1-Anitha-Content & Certificates 31.12.13shodhganga.inflibnet.ac.in/bitstream/10603/110045/15/15_appendices.pdf · DEVELOPMENTAL SCREENING TEST The Development Screening Test measures

Appendices

i

APPENDEX-I

PERSONAL DATA SCHEDULE

Gender: Male/Female

Name:

DOB:

Grade: 1.No schooling

2.Regular schooling

Parents Details:

Mother: Father:

Age: Age:

Educational Qualification: Educational Qualification:

Occupation: Occupation:

Family Income: 5000 and Below 5000

Above 5000

Family Type: Nuclear:

Joint :

Consanguinity:

1. No Consanguinity

2. Father married his sister’s daughter

3. Father married to paternal aunt’s daughter

4. Father married to maternal Uncles daughter

5. Father married to paternal uncle’s daughter

6. Father married to maternal aunt’s daughter

7. Any other relations

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Physical appearance :

1). Normal

2). Microcephaly

3).Hydrocephaly

4).Clift Palate

History:

Pre-Natal:

1. Regular Antenatal Check Ups Yes / NO

2. Nutrition Adequate /Inadequate /Not known

3. Hypertension Yes / NO

4. Diabetes Yes / NO

5. Thyroid Yes / NO

6. Psychological Trauma Yes / NO

7. Jaundice Yes / NO

8. Fits Yes / N0

9. Significant accidents/injury Yes / NO

10. Infections Yes / NO

11. Any Other specify ------------

Post Natal:

1.Delivery place Hospital ,Home , Others

2.Term Full ,Premature ,Post mature ,Not known

3.Labour duration Normal ,Prolonged , Not known

4.Delivery type Spontaneous , Forceps ,Cesarean ,Not

Known

5.Abnormal presentation Yes , No, Not known

6.Cord around neck Yes , No, Not known

7.Birth cry Immediate ,Delayed , Not known

8.Birth weight Below2.5kg ,2.5- 3.2kg ,above 3.2kg ,Not

Known

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9.Respiratory distress Yes, No, Not known

10.Jaundice Yes, No, Not known

11.Fits Yes , No, Not known

12. Significant accidents/injury Yes , No , Not known

13. Infections Yes, No

14. Thyroid Dysfunctions Yes , No, Not known

15. Nutritional disorder Yes , No, Not known

Reasons if any to the child’s condition(specify):

Family history:

1.MR: Yes/No

2.Autism: Yes/No

3.Epilepsy: Yes/No

4.Other: Yes/No

Behavior problems : Yes/NO

1. Violent and destructive behavior Yes / NO

2. Temper Tantrums Yes / NO

3. Misbehaves with others Yes / NO

4. Self injurious behavior Yes / NO

5. Repetitive behaviors Yes / NO

6. Odd behaviors Yes / NO

7. Hyperactivity Yes / NO

8. Rebellious behavior Yes / NO

Address: Ph.No:

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APPENDEX-II

DEVELOPMENTAL SCREENING TEST

The Development Screening Test measures mental development of children

from birth to 15yrs of age. The tester starts with the item closest to chronological age of

the child to establish a ‘Basal Age’. This is the age at which all items are likely to be

passed or the behavior described is likely to be present. Gradually tester moves through

upper age levels .Each item could be evaluated either by observing the child (eg. Head

is steady, walks) or by asking the parent .Developmental quotient (DQ) will be

obtained by dividing DA by CA and multiplying by 100.

Developmental Screening Test-DST Name:__________________ DOB: Age: Regn.No. Sex: M/F Development Age (DA): DQ: Date: 1 13 Birth cry present 8 15 reaches for objects 2 26 Equal bilateral movements 9 30 laughs aloud 3 39 responds to bell 10 45 recognizes mother 4 52 Vocalizes sounds* 11 60 vocalizes for pleasure/babbles 5 65 smiles spontaneously 12 75 carries objects to mouth 6 78 eyes follow moving object 13 90 rolls over 7 90 head steady 3m 6m 14 23 imitates speech sounds* 18 23 says 3 words, ‘dada’, ‘mama’* 15 46 sits by self 19 46 stands alone well 16 68 thumb finger grasp 20 68 follows simple instructions 17 90 shows curiosity 9m 21 90 cooperates for dressing 1y 22 1—15 many intelligible words* 26 1—15 says sentences of 2/3 words* 23 3 walks, runs well 27 3 points out objects in pictures 24 4—15 indicates wants 28 4—15 shows body parts 25 6 scribbles spontaneously 11/2 29 6 participates in play 2y 30 2 copies O 36 2—12 buttons up 31 4 relates experiences* 37 4—24 comprehends ‘hunger’, ‘cold’ 32 6 knows names, uses of common objects 38 7—6 plays cooperatively with children 33 8 begins to ask ‘why’ 39 9—18 repeats 3 digits 34 10 takes food by self 40 12 tells stories 35 12 toilet control present 3y 4y 41 2 defines words* 47 2—12 can name primary colors 42 4 makes simple drawing 48 4—24 plays games governed by rules 43 6 dresses with no supervision 49 7—6 writes simple words 44 8 describes actions in pictures* 50 9—18 gains admission in school 45 10 gives sensible answers to questions 51 12 enjoys constructive play 46 12 goes about in neighborhood 5y 6y 52 2—12 adapts to home, school 57 3 combs hair by self 53 4—24 tells differences of objects 58 6 makes small purchases 54 7—6 spells, reads, writes simple words 59 9 competition in school/play 55 9—18 enjoys group play 60 12 tells time 56 12 knows comparative value of coins 7y 8y 61 2 tells day, month, year* 67 2—12 cooperates keenly with companions 62 4 reads on own initiative 68 4—24 has various hobbies, collections 63 6 recognizes property rights 69 7—6 goes about town freely 64 8 favorite of fairy tales* 70 9—18 sex difference in play become marked 65 10 muscle coordination games (marbles) 71 12 can stay away form home (camps) 66 12 bathes self unaided 9y 10y

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72 3 writes occasional short letters 76 4 enjoys books, newspapers, magazines 73 6 comprehends social situations 77 8 more independent in spending 74 9 physical feats liked 78 12 capable of self-criticism 75 12 able to discuss problems* 11y 12y 79 2—12 shows foresight, planning, judgment 84 4—24 makes sensible plans for future(job) 80 4—24 learns from experience 85 9—18 follows current events* 81 7—6 plays difficult games 86 1y—2m 12 buys own clothing 82 9—18 interested in dressing up 87 1y—7m 6 systematizes own work 83 12 understands abstract ideas (justice)13y 88 2y purchases for others 15y Signature of the Examiner : ______________________

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Vineland Social Maturity Scale

0-1 Year 1-2 Years 1year 1 0.7 mts ‘Coos’: laughs 18 0.7 Walks about room unattended 2 1.4 Balances head 19 1.4 Marks with pencil or cryon or chalk 3 2.1 Grasps object within reach 20 2.1 Masticates (chews) solid or semi-solid food 4 2.8 Reaches for familiar persons 21 2.8 pulls off cloths 5 3.5 rolls over (unassisted) 22 3.5 transfers objects 6 4.2 reaches for nearby objects 23 4.2 Overcomes simple obstacles* 7 4.9 Occupies self unattended* 24 4.9 fetches or carries familiar objects 8 5.6 sits unsupported 25 5.6 drinks from cup or glass unassisted 9 6.3 pulls self upright 26 6.3 walks without support* 10 7.0 ‘talks’: imitates sounds 27 7.0 plays with other children 11 7.7 drinks from cup or glass assisted 28 7.7 eats with own hands (biscuits, bread,etc) 12 8.4 moves about on floor (creeping, crawling)29 8.4 goes about house or yard 13 9.1 grasps with thumb and finger 30 9.2 discriminates edible substances from non-edibles 14 9.8 demands personal attention* 31 9.8 uses names of familiar objects 15 10.6 stands alone 32 10.6 walks upstairs unassisted 16 11.3 does not drool* 33 11.3 unwraps sweets, chocolates 17 12.0 follows simple instructions* 34 12.0 talks in short sentences. 2-3 years 2 years 3-4 years 3 years 35 1.2 signals to go to toilet* 45 2 walks downstairs, one step at a time 36 2.4 initiates own play activities* 46 4 plays cooperatively at kindergarten level* 37 3.6 removes shirt or frock if unbuttoned 47 6 buttons shirt or frock 38 4.8 eats with spoon/hands (food) 48 8 helps at little household tasks 39 6.0 gets drink (water)unassisted 49 10 ‘performs’ for others* 40 7.2 dries own hands 50 12 washes hands unaided 41 8.4 avoids simple hazards* 42 9.6 puts on shirt or frock unassisted (need not button) 43 10.8 can do paper folding 44 12.0 relates experiences* 4-5 years 4 years 5-6 years 5 years 51 2 cares for self at toilet 57 2.4 uses hoops, flies kites, or uses knife* 52 4 washes face unassisted 58 4.8 prints (writes) simple words 53 6 goes about neighborhood unattended 59 7.2 plays simple games which require taking turns* 54 8 dresses self except for tying 60 9.6 is trusted with money* 55 10 uses pencil or crayon or chalk for drawing*61 12.0 goes to school unattended 56 12 plays competitive exercise games* 6-7 years 6 years 7-8 years 7 years 62 3 mixes rice ‘properly’ unassisted 66 2.4 can differentiate between AM & PM 63 6 uses pencil or chalk for writing* 67 4.8 helps himself during meals* 64 9 baths self assisted 68 7.2 understands and keeps family secrets* 65 12 goes to bed unassisted* 69 9.6 participates in pre-adolescent play* 70 12.0 combs or brushes hair 8-9 years 8 years 9-10 years 9 years 71 3 uses tools or utensils* 75 4 cares for self at meals 72 6 does routine household tasks* 76 8 makes minor purchases 73 9 reads on own initiative* 77 12 goes about home town freely 74 12 bathes self unaided 10-11 years 10 years 11-12 years 11 years 78 3 distinguishes between friends & play mates 82 4 does simple creative work* 79 6 makes independent choice of shops* 83 8 is left to care for self or others* 80 9 does small remunerative work; makes articles*84 12 enjoys reading, books, newspapers, magazines 81 12 follows local current events* 12-15 years 12 years 85 7.2 plays difficult games*

Score: ____________ 86 14.4 exercises complete care of dress* 87 21.6 buys own clothing accessories* Social Age: ____________ 88 28.8 engages in adolescent group activites* 89 36.0 performs responsible routine chores* Social Quotient: ____________

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APPENDEX-III

VINELAND SOCIAL MATURITY SCALE

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). It is 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 item is recorded as pass if the child is able to perform correctly and fail if

otherwise. By adding up passed scores (full and half) the Social Age (SA) of the child

will be known. The Social Quotient (SQ) will be obtained by dividing SA by CA and

multiplying by 100.

Vineland Social Maturity Scale

Name:__________________ DOB: Age: Sex: M/F Social Age (SA): SQ: Date ______________________________________________________________________________________________ 0-1 Year 1-2 Years 1year 1 0.7 mts ‘Coos’: laughs 18 0.7 Walks about room unattended 2 1.4 Balances head 19 1.4 Marks with pencil or crayon or chalk 3 2.1 Grasps object within reach 20 2.1 Masticates (chews) solid or semi-solid food 4 2.8 Reaches for familiar persons 21 2.8 pulls off cloths 5 3.5 rolls over (unassisted) 22 3.5 transfers objects 6 4.2 reaches for nearby objects 23 4.2 Overcomes simple obstacles* 7 4.9 Occupies self unattended* 24 4.9 fetches or carries familiar objects 8 5.6 sits unsupported 25 5.6 drinks from cup or glass unassisted 9 6.3 pulls self upright 26 6.3 walks without support* 10 7.0 ‘talks’: imitates sounds 27 7.0 plays with other children 11 7.7 drinks from cup or glass assisted 28 7.7 eats with own hands (biscuits, bread,etc) 12 8.4 moves about on floor (creeping, crawling) 29 8.4 goes about house or yard 13 9.1 grasps with thumb and finger 30 9.2 discriminates edible substances from non-edibles 14 9.8 demands personal attention* 31 9.8 uses names of familiar objects 15 10.6 stands alone 32 10.6 walks upstairs unassisted 16 11.3 does not drool* 33 11.3 unwraps sweets, chocolates 17 12.0 follows simple instructions* 34 12.0 talks in short sentences 2-3 years 2 years 3-4 years 3 years 35 1.2 signals to go to toilet* 45 2 walks downstairs, one step at a time 36 2.4 initiates own play activities* 46 4 plays cooperatively at kindergarten level* 37 3.6 removes shirt or frock if unbuttoned 47 6 buttons shirt or frock 38 4.8 eats with spoon/hands (food) 48 8 helps at little household tasks 39 6.0 gets drink (water)unassisted 49 10 ‘performs’ for others* 40 7.2 dries own hands 50 12 washes hands unaided 41 8.4 avoids simple hazards* 42 9.6 puts on shirt or frock unassisted (need not button) 43 10.8 can do paper folding 44 12.0 relates experiences*

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4-5 years 4 years 5-6 years 5 years 51 2 cares for self at toilet 57 2.4 uses hoops, flies kites, or uses knife* 52 4 washes face unassisted 58 4.8 prints (writes) simple words 53 6 goes about neighborhood unattended 59 7.2 plays simple games which require taking turns* 54 8 dresses self except for tying 60 9.6 is trusted with money* 55 10 uses pencil or crayon or chalk for drawing* 61 12.0 goes to school unattended 56 12 plays competitive exercise games* 6-7 years 6 years 7-8 years 7 years 62 3 mixes rice ‘properly’ unassisted 66 2.4 can differentiate between AM & PM 63 6 uses pencil or chalk for writing* 67 4.8 helps himself during meals* 64 9 baths self assisted 68 7.2 understands and keeps family secrets* 65 12 goes to bed unassisted* 69 9.6 participates in pre-adolescent play* 70 12.0 combs or brushes hair 8-9 years 8 years 9-10 years 9 years 71 3 uses tools or utensils* 75 4 cares for self at meals 72 6 does routine household tasks* 76 8 makes minor purchases 73 9 reads on own initiative* 77 12 goes about home town freely 74 12 bathes self unaided 10-11 years 10 years 11-12 years 11 years 78 3 distinguishes between friends & play mates 82 4 does simple creative work* 79 6 makes independent choice of shops* 83 8 is left to care for self or others* 80 9 does small remunerative work; makes articles* 84 12 enjoys reading, books, newspapers, magazines 81 12 follows local current events* 12-15 years 12 years 85 7.2 plays difficult games* Score: ____________ 86 14.4 exercises complete care of dress* 87 21.6 buys own clothing accessories* Social Age:____________ 88 28.8 engages in adolescent group activities* 89 36.0 performs responsible routine chores* Social Quotient:__________

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APPENDEX-IV Binet-Kamat Test of Intelligence (BKT)

(Record Sheet) Name of the Candidate: __________

Date of Birth: _______________ Language Spoken: _________________

Date of Testing ______________ State/District _____________________

Age:_____________ Examiner_________________________

Binet-Kamat (B-K) test measures intelligence of Indian children. The test

provides an estimate of MA& IQ. The standard procedure is to begin testing at a level

slightly below the subject’s age. If the individual fails in any test with that year level

first administered, then next lower level is given.

The items are considered as pass or fail i.e. for each test under the year level

column passed if the child performs correctly as per the scoring criteria and failed if

otherwise. The basal age, i.e. the highest age level below which all test items are

passed, and ‘ceiling age’ at which all items are failed have been computed Mental

Age(MA) is calculated by adding partial credits to the basal age for every test passed

beyond basal level. Credit of 2 months is given for each item passed between 3-10

years; 4 months for 12,14 and 16 years; and 6 months for 19 and 22 year levels.

MA/CA X 100 = IQ.

Item No

Age Level III

IV

V VI

VII

VIII

IX

X XII

XIV

XVI

XIX

XXII

1 2 3 4 5 6 Alt.1 Alt.2 Alt.3 Total

Basal Age : ______________ Terminal Age: ______________ (in months) (in months) Mental Age : ______________ IQ : ____________________________________

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(in months) Impression: ________________________________

APPENDEX-V

INDIAN SCALE FOR ASSESSMENT OF AUTISM (ISAA)

Name of the Candidate: __________ Gender__________ Date of Birth: _______________ Age:_____________ Date of Testing ______________ Examiner:__________ Directions:

Below are the given 40 statements which are divided under six domains , please

tick ( √ ) mark in the appropriate rating for each item of the scale by observing the child

and by interviewing the parents in order to assess Autism.

Items

Rarely Up to 20% Score 1

Sometimes 21- 40% Score 2

Frequently 41- 60% Score 3

Mostly 61- 80% Score 4

Always 81- 100% Score 5

I.SOCIAL RELATIONSHIP AND RECIPROCITY 1 Has poor eye contact 2 Lacks social smile 3 Remains aloof 4 Does not reach out to others 5 Unable to relate to people 6 Unable to respond to social

/environmental cues

7 Engages in solitary and repetitive play activities

8 Unable to take turns in social interactions

9 Does not maintain peer relationships

II. EMOTIONAL RESPONSIVENESS

Items Rarely Up to 20% Score 1

Sometimes 21- 40% Score 2

Frequently 41-60% Score 3

Mostly 61- 80% Score 4

Always 81- 100% Score 5

10 Shows inappropriate emotional response

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11 Shows exaggerated emotions 12 Engages in self –stimulating

emotions

13 Lacks fear of danger 14 Excited or agitated for no

apparent reason

III. SPEECH- LANGUAGE AND COMMUNICATION 15 Acquired speech and lost it

16 Has difficulty in using non-verbal language or gestures to communicate

17 Engages in stereotyped and repetitive use of language

18 Engages in echolalic speech 19 Produces infantile

squeals/unusual noises

20 Unable to initiate or sustain conversation with others

21 Uses jargons or meaningless words

22 Uses pronoun reversals 23 Unable to grasp pragmatics of

communication (real meaning)

IV. BEHAVIOR PATTERNS 24 Engages in stereotyped and

repetitive motor mannerisms

25 Shows attachment to inanimate objects

26 Shows hyperactivity/ restlessness

27 Exhibits aggressive behavior

28 Throws temper tantrums

29 Engages in self –injurious behavior

30 Insists on sameness

V. SENSORY ASPECTS

31 Unusually sensitive to sensory stimuli

32 Stares in to space for longer periods of time

33 Has difficulty in tracking objects

34 Has unusual vision

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35 Insensitive to pain

36 Responds to objects/people unusually by smelling , touching or tasting

V1. COGNITIVE COMPONENT

37 Inconsistent attention and concentration

38 Shows delay in responding

39 Has unusual memory of some kind

40 Has ‘savant’ ability

Classification

No Autism <70

Mild Autism 70-106

Moderate Autism 107 to 153

Severe Autism >153

Total score

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APPENDEX-VI

FUNCTIONAL ASSESSMENT CHECKLIST FOR PROGRAMMING

(PREPRIMARY) Age/Sex: Name:

Functional Assessment Check list for Programming (FACP) is a educational

assessment checklist for children from preprimary to prevocational levels. Reading

each item carefully, and from the performance scale , select the code, which best

describes the students present level of performance. Yes(+) means the child can

perform the item with no help. Occasional Cuing(C) means, the child needs to be given

clues which require ‘thinking’ by the child to perform the task. Verbal prompting (VP)

means verbally telling to perform the task, Physical prompting (PP) means physically

helping the child to perform the task No( - )means child is totally dependent to perform

the task . Items marked ‘Yes’(or +) are counted as a point, while the others such as

PP,VP,NE are noted but not counted for points. Achievement of 80% of item in the

checklist will be considered for promotion from one level to the next higher level.

S.No Activity Entry

level Evaluation

(I). PERSONAL

1. chews and swallows solid food when placed in his mouth

2.Holds and drinks water or milk or juice from a glass or cup

3. Eats by self with fingers when food is mixed and given

4. Sits on potty or squats to pass urine or stools

5. Indicates verbally or through gestures the need to go the toilet

6.Takes off under clothes to use toilet(when unbuttoned/ pulling

elastic pants

7.Brushes teeth either with tooth brush or with a finger using

tooth

paste or tooth powder

8. Cooperates while been bathed- extending hands/legs when told

9. Takes off cloths (including garments)when unbuttoned

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10.Wears undergarments

11.Cleans nose with a handkerchief

12.Washes hand before eating snacks or food or after using toilet

or when hands are dirty

13.Wipes with a towel after bath

14.Peels off fruits such as orange and banana before eating

15.Eats with an appropriate side dish such as bread & jam,

chapatti & curry, idly & chutney

16. Mixes and eats by self without spilling

17. Wipes hand and mouth with a towel after washing

18. Wears slippers

19. Wears shoes without shoe lace or buckle

Total

(II).ACADEMIC

1. Points /shows body parts (head, nose, eyes ears, hands, legs)

2. Names body parts when pointed to

3. Points to 10 common objects with which he has to interact in

his/her home environment (eg. rice , dall chapatti , shirt/frock,

shorts/pants ,etc) ,when asked or when he wants

4. Says orally the names of common objects when shown or

when

he wants

5. Holds pencil and scribbles

6.Colors with a crayon within a given diagram

7. Traces on the given diagram

8. Joins dots to form pictures

9. Copies a given figure/diagram

10. Groups common colors ( red, green , blue, yellow) when

given

a group of colored objects

11. Groups objects according to the size(big and small, long and

short

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12.Gives objects/ pictures of common colors when asked

13. Names common colors(red, green blue, yellow

14. Points to the objects which are big and small/and long and

short upon request

15.Tells the size of the object( big and small, long and short)

16.points to set of objects to show more/less quantity

17. Tells which set as more /less quantity

18. Points to containers with either solid/liquids to show full and

empty

19.Tells when a container is shown either full or empty with or

without liquid or solid

20. Rote counts up to 5

21. Counts and gives objects up to 5 when not asked sequentially

22. Counts and gives objects up to 10 when not asked

sequentially

23.Shows a numeral and places value when not asked

sequentially

24.Names up to 5 numbers not asked sequentially

25. Writes numbers up to 5 in a sequence

26. Writes numbers up to 5 when given dictation not

sequentially

27. Points to alphabets ( English/regional language) on a chart

not

asked sequentially ( 3 letter words in case of sight word

teaching

28. Names alphabets when asked not sequentially ( 3 letter

words

in case of sight word teaching

29. writes alphabets when given dictation (3 letter words

in case of sight word teaching

30. Identifies a clock or wrist watch

31. Tells/ points to when asked the use of clock or wrist watch

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32.Differentiates money from other objects

33. Tells/ points to when asked the use of money

34.Groups Rs. 1,2,5, notes when given

35.Gives 1,2,5, rupee notes when asked

36. Points /tells when asked by showing Rs. 1,2,5, notes

37. Counts and gives 1 rupee notes up to Rs. 5 when asked

38. Points to at least 5 pictures of animals when asked

39.Names at least 5 animals when shown pictures

40. Points to at least 5 pictures of fruits when asked

41. Names at least 5 fruits when shown pictures

42. Tells/points to the cloths (frock, shorts, shirt,T-shirt) he / she

Wears when asked

43. Uses words or gestures for ‘now and later’ when necessary

44. Identifies/ names the various means of transport (cycle, auto,

cycle rikshaw, bus, car , lorry, aeroplane, train).

Total

Key, + = Yes ( Independent), C= Occasional cues, , VP= Verbal Prompting, PP=

Physical Prompting, - = No(Dependent).

xvii

FUNCTIONAL ASSESSMENT CHECKLIST FOR PROGRAMING

(PRIMARY – II ) Age/Sex: Name: S.No Activity Entry

level Evaluation

(I). PERSONAL 1. Walks by himself a distance of 10 feet to fetch an object 2. Climbs up and down the stairs placing both feet on each step without support 3.Climbs up and down the stairs placing alternate feet without support 4.Unlatches a door to open when he wants to go in /out of the room 5.Holds and drinks liquid from a glass or cup 6.Takes water from the pot/ tap to drink when he is thirsty 7. Serves water to others 8. Eats appropriately with a side dish such as bread & jam, chapatti &curry, idly & chutney 9. Eats by himself with fingers when food is mixed and given 10. Mixes and eats by self without spilling 11. Asks for curries (vegetable, dall, samber, etc.) when he wants more 12.Makes arrangements (placing plates, cups/glass..) for lunch and Dinner on table/floor 13.Sits on potty and squats to pass urine or stools 14. Indicates verbally or through gestures the need to go to the toilet 15.Takes off under cloths to use toilet 16. Cleans self after defecation 17. Flushes or pours water after toileting 18. Brushes teeth with tooth brush / with a finger using tooth paste

/tooth powder

19. Takes off shirt/pant/frock, etc. when unbuttoned

20. Wears cloths ( including under garments) except buttoning

21. Unfastens cloths: a) zip, b)press buttons, c) shirt buttons,

xviii

d) hooks, e) untying/tape/lace/ribbon

22.Fastens cloths: a) zip, b)press buttons, c) shirt buttons,

d) hooks, e) untying/tape/lace/ribbon

23.Washes hands before eating snacks or food or after using

toilet or after using or when hands are dirty

24. Washes face with soap and water

25. Wipes hands and face after washing

26. Cleans nose with a handkerchief when needed

27.Applies soap on the body while bathing

28. Wipes self with a towel after bath

29. Applies powder ( and fixes bindi- in case of girls)

30.Combs/ brushes hair(puts rubber band after removing tangled

hair in case of girls).

Total

(II).ACADEMIC

1. Points to body parts (head, nose, eyes ears, hands, legs)when

requested

2. Names body parts when pointed to

3. Points to 10 common objects with which he has to interact in

his/her home environment (eg. rice , dall chapatti , light, fan,

mat, table , chair etc) ,when asked or when he wants

4. When needed asks for common objects (mentioned above)

5. Says orally the names of the 10 common objects when shown

6. Holds pencil and scribbles

7.Colors with a crayon within a given diagram

8. Traces on the given diagram

9. Joins dots to form pictures

10. Copies a given figure/diagram

11. Groups common colors ( red, green , blue, yellow) when

given

a group of colored objects

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12. Groups objects according to the size(big and small, long and

Short)

13.Gives objects/ pictures of at least six (red, green, blue,

yellow,

black ,white) common colors when asked

14.Points out the objects which are big and small

15.Counts to give objects up to 10

16.Reads numbers up to 10 including pointing the numbers in

between when asked

17. Tells/gestures day or night when asked

18.Tells/ points the names of week days in a logical order

19. Identifies a clock or wrist watch

20. Tells/ points to when asked the use of clock or wrist watch

21. Differentiates money from other objects

22. Tells/ gestures when asked for the use of money

23.Shows long and short objects when asked

24. Tells/ gestures which one has more/less quantity of

things/liquids

25. Points /names to at least 5 pictures of animals when asked

26. Points /names to at least 5 pictures of fruits when asked

27.Tells/ Points to cloths (frock, nikkar, shirt, T-shirt) he/ she

wears when asked

28. Uses words or gestures for ‘now and later’ when necessary

29. Names/gestures the various means of transport (cycle, auto,

cycle rikshaw, bus, car , lorry, aeroplane , train).

30. Reads his name

31. Writes his name

32.Associates time with daily activities

33. Tells/ gestures sequentally what he does from till he goes to

bed

Total

Key, + = Yes ( Independent), C= Occasional cues, , VP= Verbal Prompting, PP= Physical Prompting, - = No(Dependent).

xx

APPENDEX-VII

Explanation of Behavioral and Educational intervention Program

Area: (1). Eye contact /Sustaining eye gaze

Activity:

1. Blow bubbles using a wand.

Child follows the bubbles with eyes, both horizontally and vertically, tries to catch one.

Shows happiness by smiling, gives eye contact with the adult blowing bubbles. The

other activities are as follows.

1.1.Putting coloured blocks in a jar

1.2.Picking blocks one–by-one

1.3.Stacking rings

1.4.Stacking baskets

1.5.Pull out beaded necklace from a bottle

1.6.Push coins through a slit into a letter box

1.7.Pouring water, sand, or grain using scoop

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Area: (2). Shows hyperactivity/ restlessness

Activity: On seat tasks like colouring, threading beads etc

Area: (3). Inconsistent attention and concentration

Activity: picture completion, coloring , threading beads etc

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Area: (4). Produces infantile squeals/ unusual noises

Activity: Blowing bubbles using a wand

Area: (5). Remains aloof

Activity: Social play behavior like playing with ball ,acknowledge when another child

comes near , request for initiating a familiar game(tickle tickle) ,request for continuing

a game (horsie horsie),able to play hide and seek ,shaking hands ,appropriately getting

someone’s attention structure play activities, appropriately exchanging toys with peer.

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Area: (6). Unable to take turns in social interaction

Activity: Interactive play like playing a simple interactive game (roll ball) ,Showing

appropriate affection(e.g.; hugs) ,Showing an object, giving an object upon request,

sharing a turn, waiting for another child to finish play at the swing , slide, or preferred

toy, allowing another child to sit in the swing , feeds teddy bear, dolly (with regular

children)

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Area: (7). Engages in solitary and repetitive play activities

Activity: Social play behavior like playing with ball ,acknowledge when another child

comes near , request for initiating a familiar game(tickle tickle) ,request for continuing

a game (horsie horsie),able to play hide and seek ,shaking hands ,appropriately getting

someone’s attention structure play activities, appropriately exchanging toys with peer.

Area: (8). Does not maintain peer relationship

Activity: Social play behavior (Playing with ball along with other children

xxv

(II ) . Self –help Activities: Teaching eating by self , brushing teeth ,bathing ,washing

after toileting etc are demonstrated first with prompting and slowly promptings are

faded as child attains the activity.

The investigator demonstrates the above mentioned tasks to the mother and explains

the procedure with the help of flash cards and teaching learning materials (TLM) ,

initially physically prompting (PP) is given as the child masters the task fading (PP)

and instructions given verbally(VP). Initially the investigator holds the child’s hand

physically sitting behind and make him to perform the activity and after few sessions

slowly reduces (PP) day by day and as the child learns verbal instructions (VP) are

given , if the child does not understand activity is explained by modeling where ever is

essential. Cueing is also given when child needs minimal assistance .Child is rewarded

when he learns the complete task .

xxvi

(III). Teaching Academics

Names of things can be the first alphabet of objects that typically a child with autism

would be interested; things mechanical and out of utility .Making as many

variations/models as possible to help the child generalize .The word should be written

under each picture .Pre-school concepts or more or less universal .Since children with

autism are not good at generalization and transfer, teaching in real life the usefulness of

learning a concept, in short the rational of it .Some of the tasks are explained as follows.

(i). /Matching / Identifying / Naming Colors :( Red, Blue, Yellow, Green) child should be

oriented through real objects, cloths for example. Find out the child’s favorite color.

Teach him to sort colors that run from white for loading in the washing machine or soak

these in the bucket. Use any sorting tray (with dividers) and teach him/her to sort by

color. Take him to a park and let him observe colors as nature displays, colors of insects,

birds, flowers and leaves.

xxvii

(ii). Big small (Compare self others) Compare the child’s body parts (palm or foot

outline) shoes, clothes, personal items, etc with that of others; bigger than him/her and

smaller than him/her.

iii). Parts of the body: child can be taught body parts using boy girl puzzle or play

dough. Point out child’s body parts while massaging or soaping.

xxviii

iv). Coloring a given shape: Make stencil shapes cut out and teach coloring with in the

shape. Use all textures as possible.

v).Naming numbers: Using flash cards naming numbers are taught

xxix

vi) Identifying /Naming fruits /animals /vehicles: : Using seasonal fruits etc and

showing flash cards of fruits and vehicles teach him to identify/naming.

vii). Meaningful counting : Using beads, objects meaningful counting is taught

xxx

viii). Writing name: Most children with autism have great dislike and or inability to

write .Before getting the child to write teach him to use hands meaningfully by using

the smaller muscles of the hand .Using flash cards and stencils teach him to write name.

-

T. Anitha Reddy

Rehabilitation Therapist, NIMH

The presence of a handicapped brother or sister in the family can effect a normal sibling in many ways .Hence

an attempt is made to study the impact of children with intellectual disability having behavior problems on

their siblings. The present study presents the results of the study undertaken to analyze the impact of a child

with intellectual disability having behavior problems on their siblings in different areas, the impact according

to the siblings variables, sex, age, educational qualification, occupation, income, locale etc and the impact

according to the study child variables gender, age, level of retardation. The sample consist of 60 siblings

including 30 males and 30 females drawn from 49 families encompassing adolescents above 10 to 18yrs and

adults 18+yrs, the retarded siblings who were having behavior problems were 60, 28 males and 32 females.

A semi structured interview was conducted at General services block at NIMH; an open ended

questionnaire was used to measure impact of mentally retarded child having behavior problems on their

siblings. The present findings are in agreement with the studies showing both positive and negative effects

on the non handicapped siblings. The present study may serves a model to provide individual need based in

order to constructively contribute in the habilitation program for the siblings having brother or sister having

with disability.

Keywords: Impact, Intellectual disability, Problem Behavior, Sibling

ABSTRACT

Impact Of Children With Intellectual Disability Having Behaviour Problems

On Their Siblings

The Mentally Handicapped Manovikas Nagar,

Secunderabad. A semi structured interview method

used.

Aim of the study

The aim of the study is to study the impact of children

with intellectual disability having behavior problems

on their siblings.

OBJECTIVES

The present study presents the results of the study

undertaken to analyze the impact of a child with

intellectual disability having behavior problems on

their sibling’s in different areas.

To study the impact according to the siblings

variables, sex, age, education, qualification,

occupation, income locale etc.

To study the impact according to the study child

variable gender, age, level of intellectual disability.

Sample

w The sample consisted of 60 siblings 30 males and

3 0 f e m a l e s d r a w n f r o m 4 9 f a m i l i e s

Introduction

Intellectual disability is perceived differently by

different people ranging from burdens to the family to

productive members of the society. Over the course

of handicapped child’s life, parents may experience

continuous cycles of grief and conflicts which can

influence sibling’s adjustments process greatly.

Siblings relationships are the earliest the most

enduring of all the family relationships and their

influence lasts a life time, sibling’s relationships

assumes a greater meaning and significance in

families having a child with intellectual disability .Non-

handicapped siblings may have to take over the role

of surrogate parent, which may act as barrier to their

personal social life and may cause them to question

their life long commitment for their siblings with

handicap family member. Parents expectations non-

handicapped siblings may be high in order to

compensate for the handicapped child.

Metholodgy

• The study was conducted at National Institute for

17www.iip.ac.in Toll Free: 1800 103 9798

Indian Journal of Developmental Disabilities

2013, Volume 1, Number 2

Copyright 2013 by IIP

ISSN - 23197951

122

Dr Saroj Arya

Rtd. Associate Prof, NIMH

Dr. D Jamuna

Prof, SVU





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encompassing adolescents above 10 to18years and

adults 18+years.

w As regards educational status 5 were uneducated,

33 were from school education, 18 from Inter to

degree and 4 were P.G and above.

w Regarding occupation 8 were unemployed 12 were

employed and 40 were students.

w 33 siblings belong to below 5000 income and 27

siblings belong to above 5000 income.

w 17 siblings were from rural area and 43 siblings

hailed from urban area.

w The disabled siblings who were having behavior

problem were 60, 28 males and 32 females.

w 16 disabled siblings belong to <=10 age group 23

disabled siblings belongs to 11-17 age group and 21

disabled siblings belong to 18+ age group.

w 25 Siblings were in mild intellectual disability level,

19 in moderate intellectual disability level, and 16

were in severe intellectual disability category.

Inclusion Criteria

The child with intellectual disability having behavior

problems was included for the study.

w Siblings who were having child with intellectual

disability having behavior problems were included for

the study.

w Siblings who is above 10 years of age were included

w Siblings who were staying with the family were

included.

w The gender, education, rural/urban, socio economic

status of the family was considered.

w Both male and female irrespective of the age were

included.

The disabled child staying with the families were

included.

Exclusion criteria

w The child with other disabilities like autism, learning

disability, epilepsy, cerebral palsy and other illness etc

were excluded.

Variables

SNO SIBLING'S VARIABLES TOTAL : 60 No's

1 GENDER

Male 30

Female 30

2 AGE

Adolescent 27

Adult 33

3 EDUCATION QUALIFICATION

Uneducated 5

School education 33

Inter to Degree 18

P.G & Above 4

4. OCCUPATION

Unemployed 8

Employed 12

Student 40

5 FAMILY INCOME

Below 5000/- 33

Above 5000/- 27

6 LOCALE

Rural 17

Urban 43





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SNO STUDY CHILD VARIABLE TOTAL : 60 No's

1 GENDER

Male 28

Female 32

2 AGE

< = 10 16

11-17 23

18+ 21

3. LEVEL OF INTELLECTUAL DISABILITY

Mild 25

Moderate 19

Severe 16

Tools Used

Client Data Sheet

This sheet was prepared for the purpose of collecting

information about siblings, and child with intellectual

disability having behavior problems.

The Sheet consist of three sections

1. Details about sibling

2. Details about child with intellectual disability

having behavior Problems

3. Open ended questionnaire

PROCEDURE

n The procedure used for data collection was a

semi structured interview method. The data was

collected at National Institute for the Mentally

Handicapped at general services block by

interviewing 60 sibling’s individually depending as

per their convenience.

n They were administered open ended

questionnaire to see the impact of a brother or sister

with intellectual disability having behavior problems

on their sibling’s.

n Each interview with individual sibling lasted for

15-30 minutes depending upon the respondent

STATISTICAL ANALYSIS

The data obtained was tabulated and statistically

analyzed by using Chi-Square test.

RESULTS

Result indicated that the non-handicapped siblings

experienced a wide range of impact. Under negative

effects, added responsibility was reported most

commonly by non – handicapped siblings, followed

by restricted socialization, disturbance in education,

financial problem, emotional disturbance, guilt,

destruction of valuable belongings, second

preference.

n Receiving less attention from parents was ranked

lowest as regard to the impact felt by the non-

handicapped siblings.

n Positive effects in terms of increased tolerance

level, less rigid attitudes, less rejecting and more

accepting attitudes were also noted.

n The present findings are in agreement with the

studies showing both positive and negative effects

on the non-handicapped siblings





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TABLE

TABLE 1: IMPACT ON SIBLINGS VERSUS SIBLINGS AGE:

Domains Adolescents Adult Chi – square

ARN (%)

12(44.4%)N (%)

25(75.8%)4.91*

DE 21(77.8%) 15(45.5%) 5.19*

RS 25(92.6%) 21(63.6%) 5.44*

GU 18(66.7%) 7(21.2%) 10.8**

FP 14(51.9%) 14(42.4%) 0.29

LAP 5(18.5%) 4(12.1%) 0.11

SP 10(37.0%) 1(3%) 9.31**

DVB 11(40.7%) 14(42.4%) 0.01

PE 2(7.4%) 11(33.3%) 4.45*

ED 11(40.7%) 17(51.5%) 0.33

Impact vs Age

TABLE 2: IMPACT ON SIBLINGS VERSUS SIBLINGS SEX.

Domains Male Female Chi – square

ARN (%)

13(43.3%)N (%)

24(80.0%)7.05*

DE 17(56.7%) 19(63.3%) 0.07

RS 22(73.3%) 24(80.0%) 0.09

GU 14(46.7%) 11(36.7%) 0.27

FP 15(50.0%) 13(43.3%) 0.07

LAP 2(6.7%) 7(23.3%) 2.09

SP 6(20.0%) 5(10.7%) 0.01

DVB 11(36.7%) 14(46.7%) 0.27

PE 3(10.0%) 10(33.3%) 3.53

ED 10(33.3%) 18(60.0%) 3.28

Impact vs sex





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TABLE 3: IMPACT ON SLIBLINGS VERSUS SIBLINGS EDUCATION.

Domains Undergraduate Graduate+ Chi – square

ARN (%

23(60.5%)N (%)

14(63.6%)0.01

DE 19(50.0%) 17(77.3%) 3.25

RS 31(81.6%) 15(68.2%) 0.75

GU 19(50.0%) 6(27.3%) 2.11

FP 22(57.9%) 6(27.3%) 4.09*

LAP 5(13.2%) 4(18.2%) 0.21

SP 9(23.7%) 2(9.1%) 1.12

DVB 17(44.7%) 8(36.4%) 0.13

PE 8(21.1%) 5(22.5%) 0.01

ED 16(42.1%) 12(54.5%) 0.44

Impact vs edn





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TABLE 4: IMPACT ON SIBLINGS VERSUS SIBLINGS OCCUPATION.

Domains Unemployed Employed Students Chi – Square

ARN (%)

8(100.0%)N (%)

10(83.3%)N (%)

19(47.5%)10.08**

DE 0(.0%) 0(.0%) 36(90.0%) 45.0**

RS 5(62.5%) 7(58.3%) 34(85.0%) 4.71

GU 2(25.0%) 2(16.7%) 21(52.5%) 5.98*

FP 6(75.0%) 7(58.3%) 15(37.5%) 4.59

LAP 0(.0%) 0(.0%) 9(22.5%) 5.29

SP 0(.0%) 0(.0%) 11(27.5%) 6.73*

DVB 3(37.5%) 5(41.7%) 17(42.5%) 0.07

PE 2(25.0%) 6(50.0%) 5(12.5%) 7.71*

ED 4(50.0%) 7(58.3%) 17(42.5%) 0.97*

Impact vs occ

TABLE 5: IMPACT ON SIBLINGS VERSUS SIBLINGS FAMILY INCOME

Domain Below 5000/- 5000/- Above Chi _ square

ARN (%)

20(60.6%)N (%)

17(63.0%)0.01

DE 17(51.5%) 19(70.2%) 1.48

RS 25(75.8%) 21(77.8%) 0.01

GU 14(42.4%) 11(40.7%) 0.01

FP 26(78.8%) 2(7.4%) 27.6**

LAP 3(9.1%) 6(22.2%) 1.11

SP 4(12.1%) 7(25.9%) 1.08

DVB 11(33.3%) 14(51.9%) 1.40

PE 5(15.2%) 8(29.6%) 1.08

ED 16(48.5%) 12(44.4%) 0.01

Below5000 Above 5000





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Impact v _ s F _ Inc

TABLE 6: IMPACT ON SIBLINGS VERSUS SIBLINGS LOCALE

Domain Rural Urban Chi- square

AR N (%) 13(76.5%) N (%) 24(55.8%) N (%) 1.41

DE 7(41.2%) 29(67.4%) 2.49

RS 13(76.5%) 33(76.7%) 0.01

GU 6(35.3%) 19(44.2%) 0.11

FP 15(88.2%) 13(30.2%) 14.21**

LAP 2(11.8%) 7(16.3%) 0.02

SP 2(11.8%) 9(20.9%) 0.22

DVB 4(23.5%) 21(48.8%) 2.25

PE 1(5.9%) 12(27.9%) 2.31

ED 8(47.1%) 20(46.5%) 0.01

Impact v_ s S _ Area

Impact vs Area





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TABLE 7: IMPACT OF SIBLINGS VARSUS DISABILITY SIBLINGS SEX.

Domain Male Female Chi- square

AR N (%) 14(50.0%) N(%) 23(71.9) 2.16

DE 15(53.6%) 21 (65.6%) 0.47

RS 18(64.3%) 28 (87.5%) 3.29

GU 8(28.6%) 17(53.1%) 2.76

FP 9(32.1%) 19(59.4%) 3.42

LAP 3(10.7%) 6(18.6%) 0.25

SP 1(3.6%) 10(31.3%) 5.91*

DVB 10(35.7%) 15(46.9%) 0.37

PE 8(28.6%) 5(15.6%) 0.81

ED 12(42.9%) 16(50.0%) 0.08

Impact vs Sex

TABLE 8 : IMPACT ON SIBLINGS VERSUS DISABLED SIBLINGS AGE

Domain <=10 11-17 18+ Chi-square

AR N (%) 7(43.8%) N (%) 16(69.6%) N (%) 14(66.7%) 3.00

DE 14(87.5%) 12(52.2%) 10(47.6%) 6.96*

RS 15(93.8%) 15(65.2%) 16(76.2%) 4.92

GU 9(56.3%) 9(39.1%) 7(33.3%) 2.06

FP 10(62.5%) 12(52.2%) 6(28.6%) 4.66

LAP 2(12.5%) 4(17.4%) 3(14.3%) 0.19

SP 2(12.5%) 4(17.4%) 5(23.8%) 0.79

DVB 3(18.8%) 10(43.5%) 12(57.1%) 5.56

PE 2(12.5%) 5(21.7%) 6(28.6%) 1.38

ED 5(31.35) 10(43.5%) 13(61.9%) 3.58





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Impact V _ s C _ Age

TABLE 9: IMPACT ON SIBLINGS VERSUS DISABLED SIBLINGS LEVEL OF DISABILITY

Domain Mild Moderate Severe Chi-square

AR N (%) 14(56.0%) N (%) 13(68.4%) N (%) 10(62.5%) 0.71

DE 16(64.0%) 13(68.4%) 7(43.8%) 2.48

RS 20(80.0%) 15(78.9%) 11(68.8%) 0.77

GU 10(40.0%) 10(52.6%) 5(31.3%) 1.68

FP 13(52.0%) 8(42.1%) 7(43.8%) 0.49

LAP 6(24.0%) 2(10.5%) 1(6.3%) 2.85

SP 6(24.0%) 5(26.3%) 0(.0%) 4.94

DVB 7(28.0%) 9(47.4%) 9(56.3%) 23.58

PE 5(20.0%) 4(21.1%) 4(25.0%) 0.15

ED 8(32.0%) 9(47.4%) 11(68.8%) 5.30

Impact vs Age





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DISCUSSION

Adolescent siblings experienced more impact in the

domains of restricted socialization , disturbance in

education ,guilt and second preference while this was

true among adult siblings who expressed impact in

terms of added responsibility, female siblings

experienced significantly more impact than male

counterparts , with respect to siblings education

undergraduate siblings experienced strong impact

.Results suggest that unemployed siblings are more

stressed out when compared with their employed

counterparts, siblings of lower income families

experienced more impact in financial problem where

as siblings from upper income families experienced

more impact in restricted socialization. Siblings from

rural are experienced more impact in financial

problem while those hailing from urban area

experienced more impact in restricted socialization.

Siblings having female disabled siblings showed

higher percentage of impact and having disabled

siblings of younger age group showed maximum

stress as compared to those in older age group.

Siblings having sibling with mild Intellectual disability

showed higher percentage of impact as compared to

those with moderate and severe degree of disability.

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Documents

1-Anitha-Content & Certificates 31.12.13shodhganga.inflibnet.ac.in/bitstream/10603/110045/15/15_appendices.pdf · DEVELOPMENTAL SCREENING TEST The Development Screening Test measures