CHAPTER - III

PLAN AND PROCEDURE

Methodology makes the most important contribution towards

the enrichment of any study. In a research there are numerous
methods and procedures to be applied but it is the nature of the
problem under investigation which determines the adoption of a
particular method and procedure. Method selected should always
be appropriate to the problem under investigation. Same methods
cannot be applied for all studies. Generally more than one method
is used while one conducts research in education.
Research is a purposive, scientific and pointed deliberation.
Planning and procedure for study is deemed essential if it is to be
saved from becoming a heap of fumbled ideas kicked up from here,
there or anywhere. Planning is fundamentally an intellectual
exercise, a mental gymnastics and a paper pencil work. It is a Blue
Print for action. It decides the best alternative among others to
perform different functions in order to achieve the pre-determined
goal. Planning is decided in advance what to do, when to do it and
who is to do it. Planning bridges the gap from 'where we are' to
'where we want to go'. It makes possible for things to occur which
would not otherwise happen.
No research project can be undertaken successfully without
efficient planning. A well thought out plan of action in advance
followed by a systematic procedure brings out fruitful results.

Plan and procedure constitute an important part of research

project. The present chapter is devoted to the discussion of plan
and procedure of the study. This chapter is limited to its coverage
to the extent that it includes the discussion of the following
aspects.

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3.1 Research Methodology
The most important task of the research is to select an
appropriate methodology for research. The decision about the
method depends upon the nature of the problem selected and the
kind of data necessary for its objectives. In the present study
Experimental Method had been used. This method is employed to
make more intelligent plans for future for better outcomes.

3.2 Research Design

In order to investigate the effectiveness of experimental
strategy, Single group pre-test post-test design was used.

Table-3.1
Single Group Pre-Test Post-Test Design

Pre-Test Treatment Post-Test

Portage Intervention Programme
VSMS* 1. A Developmental check list VSMS
DST** 2. A Box of teaching cards DST
SFB*** 3. Activity charts SFB
* VS MS Vi n e la n d So c ial Ma t u ri t y S ca le
** DST De ve l op m e n ta l S cr ee n i n g T es t
* * * S FB Se gu i n F or m B oar d Te st

3.3 Procedure for Data Collection

For the present research, the Investigator selected Ambala
District of Haryana State. Out of seven Blocks of District
Ambala, Barara Block was selected purposively. In Barara Block,
seventeen out of 129 Aanganwari Centres of Barara Village were
taken purposively for Investigation. The screening tests (VSMS,
DST, and SFB) were applied on all 324 children attending these
aanganwari centres. Out of them, 19 children were identified as

92
per criteria DQ c o m b * less than 75 described earlier by the
investigator. (Table 3.2)

3.4 Population and Sample

The investigator selected Ambala District of Haryana State,

which is located on the North zone of Haryana. Ambala district
consists of seven blocks (Figure 3.1). Except Ambala-U, the
other six blocks are in rural pockets. In Barara Block, there were
129 aanganwari centres having 6032 children. The aanganwari
centers are run under the supervision of aanganwari supervisors.
Aanganwari workers and helpers are working at the root level.
One aanganwari supervisor has to monitor the work of three to
four villages. In the present study, Barara Village having
seventeen aanganwari centers was selected purposively. There
were total 324 children of age group four to five years enrolled in
these centers.(Fig 3.2).
3.5 Description of Blocks in District Ambala

Blocks in District Ambala

B1 B2 B3 B4 B5 B6 B7
Ambala Barara Naraingarh Ambala Saha Ambala Shazadpur
(U) (R) (R) (R) (R) II (R) (R)
B = Bl oc k

Figure- 3.1

The Integrated Child Development Scheme (ICDS) has been

implemented in the whole state of Haryana. All villages have
been covered under this scheme. There are more than one centre
in some villages.

*
DQcomb Combined Developmental Quotient of all three DQs i.e. DQ1 Vineland Social Maturity
Scale; DQ2 Developmental Screening Test; DQ3 Seguin Form Board Test

93
 Barara Village (Aanganwari Centres)

A- Aa n g a n war i

Figure- 3.2
In total seventeen aanganwari centers were there in Barara
village. Most of them were in existence since a long time. The
boys' strength exceeds girls' strength in these centres.
Table - 3.2
Description of the Subjects with DQ c o mb less than
75 during Identification
Sr. No. Name of the Subject DQ c o m b Score
1 Jashan Preet 66.2
2 Sandeep Kaur 70.8
3 Harsh Kumar – I 66.3
4 Muskan Kumari – I 69.1
5 Shiv Lal 67.9
6 Krishan Lal 67.6
7 Harsh Kumar-II 70.8
8 Sahil Rajput 72.1
9 Neeraj Kumar 65.2
10 Vanshika Kumari 62.3
11 Ramandeep Kaur 67.5
12 Shivam Sharma 65.1
13 Mehfuz Khan 69.6
14 Feroze Khan 70.6
15 Vansh Malik 59.3
16 Sunena Taneja 59.4
17 Aisha Kumari 62.8
18 Himani Rana 67.2
19 Mukesh Verma 61.9

94
 Only those children whose DQ c om b was less then 75 were
selected as a sample for intervention. A total of nineteen students
were selected as a sample and details of their DQ c o m b scores have
given in table 3.2. But, after identification, two subjects migrated
and during intervention another two left the training. Thus, the
final sample for the study consists fifteen subjects. (Table 3.3)

Table-3.3 reveals the name of the subjects, aanganwari

workers (AWW) and their aanganwari.

Table - 3.3
Description of Centers of Intervention along with Aanganwari
Workers and Subjects Enrolled
Name of Aanganwari Name of AWW Name of Subjects*
Maya Devi J.P., S.K.
Gurdwara Colony
Krishna Kumari H.K., K. L.

Kiran M.K., S. L.
Basantpura - I
Paramjeet Kaur H.K.-II, S.R.

Bhupinder Kaur N.K., V.K.

Ugala Majri
Bimla Devi R.K., S.S.

Harpreet Bajwa M.K., F.K.,

Hanuman Colony
Promila Devi V.M.

4 Aanganwaries 8 AWWs 15 Subjects

Na me of su b je ct h as be e n gi v e n i n Ap p e n d i x - I

Out of seventeen aanganwari centres of Barara village, four

were selected as intervention centres. Each aanganwari worker
has assigned two children. The Hanuman Colony center, where
there were three children one child i.e. V.M. was assigned to
Promila Devi (aanganwari worker) as her center was very near to
Hanuman Colony.

95
3.6 Measures of the Study
For testing the hypotheses formulated, available tools
which provide relevant data were used. The investigator has to
carefully select the tools to be used according to nature and scope
of research problem.

The following tools were used in the study to draw the sample
and implement the package

Identification Measures
i. Vineland Social Maturity Scale (VSMS) adapted by Malin
(1992) (Appendix - II)
ii. Developmental Screening Test (DST) for measuring
intelligence by Bharataraj (1983) (Appendix - II)
iii. Seguin Form Board (SFB) test (1907) (Appendix - II)
iv. A developmental sequence check list which list sequential
behaviour from four to five years of age (Motor area and
self help skill area) developed by Bluma et.al. (1976)
adapted by Mrs. Tehal Kohli (1987) (Appendix - IV)

v. Performa of Case History, 'Indian National Portage Training'.

developed by Mrs. Tehal Kohli (1987) (Appendix - III)

Treatments Measures

vi. A set of 139 curriculum cards of Motor Skill area and 104
curriculum cards for self help skills area to match each of
the behaviours on the check list. (Appendix - V)

vii. Weekly activity charts for each of the subject. (Appendix -

VI)

In the present research, developmental sequence check list

was used both for identification and treatment purpose.

96
3.6.1 Identification Measures

3.6.1.1 Vineland Social Maturity Scale

The Vineland Social Maturity Scale was originally devised

by E.A. Doll in 1935. In India, first attempt to adapt the scale to
Indian cultural conditions was done by Dr. A.J. Malin, while
working at the Nagpur Child Guidance Centre. Experiments and
research studies have shown a consistent and high correlation
between VSMS social age and Stanford Binet's mental age. Doll
reported a correlation of += 0.85 and Patterson (1943 ) reported a
correlation of += 0.96 with the Binet Scale on a sample of normal
children .This is a Clear reflection of how social development
and mental development are highly correlated.

The use of the scale at Nagpur Child Guidance Centre has

confirmed its usefulness with the intellectually challenged
children. This instrument Just not only provides a measure of
social age and Social Quotient(SQ), but also indicates the social
deficits and social assets, in a growing child which further give a
lead in training the retarded children in order to make them
socially self sufficient.

Although the original VSMS by Doll goes up to the age

level of 25 years, but the Nagpur adaptation limited it only up to
fifteen years of age so that it may fulfill the purpose to meet the
clinical procedures of assessment and training which are mostly
limited up to the age of fifteen years.

The Administration of the test needs to be carried out in a

semi structured informal atmosphere by having the mother along
with the child or having the child alone depending upon the
demands made by the items. It is preferable to request mothers to

97
keep silent and not participate in the testing situation but just to
provide security to the child by being present.

In an informal situation an appraisal can be made by the

investigator whether a particular behavioural social characteristic
has emerged or not in the repertory of the child. If the particular
characteristic described by item has clearly emerged, a ‘+’ mark
may be made on the left side of the item. But, if the evidence
proves that it has not emerged still, a '-' mark may be put on the
left side of the item. If the investigator feels confident that the
characteristic might possibly have emerged but it can not be
assured, in such conditions, supplementary information provided
by mother may be credited with half credit.

A brief interview with the child informally would suggest

the approximate minimal social development. So, a further
developmental appraisal may be started from that age level. At
the end of assessment full and half credits may be counted. If the
total score falls exactly on the last item of an age level, the child
is given the full social age at that age level. The following
formula (given in VSMS) was used to obtain the Social Quotient
(SQ)s of subjects.

Social age
SQ = -----------------x100
Actual age

3.6.1.2 Developmental Screening Test

Simplicity, precision, objectivity, reliability, validity,

economy are the cardinal features of a good psychological test.
The Developmental Screening Test meets these criteria
satisfactorily. It is designed for the purpose of measuring mental
development of children from birth to fifteen years of age. This

98
development screening test is developed by Bharatraj (1983). The
test provides a brief and fairly dependable assessment without
requiring the use of performance tests.

The test items included in the schedule are those of motor

development, speech, language development and personal- social
development. The behaviour items have been chosen from the
earlier schedules.

Assessment is simply a matter of determining how well a

child’s behaviour fits at one age level constellation rather than
another by direct comparison .The schedule has very few
culturally laden items. Testing can be done in a semi- structured
interview with parents or a person well acquainted with child.

Validity- Thirty five children (19 boys and 16 girls)

varying in age from four years to eleven years studying from the
nursery class to the 5 t h standard were tried on each of the
Developmental Screening Test, (DST) Seguin Form Board test
(SFB) and Columbia Mental Maturity Scale (CMMS). DST
correlated with SFB to the extent of .85 and with CMMS to the
extent of .75, both correlations being significant at .05 and .01
level respectively, are suggestive of good validity of DST.

The scoring of this test is done by adding up plus (+)

responses of the child.

3.6.1.3 Seguin Form Board Test

Edward Seguin, a French physician developed the Form
Board Test (1907) for use with the feeble minded children .It is a
performance test. In his Institutions, mentally deficient children
were given intensive exercise in sensory discrimination and in
the development of motor control. Seguin Form Board is a

99
routine test to asses the IQ of children below 11 years of age and
adult feeble minded.

3.6.1.3.1 Procedure For Administration

The board has ten wooden blocks of different shapes and

sizes. While administering this test, these blocks are taken out by
the examiner and stacked randomly in front of the subject.

The subject’s job is to put these blocks back in their

respective positions as quickly as he can. This task is repeated
three times and the score in the time taken on the fastest trail.
Before the subject begins, following instructions are given to
him/her. 'There are ten wooden blocks which you have to put in
the appropriate spaces on the board. Be as fast as you can. You
will be given three trials. Have you understood the instructions
clearly? If yes, please continue when I say' START. If not, please
feel free to clarify any doubts that you may have'.

Image 1.1 Seguin Form Board Test

100
 The Seguin Form Board test was administered by J. Bharat
Raj on a total number of 1052 Subjects (705 males and 347
females) within the age range of 5 to 15 years. Similarly,
S.K.Goel administered Seguin Form Board test on a total number
of 1125 subjects (749 males and 376 females) with the age range
of 3 to 15 years. The usual Procedure of administration was
followed, recording the time in seconds under the first three
consecutive trials. Total time of each subject in the three trials
and the shortest time taken in three trials were noted. This was
done for all age groups of subjects.

3.6.1.4 Developmental Sequence Checklist (1976)

The original Developmental Sequence Check list by Bluma

et.al. (1976) Contains 580 and the adapted checklist contain 573
behavioural skills of the most common sequential behaviours
seen in children from birth to six years of age. These behaviours
are listed in order in which they are usually performed
sequentially by a normal child from one period of development to
another. This check list consists of items in series of sequential
behavioural skills in the developmental areas of (1) Infant
stimulation (2) socialization (3) language development (4) self
help skills (5) cognitive and (6) motor development.

The concept of flexibility in using the checklist is probably

best stated by Bluma et.al. (1976), when describing the way to
use a check list. The behaviours listed on the checklist are based
on normal growth and development pattern, yet no child, normal
or handicapped is likely to follow these sequences exactly.
Children may skip some behaviours completely, may learn
behaviours out of sequence, or may need additional sub-goals in
order to achieve a behaviour on the check list. Each instructor's

101
ingenuity, creativity and flexibility, plus knowledge of a child
and his past development pattern, will be needed to help plan
appropriate goals so that he will learn new skills.

The reliability of the checklist on the Portage check list

was conducted by two Clinical Psychologists who independently
evaluated the performance of the subjects simultaneously with
the primary testers. The mean Percentage agreement of the
portage check list was 93.9, their range being 89.1 to 97.7
percent (Rvill & Blunden , 1978).

3.6.2 Treatment Measures

3.6.2.1 Curriculum Cards

There were 580 curriculum cards all in the original check

list. Present check list in the adapted form consists of 573
curriculum cards. Each card includes a behavioural description of
the skill and suggests material and curriculum ideas for teaching
it. Some of the activities on the card must be followed
sequentially, some are separate activities, the rest of the cards
contain both sequential as well as separate activities, there
are139 cards for motor Development and 104 cards for self help
skill area pertaining to 139 and 104 items of brief description.

3.6.2.2 Activity Chart

The activity chart describes in behavioural terms

activities/skills to be accomplished directly by the teaching of
the skills .It Specifies how often the skill is to be practised and
assures that the child is appropriately reinforced for success and
provided with adequate help when he/ she experiences difficultly.

It is a combined instructional and recording form for the

parents. It consists of behaviour of the item to be taught, the

102
`frequency according to which it is to be taught, the criteria of
attainment and the directions. Aanganwari workers are asked to
keep a daily record of the activity charts. This daily record of a
week enables the home adviser to validate the Aanganwari
workers' recording. This activity chart enables the home adviser
to offer suggestions and reinforcement.

3.7 Actual Procedure Adopted for Treatment

Seventeen Aanganwaries were surveyed and 324 children of

age group four to five years were selected for the application of
the Developmental Screening Test, Vineland Social Maturity
Scale and Seguin Form Board test to know their Developmental
Quotient (DQ). Out of 324 pre-school children, nineteen children
were found to be developmentally delayed. Due to flood
condition in the month of July, two children migrated from
Barara to another places. Finally, seventeen eligible pre-school
children with intellectual deficits i.e. DQ <75 were selected for
the implementation of Portage Training Package by the
investigator. Finally, seventeen eligible pre-school intellectually
challenged children were again administered (i) Developmental
Screening Test (ii) Vineland Social Maturity Scale (iii) Seguin
Form Board Test and (iv) Developmental Checklist by Bluma
et.al. for five developmental areas i.e. self help, motor
development, cognitive, socialization and language. (Checklist
enclosed in Appendix IV) Another two children left the training
during training period.

Answers to the items of the above said tests were sought in

the regional language of subjects. Each item was explained to the
aanganwari workers in detail so that they could be more
supportive during implementation of this intervention

103
programme. The home advisor (researcher) under supervision of
her supervisor chalked out the weekly programme for each child
during the intervention period.

The whole training period was divided into the following

two stages-

(i) Base line period – 4 weeks

In these four weeks, researcher sought relevant information

related to fifteen subjects with the help of Performa of Case
History adopted by 'Indian National Portage Association’.(Case
History Performa enclosed in appendix-III) After collecting basic
information, the subjects were given various activities to record
their performance. Case study was prepared for each subject on
the basis of collected information by the home advisor.

Image 1. 2 The home advisor with Krishan Lal at home visit

for collecting the basic information

104
 Then, VSMS, SFB and DST were administered to check the
Developmental Quotient (DQ). Later, on the basis of collective
information researcher selected the activities to be intervened.

Image 1.3 Image 1.4

Image 1.5

The inside view of intervention room, visited by the home

advisor before intervention

During the baseline period, home/ centre teaching was not

given. The activities which could not be performed by a
particular child were noted down. After recording the base line
data, the home / centre advisor had enough information about the
child. The home-advisor, then, planned goals accordingly for a
week and explained the activity chart to the aanganwari workers.
Since, this was a novel experience for them, they felt amused.

105
Some of them felt it was quite difficult for them; some hesitated
to perform sincerely and regularly. Finally, an aanganwari worker
whose own grand daughter was intellectually challenged took
initiative and promised to give full co-operation for this noble
cause. By the time, other five aanganwari workers and parents of
the intellectually challenged children were convinced by the
investigator.

Image 1.6 Image 1.7

Image 1.8 Image 1.9

Images of activity room at INPA, Karuna Sadan, Chandigarh

106
 Two aanganwari workers were being engaged by the
aanganwari supervisor. Out of seventeen aanganwari centres, four
were selected as training center, where home advisor provided
training to the children and workers of Aanganwari. After
selection of the sample for the present study, the home-advisor
made a checklist of the required material for the 36 weeks'
training period. For this home-advisor visited Indian National
Portage Association (INPA), Chandigarh; National Institute for
Mentally Handicapped (NIMH), Secunderabad and College of
Home Science at Chaudhary Charan Singh Haryana Agriculture
University, Hisar.

Supportive material was collected for intervention

programme, some articles were prepared by the home advisor and
some articles were arranged from the aanganwaries, nearby
locality and market also. Following images are showing the
supportive material used for the intervention programme.

Supportive Material Used For Portage Training

Image 1.10
Image 1.11
Material for activity
Aid for motor development
no. 58 of self help

107
 Image 1.12
Material to Unscrew Resting Toys

Image 1.13
Material for Motor Development

108
 Image 1.14

Image 1.15 Image 1.16

Image 1.17 Image 1..18

Material Prepared By the Home Advisor

109
ii) Intervention Period-36 weeks
The home advisor during the baseline period prepared the
whole team comprising of aanganwari workers and intellectually
challenged children to start the intervention with determination
and commitment. The home advisor selected four days in a week
for training, to visit all four Portage training centres. These
training centres were selected by taking into consideration;
distance travelled, feasibility of training, approach of the centres,
preference of the parents of intellectually challenged children
and aanganwari workers. Each training center was visited by the
home advisor twice a week, one day for training of subject and
another day for taking follow up. If the child performed the task
as per criteria set for her/him (criteria was set by the home
advisor in consultation with parents of child and aanganwari
workers), he was promoted for next task. Criteria for each child
were different for each task as Developmental Quotient (DQ) was
found different. The self help and motor developmental activities
were being taught simultaneously one after the other.
The activity chart comprised of detail of task, baseline of
subject for that particular task, criteria to fulfill that task,
outcome and future plans for the subject with reference to that
particular activity was being noted on the activity chart, adopted
by Prof. Tehal Kohli (Appendix-VI). Each subject had to achieve
allocated task set for him/her in a week, if the subject was not
able to achieve the criteria then, it was to be continued for the
next week, if in second week also, the subject could not gain that
criteria the assigned task was being transformed up to some
extent. But, if the subject was still unable to achieve the criteria,
that particular task was abandoned; otherwise he/she was
promoted for the next activity. Every task had to be practised
four times a day in a play way manner.

110
 Image 1.19 Material Arranged from Aanganwaries

CHILDREN UNDERGOING TRAINING

Image 1. 20
Activity no. 69 by Vanshika
Kumari building a tower
using blocks

Image 1.21
Neeraj Kumar performing
the activity

111
 Image 1.22
A child sliding and other
motivating him.

Image 1.23
Home advisor during training

Image 1.24
Mehfuz khan with home advisor
performing activity No. 77 i.e.
holding a pencil with thumb and
index finger

Image 1.25
Home advisor encouraging
Mehfuz khan

112
 Image 1.26
Child trying to hold a ball

Image 1.27
Aanganwari workers with
children and preparing for
training

Image 1.28
Activity of tearing a paper

Image 1.29
Buttoning and unbuttoning shirt

113
 Image 1.30
Activity of motor development

Image 1.31
Vansh Malik in an Aanganwari
center looking at home advisor

Image 1.32
Vansh with Promila Devi in an
aanganwari

Image 1.33
Aanganwari of Hanuman colony

114
 Image 1.34
Jasanpreet interacting with
home advisor

Image 1.35
Sandeep Kaur holding a spoon and
taking it to mouth

Image 1.36
Aanganwari of Ugala Majri

Image 1.37
Performing on Seguin Form
Board Test

115
 Image 1.38
Muskan Kumari Performing on
Seguin Form
Board Test

Image 1.39
During mid test children in
Gurudwara Colony

Image 1.40
Home advisor with children in
Basant Pura - I aanganwari

Image 1.41
Vansh Malik in Hanuman Colony
aanganwari during mid-test

116
3.8 Statistical Techniques Used

Keeping in view the objectives of the study the following

statistical tools were used for the study.

Mean- Statistically mean is defined as a point on the

distribution on which or around which the maximum number of
cases lie or tend to lie.

Standard Deviation- The standard deviation is the most

commonly used measure. It is most dependable estimate of the
variability in the population from which sample has been drawn.
It’s value is least fluctuating and shows stability.

t-test- It was used for comparison between different groups

on the basis of t-value. It was used to see the significant
difference between the mean scores of pre-test and post-test of
DQ 1 , DQ 2 , DQ 3 , DQ c om b of self help and motor development area
of intellectually challenged children.

117