History of RISB Test
Administration
History of RISB Test
- Can be administered both individually and in
a group setting.
- The test was not intended to give a full view of personality, but more of a starting point for clinicians to take direction from.
- This is the most popular form of the Sentence Completion Method used today
(Hersen, 2003).
- Can be used for general interpretation with a variety of subjects in much the
same manner that a clinician trained in
dynamic psychology uses any projective material.
- There are three different forms :
High School
College
Adult
- Doesn’t have long set of instructions.
- Can be easily worked out on a greater population.
Purpose/Objectives
- The main objective of the test was to create a version of the sentence completion method that could be administered and scored easily to permit a widespread use.
- An attempt to standardize the sentence completion method for the use at college level.
Forty "stems" are completed by the subject.
- These completions are then scored by comparing them against typical items in empirically derived scoring manuals for men and women and by assigning to each response a scale value from to 6. The total score is an index of maladjustment.
- This over-all adjustment score is of
particular value for screening purposes with
college students and in experimental studies.
- Has also been used in a vocational guidance center to select students requiring broader counseling than was usually given, in experimental studies of the effect of psychotherapy and in investigations of the relationship of adjustment to a variety of variables.
Scoring
Interpretation
Scoring
Example:
- If a completion is scored as mild conflict it might be indicated as such: 4 C1
- 4- indicates the score the response receives on the conflict-positive scale
- C1-indicates that it falls within the mild conflict degree
- Here, the number 1 represents mild, 2 moderate and 3 strong.
- There are also additional categories for responses that are neutral in content and omitted/incomplete completions are also taken into account in factoring an individual’s score.
- Once the administrator goes through the appropriate scoring manual and compares the responses to the example responses, the administrator adds up the total amount of points that are associated with each response. This total amount of points is then compared to the measurement’s cut-off scores. An overall score of 145 is generally seen to be the
adjustment cut-off score (Rotter, Lah, & Rafferty, 1992).
Kind of Projective Technique
Scoring
Conflict
Positive
- 3 different degrees of categories
Mild
Moderate
Strong
- Each completion is ranked from
0 [most positive] to 6 [most conflict].
Sentence completion test
Semi structured projective technique in which the subject is asked to complete a sentence
for which the first word are supplied
usually only 1-2 words long such as
"I regret ..." "Mostly girls..." It comes in
three forms i.e. school form, college form,
adult form for different age groups.
History of RISB Test
- Developed in 1950 by Julian Rotter and
Janet Rafferty
-To provide a technique that could be
used objectively for screening and experimental purposes.
-To obtain information of rather specific diagnostic value for treatment purposes.
Rotter Incomplete Sentence Blank Test
- Julian Rotter
- Janet Rafferty