This study investigated the relationship between the Vineland Social Maturity Scale (VSMS) and the Adaptive Behavior Scale (ABS) in their assessment of adaptive behavior. Both scales, the VSMS and the ABS, were administered to a randomized sample of male and female residents of varying degrees of mental retardation. The ABS and the VSMS were administered by those hospital staff who were most familiar with the members in the sample. The scores from the ABS and the scores from the VSMS were then correlated. Additional correlations were carried by matching the sub-categories of the VSMS with the domains of the ABS.The results of this study indicate that there exists a significant relationship between the Adaptive Behavior Scale and the Vineland Social Maturity Scale. In the assessment of adaptive behavior one scale may be substituted for the other in those situations where an overall index of adaptive behavior is required.One of the major differences between the two scales is that the Adaptive Behavior Scale provides an extensive survey of personality and behavior disorders which identify areas that prevent progress in adaptive growth. As the assessment of maladaptive behavior is a major concern in the management of the mentally retarded, the Adaptive Behavior Scale has been found to be the preferred scale in this investigation.

No description available.

No description available.

Thesis (Ph.D.)--Texas Woman's University, 2008. / Adviser: Karen Petty. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (87-106).

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (87-106). Also available in print.

published_or_final_version / Education / Master / Master of Education

This study is an attempt to ascertain if there is a relationship between academic achievement, I. Q. and social maturity in mentally retarded children in an institutional setting.

The problem of this thesis is to evaluate the progress in general reading efficiency of a group of children taught by the socialized group plan, as compared to a group of children taught by the traditional reading plan and to determine whether the socialized group plan aids in the development of certain other general attributes, such as arithmetic reasoning, arithmetic computation, and social maturity growth.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Anita Tesh; submitted to the School of Nursing. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 119-130).