Comparability of the Vineland Social Maturity Scale and the Vineland Adaptive Behavior Scale—Survey Form with Infants Evaluated for Developmental Delay

1990 ◽  
Vol 71 (2) ◽  
pp. 415-418 ◽  
Author(s):  
Donald J. Raggio ◽  
Twila W. Massingale
Keyword(s):  
Developmental Delay ◽  
Adaptive Behavior ◽  
Social Maturity ◽  
Vineland Adaptive Behavior Scale ◽  
Survey Form ◽  
Behavior Scale ◽  
Vineland Adaptive Behavior

Comparison of the Vineland Social Maturity Scale, the Vineland Adaptive Behavior Scales—Survey Form, and the Bayley Scales of Infant Development with Infants Evaluated for Developmental Delay

1993 ◽  
Vol 77 (3) ◽  
pp. 931-937 ◽  
Author(s):  
Donald J. Raggio ◽  
Twila W. Massingale
Keyword(s):  
Developmental Delay ◽  
Adaptive Behavior ◽  
Infant Development ◽  
Mental Development ◽  
Vineland Adaptive Behavior Scales ◽  
Social Maturity ◽  
Mental Development Index ◽  
Survey Form ◽  
Bayley Scales ◽  
Vineland Adaptive Behavior

The Vineland Adaptive Behavior Scales is an extensive revision of the Vineland Social Maturity Scale; however, research comparing the two scales with different populations and measures of intelligence is limited. The Vineland Adaptive Behavior Scales—Survey Form, the Vineland Social Maturity Scale, and the mental scale of the Bayley Scales of Infant Development were administered to 44 infants referred for evaluation of developmental delay. The differences between means were compared and shared variance examined. The Vineland Adaptive Behavior Scales—Survey Form scores were significantly higher than those of the Vineland Social Maturity Scale and the Bayley Mental Development Index. No significant differences were found between the means of the Vineland Social Maturity Scale and the Bayley Scales of Infant Development—Mental Development Index. Correlations were .59 between the Bayley Index and scores on the Vineland—Survey Form and .72 between the Bayley Index and the Vineland Social Maturity Scale. Between versions of the Vineland scale r = .39. Implications for diagnosis and educational classification are discussed.

Adaptation: Vineland Adaptive Behavior Scale for 3–9 year-old Indian children

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Rashmi Kumar ◽  
Kaushaki Shankar ◽  
Vima Kush ◽  
Chandrakanta Kumar ◽  
Anupama Bhave ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Adaptive Behavior ◽  
Motor Development ◽  
Reliability And Validity ◽  
Indian Children ◽  
Nuclear Families ◽  
Vineland Adaptive Behavior Scale ◽  
Survey Form ◽  
Behavior Scale ◽  
Vineland Adaptive Behavior

Abstract: This study aimed to translate the Vineland Adaptive Behavior Scale (VABS) II Survey Form into Hindi and then adapt and use it in evaluating 3–9 year-old Indian children.The VABS II was translated to Hindi and its reliability and validity were checked. Then, it was used in a sample of 3–9 year-old children. Adaptive behavior composite (ABC) Scores, domain standard scores (DSS) and maladaptive-v scores (MBI) were compared.: Out of 433 items, 44 (10.16%) needed adaptation but no satisfactory adaptation could be made for 16 (3.6%). The adapted instrument was proven reliable and valid. Significant differences were found in all domains (except MBI) with higher scores for urban vs. rural children, school-goer vs. non-school-goer, working vs. housewife mothers and higher socioeconomic status (SES), but not between children of joint and nuclear families. Motor development significantly correlated with weight-for-age percentage, which in turn, correlated to the variables studied.The VABS was satisfactorily translated and adapted for Indian children. In addition, it was found that socioeconomic status significantly affected the social development.

Comparison of Vineland Adaptive Behavior Scales-Survey Form Age Equivalent and Standard Score with the Bayley Mental Development Index

1994 ◽  
Vol 79 (1) ◽  
pp. 203-206 ◽  
Author(s):  
Donald J. Raggio ◽  
Twila W. Massingale ◽  
John D. Bass
Keyword(s):  
Developmental Delay ◽  
Adaptive Behavior ◽  
Mental Development ◽  
Vineland Adaptive Behavior Scales ◽  
Standard Score ◽  
Development Index ◽  
Mental Development Index ◽  
Survey Form ◽  
High Risk Infants ◽  
Vineland Adaptive Behavior

The Vineland Adaptive Behavior Scales-Survey Form standard score, Vineland Adaptive Behavior Scales-Survey Form age equivalent and Bayley scales' Mental Development Index were given to 44 high-risk infants age 12 mo. and suspected of developmental delay. The VABS-Survey Form, a revision of the Vineland Social Maturity Scale is frequently used in assessment of developmental delay; however, questions have arisen as to whether the standard score or age equivalent is the better measure. A developmental quotient based on VABS-SF age equivalent and VABS-SF standard score was compared with the Bayley Mental Development Index. The mean VABS-SF standard score was significantly higher than the age equivalent quotient and the Bayley Mental Development Index. Implications for the use of VABS-SF age equivalent in evaluating such infants are discussed.

scholarly journals PERAN SOCIAL MATURITY DALAM MEMBANGUN SCHOOL READINESS PADA MURID PRASEKOLAH KAYATA SCHOOL BERASTAGI

2019 ◽  
Vol 6 (1) ◽  
pp. 43-52
Author(s):  
Yulinda Septiani Manurung ◽  
Winida Marpaung
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Readiness ◽  
Adaptive Behavior ◽  
Research Data ◽  
Learning Activities ◽  
Chronological Age ◽  
Social Maturity ◽  
Behavior Scale ◽  
Vineland Adaptive Behavior

This study aims to see how the readiness of preschool children to enter primary school, especially their social maturity. The subjects of the study were 15 Berastagi Kayata School preschoolers aged four to seven year old. Data was taken with the Nijmeegse Schoolbekwaamheidstest (NST) test to obtain a picture of children's school readiness and the Vineland Adaptive Behavior Scale (VABS) to look more specifically at a child's social maturity. The research data were analyzed descriptively with a quantitative approach. The results obtained in this study are as the chronological age of Kayata School preschoolers become more mature, they are intellectually ready to enter elementary school. But socially and emotionally, their readiness is still not optimal to be able to participate in learning activities in elementary schools.

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