Comparison of Scores of Hearing-Impaired Children on the Vineland Adaptive Behavior Scales and the Vineland Social Maturity Scale

1986 ◽  
Vol 59 (2) ◽  
pp. 635-639 ◽  
Author(s):  
Tom Altepeter ◽  
Eileen M. Moscato ◽  
Jack A. Cummings
Keyword(s):  
Adaptive Behavior ◽  
Hearing Impaired ◽  
Vineland Adaptive Behavior Scales ◽  
Social Maturity ◽  
The Social ◽  
Impaired Children ◽  
A Current ◽  
Vineland Adaptive Behavior ◽  
Hearing Impaired Children

A study comparing the Vineland Adaptive Behavior Scales with the original Vineland Social Maturity Scale was conducted with a sample of 37 hearing-impaired children. A brief discussion of the literature showed a current lack of instrumentation for assessing adaptive behavior of such children. Correlations of scores on the two scales were significant and positive. Comparisons of mean standard scores indicated that the Social Maturity Scale yielded significantly higher standard scores than the Adaptive Behavior Scales.

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.

scholarly journals IPads Enhance Social Interaction Skills among Hearing-Impaired Children of Low Income Families in Saudi Arabia

2015 ◽  
Vol 8 (12) ◽  
pp. 167
Author(s):  
Raja Omar Bahatheg
Keyword(s):  
Saudi Arabia ◽  
Social Interaction ◽  
Low Income ◽  
Hearing Impaired ◽  
The Social ◽  
Low Income Families ◽  
Social Interaction Skills ◽  
Impaired Children ◽  
Interaction Skills ◽  
Hearing Impaired Children

<p class="apa">This research tries to investigate the technical contribution on improving the social interaction of hearing-impaired children from low income families in Saudi Arabia. It compares the social interaction skills of hearing-impaired children who do and do not have access to IPads. To achieve the goals of the study; seventeen children aged five-years-old were given access for the first time to iPads to enhance their social skills.</p><p class="apa">The researcher downloaded 10 educational games on to the iPads and gave each family one iPad whom their child was required to play with the iPad for three hours daily. The researcher used the Child’s Social Interaction Scale CSIS as a pre- or post-application measurement to assess the hearing-impaired children’s social interaction skills.</p><p class="apa">Results of the study showed that hearing-impaired children can make all behaviours that are essential to successful social interaction. Also, these children become more sociable, saying thank you, apologising to others, following rules and waiting for a turn. In light of the results, the researcher recommended commercial companies who create games for children to pay attention to hearing-impaired children and develop techniques to help them play with these games in order to develop their interaction social skills alongside normally hearing children.</p>

Locus of Control and Adaptive Behavior in Visually Impaired Children

1987 ◽  
Vol 81 (9) ◽  
pp. 429-432 ◽  
Author(s):  
S. Parsons
Keyword(s):  
Locus Of Control ◽  
Adaptive Behavior ◽  
Visually Impaired ◽  
Low Vision ◽  
Vineland Adaptive Behavior Scales ◽  
Intellectual Achievement ◽  
Group Responsibility ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Vineland Adaptive Behavior

Locus of control for academic achievement and correlating competencies in adaptive behavior were measured in a group of residential school children of normal intelligence and singularly impaired. There were both low vision and totally blind students in the sample. The Intellectual Achievement Responsibility Questionnaire (IAR) and the new Vineland Adaptive Behavior Scales (VABS) were administered. For the total group, responsibility for positive intellectual achievement events correlated significantly with increase in Adaptive Behavior scores. Discussion highlights the importance of facilitating development of skills of independence to enhance self-responsibility for academic and other life events in visually impaired children.

scholarly journals CLASSROOM SOCIAL BEHAVIOR OF HEARING IMPAIRED CHILDREN

2011 ◽  
Vol 28 (2) ◽  
Author(s):  
Shaista Majid
Keyword(s):  
Social Behavior ◽  
Hearing Impairment ◽  
Social Life ◽  
Hearing Impaired ◽  
Group Activities ◽  
The Social ◽  
Research Findings ◽  
Observation Method ◽  
Impaired Children ◽  
Hearing Impaired Children

social adaption, long-term relationships, and the development of cognition, emotion and personality in unique and important ways. Children with hearing impairment often have some degree of language and/or speech delay, which is a major factor affecting their social interaction with peers. The present research was aimed at the study of classroom social behavior of hearing impaired children at primary level. The research was descriptive and direct observation method was used to identify the positive and negative social behavior of hearing impaired children exhibited in the classroom and at playground. 50 hearing impaired children including male and female studying in classes I to V of special education centers for children with hearing impairment at Islamabad were selected randomly. A checklist was used to identify the social behavior. The items were developed on the indicators of classroom social behavior of hearing impaired children such as respect of elders, sharing, rebel, aggressive behavior, cooperation, fighting, calm and quiet, follow the instructions, teasing others, and friendly etc.On the basis of research findings it was concluded that most of hearing impaired children respect their elders, remain calm and quite during lesson, do not share their things with other students, do not rebel during lesson. Most of them cooperate with others during group activities, stay away from fighting during group activities, and follow the rules in playing group games. Some of them get angry when other students distract them from their studies, do not tease their friends. The male children immediately become frustrated when they can’t solve a problem and become aggressive (violent) when something goes against their will.It was recommended that creating awareness of classroom social behavior in hearing impaired children can change their behavior positively. Moreover, hearing impaired children should be motivated and encouraged to move in a positive social life.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

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