: V. B. R.

• Age: 7 years

• DOB: 04/07/2016

• Gender: Male

• Family type: Nuclear

• Educational Qualification: Studying in class II

• Condition: Fresh and reliable

• Date of Testing: 13/01/2024

• Time of Testing: 5.30 pm-6 pm

Materials Required:

• VSMS test booklet

• Answer sheet

• Scoring key

• Pencil

• Eraser

Description of the Test:

The Vineland Social Maturity Scale (VSMS) was originally developed by psychologist Edgar

A. Doll and first published in April, 1935 at the Training School at Vineland, New Jersey

with revisions till 1953 (Doll, 1965). Comprising 117 items, the scale is organized in
ascending order of difficulty and aims to assess social competence (Sparrow, 2011). The

statements and concepts related to social maturity, social age, and social quotient on this scale

closely resemble those found in the Stanford-Binet Scale of Intelligence. The original version

by Doll was adapted to the Indian setting by A.J. Malin (1965) and further saw modification

by Bharat Raj (1992).

The Vineland Social Maturity Scale (VSMS) aimed to assess child guidance, training, and the

differentiation of intellectually disabled children with or without social incompetence. Its

primary focus was on gauging social maturity and competence from infancy to young

adulthood.

Purpose of the Test

The Vineland Social Maturity Scale (VSMS) serves not only to evaluate social competence

but also functions as an alternative measure for assessing intelligence in situations where

conventional intelligence tests are impractical. This is particularly relevant when faced with

challenges like limited speech ability or uncooperative behaviour in children. Originally, the

VSMS was employed in conjunction with cognitive assessments to aid in diagnosing mental

retardation or intellectual disability. Moreover, it has been widely utilized to gauge the daily

life skills development in individuals facing testing difficulties due to various handicapping

conditions, even if they may not necessarily be intellectually impaired.

This scale consists of 89 test items and is grouped according to year levels, arranged in

increasing order of difficulty and is applicable to the age group of 0-15 years.

Generally, this test is employed in conjunction with other measures of intelligence in order to

develop a comprehensive picture of the individual's abilities.

Reliability and Validity

In 1935, Doll demonstrated a forward-thinking approach by creating the Vineland Social

Maturity Scale (VSMS) with proper psychometric methods and standardizing it on a

Vineland, New Jersey sample. Doll reported a correlation of 0.92, highlighting the reliability

of the scale.

Doll supports the validity of his findings by highlighting the consistent progression in the

difficulty of items. Furthermore, he establishes correlations between the estimated social ages

of individuals with intellectual disabilities and their social-age scores on the scale, revealing

strong correlations ranging from -0.73 to 0.97.

This test is found to demonstrate a correlation of 0.85 to 0.96 with the Stanford-Binet

Intelligence Scale.

PROCEDURE:

Preparation

The material required for conduction of the test like test booklet, answer sheet, pencil, eraser

were kept ready. The participant was informed about the test (data were collected from the

participant’s mother). Basic conversation about his day and hobbies were asked. Basic details

were taken. The participant was seated comfortably. Consent was taken and assurance of

confidentiality was given.

Instructions

Following instructions were given to the participant’s mother: “This test is going to be

administered to assess your child’s social quotient. You have to provide basic details like

name, age, sex and educational qualifications. Your responses and information will be kept
confidential and will not be shared with anyone. If you provide your consent, we can move

ahead with the test. There are 8 domains of the test and total items in the entire test are 89.

You are required to ‘tick’ mark for the items that best describes or able to meet by the child,

and ‘cross’ mark if child is not able to attend the item. The administration will take 30-35

minutes. You can leave the test in case you find anything uncomfortable. You can ask doubts

and your queries at any point of time.”

Administration

VSMS information is obtained usually from the person who knows the child most and who

has seen and interacted with the child at least for few weeks to months. It is usually the

primary care taker. It can be mother, father or grandparents. The test is administered during

an interview with a primary care taker of the child being assessed. The administration is

carried out in a semi-structured informal atmosphere by having the parent along with the

child or having the child alone depending upon the demands made by the items.

INTROSPECTIVE REPORT:

“We were excited and glad to go through and fill the form and also felt good to observe many

activities of my kid.”

PRECAUTIONS:

• The administrator must be trained in the administration and interpretation of VSMS.

• Informed consent has to be obtained from the participant (here from the primary

caregiver).

• The administrator must respect the privacy and confidentiality of the participant.
 • The administrator must be aware of the standardization and norms of VSMS.

• The administrator must be respectful of the cultural aspects of the participant.

• The participant (here the participant’s primary caregiver) needs to complete the

questionnaire without spending much time.

• Clear instructions must be given before starting the test.

• Scoring needs to be done carefully.

NORMS:

Social Quotient Level of Social Maturity

85 and below Below average

85-105 Average

105-115 Above average

115-135 Excellent

135 and above Superior

SCORING:

Scoring VSMS is very easy. First, it has to be determined until when items have been marked.

The highest item marked has to be identified. The number of crosses has to be counted and

subtracted from the value of the highest item marked. This will give the social age. Then, the

social quotient has to be calculated.

The participant’s scores on the Vineland Social Maturity Scale (VSMS)

Measures Scores

Chronological Age 7 years and 6 months (90 months)

Social Age 8 years and 4 months (100 months)

Social Quotient 100

x100 = 111.11
90

RESULT:

The scale was administered on a 7-year-old male and the informant was his mother. Both the

mother and the participant remained calm and composed during the entire assessment. The

mother provided a lot of information about the child’s development and the child also

contributed to the mother’s responses. They were both very patient and cooperative. On the

basis of the responses, the child’s Social Age (SA) was calculated to be 8 years and 4 months.

The Social Quotient (SQ) was calculated as being 111.11. Therefore, it can be inferred that he

falls under the category of ‘above average’ on social maturity.

INTERPRETATION:

The aim of the present test is to assess the social maturity of the participant using Vineland

Social Maturity Scale.

The present participant’s social quotient is 111.11. So, he falls under the category of ‘above

average’ on social maturity.

According to the mother of the participant, her child cares for self at toilet (item no. 51),

washes face unassisted (item no. 52), goes about neighbourhood unattended (item no. 53),

dresses self except for tying or buttoning (item no. 54), uses pencil or crayon for drawing

forms like man, house, tree, animal etc. (item no. 55), plays competitive exercises, games like

engaging in tag, hide and seek, jumping, rope, tops, skipping, or marbles (item no. 56), uses

hoops, flies kites, rides tricycles (hoops-ring pushed by hand or stick, cycle tyre; item no.57),

prints (writes) simple words (item no. 58), plays simple table games (like games with others

requiring taking turns, observing rules without undue dissension; caroms, snake, and ladder,

trade etc.; item no. 59), is trusted with money (is responsible with small sums of money when

sent to make payments of explicit purchases; item no. 60), does not go to school unattended

(item no. 61), mixes rice 'properly' unassisted (item no. 62), uses pencil for writing a dozen or

more simple words with correct spelling (item no. 63), bathes self-assisted (item no. 64), does

not go to bed unassisted (does not perform bedtime operation without help; does not go to

room alone, change dress and turn out-light; item no. 65), tells time to quarter hour (item no.

66), helps himself during meals (after the meal is served first, he helps himself more

according to the need; item no. 67), refuses to believe in magic and fairy tales (item no. 68),

participates in preadolescent play (games not requiring definite skill and with only less rules

such as unorganized hockey, football, kho-kho and follow the leader; takes hikes or bicycle

rides; item no. 69), coombs or brushes hair (item no. 70), uses tools or utensils (makes

practical use of hammer, screwdriver and household articles; sews; uses garden tools etc.;

item no. 71), does not do routine household tasks (does not help effectively at simple tasks

for which some continuous responsibility is assumed; item no. 72), reads on own initiative

(reads comic strips, movie titles, simple stories, notes simple instructions, elementary news

item for own entertainment or information; item no. 73), baths self unaided (item no. 74),

cares for self at table (meals) (item no. 75), makes minor purchases (buys useful articles,
exercise some choice or discretion in doing so and is responsible for safety of articles, money

and correct change; item no. 76), goes about home freely (item no. 77), writes occasional

short letters to friends (item no. 78), makes independent choice of shops (is able to decide for

self, which shop to go for purchasing different articles; item no. 79), does small remunerative

work; makes articles (makes articles for self use, e.g. making simple gardens, stitching

buttons, preparing tea for self, doing small repairs, talking 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 newspapers for which some money is

paid; item no. 80), does not answer ads; does not write letters to get information regarding

some books, magazine or toys (item no. 81), does simple creative work (makes useful

articles; cooks, raises pets, writes simple stories or poems; produce simple drawings or

painting; item no. 82), is left to care for self or others (is sometimes left along and is

successful in looking after own immediate needs or those of others who may be left in his

care; item no. 83), enjoys reading books, newspaper, magazines (item no. 84), does not play

difficult games (does not participate in skilled games and sports as card games, basketball,

tennis, hockey, badminton, and does not understand rules and methods of scoring; item no.

85), exercises complete care of dress (includes washing and drying hair, care of nails, proper

selection of clothing according to occasion and weather; item no. 86) , buys own clothing

accessories (selects and purchases minor articles of personal clothing with regard for

appropriateness, such as ribbons, underwear, linen, shoes etc.; item no. 87) , engages in

adolescent group activities (is an active member of a cooperative group, athletic team, club,

social or literary organization; plans or participates in picnic trips, outdoor sports, etc.; item

no. 88), and performs responsible routine chores (such as an assisting in house work, caring

for garden, cleaning car-washing window, waiting at table, bringing water etc.; item no. 89).
DIAGNOSTIC FORMULATION:

Based on the above interpretation, the following are some possible diagnostic formulations:

some possible diagnostic formulations:

Normal Social Development:

• The participant exhibits a well-rounded social quotient, indicating above-average

social maturity.

• Demonstrates age-appropriate independence in daily activities such as self-care,

dressing, and personal hygiene.

Age-Appropriate Cognitive and Motor Skills:

• Displays proficiency in cognitive tasks such as drawing, playing simple games, and

writing simple words with correct spelling.

• Shows competence in motor skills through activities like riding tricycles, playing

sports, and using tools or utensils.

Responsible and Independent Behaviour:

• Takes responsibility for personal and household tasks, including self-care during

meals, making purchases, and engaging in routine chores.

• Demonstrates independence in decision-making, such as choosing shops for purchases

and participating in group activities.

Healthy Emotional and Psychological Development:

• Refusal to believe in magic and fairy tales may suggest a healthy separation of fantasy

from reality.
 • Engages in creative activities like making articles, writing stories or poems, indicating

a well-rounded emotional and psychological development.

Positive Social Engagement:

• Enjoys reading books, newspapers, and magazines, indicating an interest in various

forms of information and entertainment.

• Participates in adolescent group activities, highlighting positive social engagement

and cooperative behaviour.

Normal Progression in Academic Skills:

• Reads on own initiative, writes occasional short letters to friends, and prints simple

words, suggesting age-appropriate development in literacy skills.

Also, the following points have to be noted:

1. Limited Interest in Difficult Games:

The participant does not play difficult games or participate in skilled sports. This

could indicate a potential preference for less complex activities or a need for

encouragement to explore more challenging games.

2. Limited Understanding of Rules:

The participant may not understand the rules and methods of scoring in skilled games.

This could be an area for development in terms of learning and participating in more

structured games.
 3. Limited Involvement in Academic Initiatives:

While the participant engages in some academic activities, there is no mention of

actively seeking information through ads or writing letters for educational purposes.

Encouraging more proactive involvement in academic initiatives may be considered.

4. Limited Engagement in Difficult Household Tasks:

The participant does not perform routine household tasks effectively. Encouraging

more involvement in household chores may contribute to a more well-rounded set of

skills.

5. Limited Involvement in Adolescent Group Activities:

Although the participant engages in preadolescent play and independent choices,

there's no mention of active involvement in adolescent group activities. Encouraging

participation in such activities may foster more social connections.

RECOMMENDATIONS BY THE CLINICAL PSYCHOLOGIST:

Based on the above diagnostic formulations, a clinical psychologist might offer the following

recommendations:

1. Encouraging Exploration of Challenging Games: It is recommended to provide the

participant with a variety of challenging games and sports to encourage exploration.

Offering positive reinforcement and support during these activities can help build

confidence and interest in more complex games.

2. Structured Learning of Game Rules: To enhance the participant's understanding of

rules and scoring in skilled games, it is advisable to incorporate structured learning

sessions. This can involve breaking down rules into simpler components and using

visual aids or practical demonstrations to facilitate comprehension.

 3. Promoting Proactive Academic Initiatives: The clinical psychologist suggests

fostering a proactive approach to academic initiatives. Encouraging the participant to

actively seek information through various channels, such as ads and writing letters for

educational purposes, can stimulate intellectual curiosity and engagement.

4. Skill Development in Household Tasks: It is recommended to gradually involve the

participant in more routine household tasks, providing guidance and positive

reinforcement. This can contribute to the development of practical skills and a sense

of responsibility in managing daily activities.

5. Facilitating Participation in Adolescent Group Activities: To enhance social

connections, the clinical psychologist advises actively encouraging the participant to

participate in adolescent group activities. This can include organized events, clubs, or

community programs that align with the participant's interests, fostering positive

social engagement.

CONCLUSION:

It can be concluded that the present participant’s level of social maturity has been measured

using the Vineland Social Maturity Scale and the participant has been found to possess an

above average level of social maturity.

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Publishers, New York.

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