VSMS SCALE - VINELAND SOCIAL MATURITY

SCALE
AIM- To assess the social maturity of an individual using Vineland social
maturity Scale.
INTRODUCTION- The Vineland Social Maturity Scale (VSMS) measures the
differential social capacities of an individual. It provides an estimate of Social
Age (SA) and Social Quotient (SQ), and shows high correlation (0.80) with
intelligence. It is designed to measure social maturation in eight social areas:
Self-help General (SHG), Self-help Eating (SHE), Self-help Dressing (SHD),
Self direction (SD), Occupation (OCC), Communication (COM), Locomotion
(LOM), and Socialization (SOC). The scale consists of 89 test items grouped
into year levels. For details of the complete VSMS one should refer to VSMS
manual. VSMS can be used for the age group of 0-15 years. The examiner
should collect information on VSMS test items regarding child’s abilities
through direct observation and supplement it by interviewing the mother.
Vineland Social Maturity Scale (VSMS) was Originally developed by E A Doll
in 1935. It measures social maturity OR social competence in individuals from
birth to adulthood. This test represents an important historical contribution to
the assessment of adaptive behavior or those behaviors that lead to personal
independence and social responsibility. The items in the test are arranged in
order of normal average life age progression.
VSMS is used to determine if a child is healthy and has proper growth and
development patterns. The child will be asked to perform a set of tasks specified
in the manual and will be evaluated for their ability to perform them. This test
also provides evidence that the child is capable of taking care of themselves and
is competent enough. It also helps in identifying whether a child can maintain a
healthy lifestyle and is growing in accordance with his her age.
In addition the scale is used to identify social capacities of an individual through
social deficits and assets. The Vineland Social Maturity Scale (VSMS) measures
the differential social capacities 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 society she lives in. VSMS
scans skills among kids in the areas of Self-help skills. Self- Decision making
skills, Communication skills, occupation and locomotion skills and socialization
In broader terms, it is designed to measure social maturation in eight social
areas of
Self-help General (SHG) - This assesses whether a child can perform general
activities on their own, like head holding, telling what time it is, etc.
Self-help Eating (SHE) -Assess whether a child handles his/her eating pattern
and take care of their nutritional needs.
Self-help Dressing (SHD) - Assess the child's ability to dress or cleanse
themselves.
Self direction (SD) - This includes how a child gradually breaks away from
authority, followed by the assumption of responsibility and authority for others
Occupation (OCC) -This includes a concentration of playful activities during
infancy, self-exploratory tasks, etc.
Communication (COM) -Assess the social usage of language, literacy, and other
means of communication
Locomotion (LOM) - Involves social movements associated with social
responsibilities.
Socialization (SOC)-This includes a child's social skills.
The concept of VSMS was built on certain theories of Intelligence, which have
been discussed in the following :
Thorndike's (1920) original definition of social intelligence included the idea of
the ability to: (a) understand others and (b) act or behave wisely in relating to
others. Social intelligence helps individuals build relationships and is important
to numerous aspects of a person's life. It allows an individual to form
friendships and alliances. People with social intelligence can "read" other
people9s faces and know what motivates them. Social intelligence builds over
time and as a person ages. On a group level, social intelligence is what allows
us to function as humans. We are social beings and rely on each other's
cooperation. By understanding ourselves and other people, we can find ways to
collaborate for mutual benefit.

Emotional intelligence covers tasks like expression. dialogue, listening,

conciliation, and learning through communication with others. More recently,
popular science writer Daniel Goleman has drawn on social neuroscience
research to propose that social intelligence is made up of social awareness and
social facility (Daniel. 2006), Goleman's research indicates that our social
relationships have a direct effect on our physical health, and the deeper the
relationship the deeper the impact. Effects include blood flow, breathing, mood
such as fatigue and depression. and weakening of the immune system.

Karl Albrecht profiled social intelligence into five broad categories winch can
be described by the S.P.A.C.E Model (Albrecht, 2006). These five skillsets are:
Situational Awareness, Presence, Authenticity, Clarity, and Empathy. Situational
Awareness is a pertinent skill set of social intelligence. It involves observing
and understanding the environment that one L is in Situational Awareness is a
pertinent skill set of social intelligence. It involves observing and understanding
the environment that one is in. Presence is defined as the impression or image
that you portray to others with respect to the way you believe. Authenticity is
the perception others may have of the congruence between one's ethical
motives, behavior and personal values. Clarity involves the ability to express
ideas effectively and with impact. If presence defined the visual aspect of social
intelligence, Clarity will define the verbal aspect. Empathy defined by Karl
Albrecht is the ability to build meaningful connections with others.

METHODOLOGY:
Participant’s Profile - Parent (Mother) of 4 year old male child M.H
MATERIAL REQUIRED- VSMS test booklet, answer key, scoring key,
pencil, eraser, pen.
TEST DETAILS:
The Vineland Social Maturity Scale (VSMS) measures the differential social
capacities of an individual. It provides an estimate of Social Age (SA) and
Social Quotient (SQ), and shows high correlation (0.80) with intelligence. It is
designed to measure social maturation in eight social areas: Self-help General
(SHG), Self-help Eating (SHE), Self-help Dressing (SHD), Self direction (SD),
Occupation (OCC), Communication (COM), Locomotion (LOM), and
Socialization (SOC). The scale consists of 89 test items grouped into year
levels. For details of the complete VSMS one should refer to VSMS manual.
VSMS can be used for the age group of 0-15 years. The examiner should collect
information on VSMS test items regarding child’s abilities through direct
observation and supplement it by interviewing the mother.

PROCEDURE:
The necessary materials for conducting the test, such as the test booklet, answer
sheet, pencil, and eraser, were prepared. The subject was informed about the test
and engaged in a casual conversation about their day and hobbies. Basic
personal details were collected, and the subject was seated comfortably. Consent
was obtained, and assurance of confidentiality was provided.
INSTRUCTIONS:
You have been asked to participate in a test to evaluate your child's social
quotient. Please provide basic information such as your child's name, age,
gender, and educational background. Your responses will be kept confidential
and will not be shared with anyone. If you agree, we can proceed with the test.
The test consists of 8 domains and a total of 89 items. You are required to mark
the items with a 'tick' if they accurately describe or apply to your child, and
mark with a 'cross' if they do not apply. The administration will take 30-35
minutes. If you find anything uncomfortable, you can leave the test. Feel free to
ask any doubts or queries at any time.
ADMINISTRATION:
VSMS information is typically gathered from the individual who is most
familiar with the child and has spent several weeks to months observing and
engaging with the child. Usually, this person is the primary caregiver, such as
the mother, father, or grandparents. The test is conducted through an interview
with the primary caregiver of the child being evaluated. The administration
takes place in a semi-structured, informal setting, either with the parent and
child together or with the child alone, depending on the requirements of the
items.
RESULT:
The assessment was conducted on a 4-year-old boy with his mother as the
informant. Both the child and the mother remained calm throughout the
evaluation. The child's behavior influenced the mother's responses, and she
provided valuable information about the child's development. They were both
very cooperative and patient. Based on the responses, the child's Social Age
(S.A) was determined to be 40 months, and the Social Quotient (SQ) was
calculated to be 73.

RESULT TABLE:
 MEASURE SCORE
Chronological Age 4years & 7Months
Social Age 40 Months
Social Quotient 73

S.No. SOCIAL AREA SA SQ

1. Self-help General 58 58
(SHG)
2. Self-help Eating 32 58
(SHE)
3. Self-help 36 65
Dressing (SHD)
4. Self direction NA NA
(SD)
5. Occupation 44 80
(OCC)
6. Communication 28 50
(COM)
7. Locomotion 40 83
(LOM)
8. Socialization 40 72
(SOC)

IMPRESSION:
The child's abilities in the 8 areas of social maturity are as follows:
1. Self-help General: This category assesses general skills such as grasping
objects, standing, and avoiding hazards. The child scored 58, which falls
within the age range of 5 to 6 years. It can be concluded that the child's
social competence in this area is excellent.
2. 2. Self-help eating: This domain looks at whether the child can eat
independently. The client obtained a score of 58 which falls under the age
range of 5 to 6 years which is optimal for their age.
3. 3.Self-help Dressing: This domain looks at two aspects which are self-
dressing and personal cleanliness. The client obtained a score of 65 for
this domain which falls under the range of 6 to7 years. Since the client
has a chronological age of 4, they have a high score in this domain of
social maturity.
 4. Self-Direction: This domain is characterized by the desire of social
freedom in personal conduct expressed by taking up responsibility. The
client obtained a Nil score.
5. 5.Occupation: this domain comprises playful activity in infancy, helping
in minor and self-exploratory tasks and working for others. The client
obtained a score of 80 for this domain which falls under the age range of
10 to 11 years which is of exceptional level considering the chronological
age level for the child.
6. Communication: This domain is related to the child’s social use of
language and communication with others which helps the child adapt
better. The client has obtained a score of50 for this domain which falls
under the age range of 3 to 4 years which is the just apt optimum level of
the child.
7. Locomotion: This domain is associated with social movements and
responsibilities. The client obtained a score of 83 which falls under the
age range of 11 to 12 to years which is again a high score denoting
exceptional skills for the child.
8. Socialization: This domain measures if the child has successfully formed
social relationships and displays socially appropriate behavior. The client
obtained a score of 72 which falls under the age range of 8 to 9 years
indicating that the client’s social competence in this domain is good for a
4 year old child.
Therefore, it can be inferred from the client’s scores that he has an effective
perception of the social environment, he can effectively control the social
circumstances and can develop a stable pattern of social behavior. M.H. has
an intact awareness about his social roles, he can lead an effective social life
and is considerate about others. M.H. is self-reliant in the context of self-
dressing, self-help eating, and self-help grooming. He has an intact
occupation, communication and locomotion skills. M.H. can relate with
others and get along with them as well as deal with social situations
effectively and efficiently.

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