Classroom behaviour and social maturity of intellectually disabled children

Pages: 1906-1908
Huma Kamal (Department of Psychiatry, Pt. J.N.M. Medical College Raipur, Chhattisgarh)
Basheer Hasan (Psychometrics Laboratory, SoS in Psychology Pt. Ravishankar Shukla University, Raipur, Chhattisgarh)

The present paper attempts to find out the characteristics related to the behaviour of intellectually disabled children in classroom setting in relation to social maturity. Intellectually disabled children were taken from special schools for the mentally retarded children of Chhattisgarh. Total 60 mentally retarded children were categorized into two groups with high and low on social maturity to find out its effect on classroom behavior. The age of the children were ranging between 7 to 14 years. The Vineland Social Maturity Scale (VSMS) was employed to assess the social maturity of children. After the keen observation of the behavior of children ten specific behavior were identified viz., out of the seat behavior, pulling and hitting behavior, odd mannerism, rebellious behavior, play with other children, self play, working with teaching aid, sitting quietly and observing other, showing caring attitude towards others, showing self made things to others for the study. The result indicated that ten behaviour varied significantly according to the social maturity of subjects. The results were explained in the light of Denny’s theory of span theory of intelligence of mental retardation.