I.
Overview of the test
Rotter Incomplete Sentences Blank aims to assess both adjustment and
maladjustment, which its primary goal is not to do a general characterization of the
individual, or provide an assessment personality dynamic of an individual, nevertheless, it
used as a guide in the clinical process prior to the initial interview analysis of the patient. In
recent years, psychologists used this test in a flexible and innovative way, such as
incorporating the quantitative data results into qualitative comprehensive reports from other
behavioral and personality tests as part of a thorough psychological evaluation. Other
psychologists are using this method to analyze their psychological reports. Moreover, they
used it as a source and use it in research studies in examining psychosocial functioning. The
development of RISB made by Rotter, Lah, and Rafferty in 1992 gives an additional
technique to make it more functioning. They composed three categories that could be used in
screening including, High school, college and adults. According to Rotter, to indicate a
substantial adjustment problem, 145 cutoff scores are to be considered. However, these
scores are supposedly not an indication of psychopathology itself, because this is only a basis
form or guide for the pre-interview in clinical methods, this should be noted, according to
him. In a study in 1991 by Mayers, when responses are appropriately assessed, inter-scorer
reliability, temporal stability, and internal consistency are sufficient. Additionally, using a
modified three factor model and covariance structure analysis, the responses of teenagers
were well-fit.
II.
Details of the test
One method for assessing personality is projective testing in regards to Freud
(Projection) as a way to assess the unconscious. The Rotter Incomplete Sentences Blank
(RISB), as described by the authors, is labeled as a semi structured projective test of
psychological adjustment, a frequently used test for assessing the personality and
socioemotional functioning of a patient. Early in the 1940s, Julian Rotter and Benjamin
Willerman created the first form to screen large numbers of soldiers, assess their
compliance and fitness, providing an evaluation and treatment before returning to duty.
That was the very first step that the RISB’s concept was made. However, the original and
first edition of RISK was published in the year 1950 by Julian Rotter and Janet Rafferty,
which has two purposes, the first one is to Measurement of adjustment and
maladjustment as well as detection of psychopathology's presence or absence by serving
as a guide form in clinical technique. Also, it might be used as guide diagnosis, and
facilitate treatment planning. According to the test developers, Every response of the
respondents, and every blank completed, stated the responses unconscious feelings and
intentions. All sentence stems reveal the feelings and thoughts about themselves, their
interpersonal interactions and capacity to handle psychological pressures.
Psychologists in recent years, composed three categories that could be used in
screening including, High school, college and adults as part of comprehensive
psychological assessment. However, other psychologists use it in their psychological
reports. Moreover, they used it as a source and use it in research studies in examining
psychosocial functioning.
Rotter Incomplete Sentences Blank, 2nd edition (RISB)
In the year 1992, through Julian B. Rotter, Michael I. Lah, and Janet E. Rafferty, a
recent update was published It offered a technique that could be used for screening and
experimentation as well as to gather information for specific diagnostic for three different
categories. There are 40 sentence stems to be answered on the RISB-2 forms, which
come in three levels for high school, college, and adults. This test can be finished in 20 to
40 minutes and is administered using paper and pencil. This RISB's second edition
contains:
1. Review of research that supports the clinical relevance, reliability, and
validity.
2. updated normative data, scoring guidelines, and case studies are provided.
3. can be administered to a group or an individual.
4. Use in sectors such as higher education, medicine, clinical care, business, the
military, teaching, and research.
Format, Administration, and Scoring
The revised first form employed by Rotter and Willermann in the army in 1940
served as the basis for the development of the RISB as it is constructed as a free-response
adjustment measure that is simple to administer and quickly yields a score. RISB consists of
40 incomplete sentences that are usually 1-2 words long, and can be taken in paper-andpencil format. It can also be given orally without significantly influencing test results.
Respondents asked to complete the sentence that usually has 20-40 minutes time, contrasting
to many performance-based measures, the RISB presents stimuli example is sentence stems,
that are designed to produce responses about specific psychosocial domains like friendships,
romantic relationships, and work. Also, this can be administered in either individual and
group settings.
Responses can be scored by the semi objective scoring system in manual. Scoring
criteria are provided separately for male and female college students.
Conflict Responses – “C” indicating an unhealthy or maladjusted frame of mind.
The intensities are categorized by:
C1=4
C2=5
C3=6
Mild conflict, such as minimal worries about money, health, or friends, is indicated
by responses in the C1 group. More severe signs of maladjustment fall under the C2 group,
which includes issues with one's family, self-image, social isolation, and emotions of
hopelessness. A severe indication of maladjustments, or C3, includes things like suicidal
thoughts, sexual conflicts, serious family issues, etc.
Positive Responses – indicating a healthy and hopeful frame of mind.
P1=2
P2=1
P3=0
P1 responses are those that discuss having a good attitude at school, engaging in
hobbies and sports, caring about other people, and expressing pleasant feelings. P2 refers to
reactions that are generally positive toward other people, such as humor, social adjustment,
and a stable family. Real optimism and good-natured humor are classified as C3. Answers
that are neutral receive a score of 3.
III.
Factors being assessed
The RISB analyzes psychological adjustment on an index ranging from highly
adjusted to maladjusted, which is the opposite of the abilities seen in adjustment. Highly
adjusted refers to a situation or test developers called adjustment (dysphoria),the ability to
cope up in the situation, particularly in a difficult situation like frustration, the ability to
maintain satisfying relationships and maintaining productive activity which is contrary to the
maladjustments.
IV.
Target respondents/Qualifications of test takers
In order to aid and analyze general adjustment in adolescents and adults, RISB-2
forms are offered for three levels: high school, college, and adults. As a result, the age
range for qualified respondents is high school to adult age.
V. Advantages/Disadvantages
Advantages
As the RISB is created as having the freedom of response, it is convenient for
both parties. The present stimuli that are designed to produce responses about specific
psychosocial domains gives an advantage to the test to be more reliable in the purpose of
the test. Administration of the test is relatively efficient and opportune to the respondents,
as they can adjust without any destruction to the test purpose. And lastly the method is
extremely flexible, can be applied in experimental and clinical purposes.
Disadvantages
The scoring guidelines listed in the manual might be out of date because the test
hasn't been updated since it was first published in 1950. They struggle to correspond in
the scoring annual since it is out of date and has little relevance in modern society. Since
the RISB did not alter the scoring criteria for high school students, it can be challenging
to apply the standards for college students to adolescents. Finally, although being a
regularly used test, the interpretation of the RISB based on content has no empirical
backing.
VI.
Reliability & Validity
Reliability
Even though Rotter's ISB is a copyrighted test, Mayers' (1991) article includes all
stems without mentioning the test's validity or dependability. Although there isn't much
data to support the qualitative interpretation of the RISB, a recent study found that both
adults and adolescents may use it. On the other hand, internal consistency, temporal
stability, and inter-rater reliability are sufficient when responses are assessed objectively.
Validity
In the study that responses of adolescents from a community sample were
analyzed through principal axis factoring method produces three factor structures
including Clinical maladjustment, School maladjustment, and Personal Adjustment.
Resulting that it showed in Covariance structure analysis that modified three factor
models gave a good fit with adolescents’ responses.
In addition, one study shows that Criterion-validity suggests that the RISB may be
useful as a screening measure for adolescents using a 135 or 140 cut score.
VII.
Test developers
The Rotter Incomplete Sentences Blank (RISB)
Author: Julian B. Rotter & Janet E. Rafferty
The Rotter Incomplete Sentences Blank (RISB 2)
Author: Julian B. Rotter, Michael I. Lah, and Janet E. Rafferty
ABOUT THE AUTHORS:
Julian B. Rotter - He was an American psychologist who is credited with creating
the social learning theory, the rotter incomplete sentence blank, and the locus of control
research. Became an adviser to the United States Army WWII after earning a doctorate
degree in Indiana. Became Program Director of Clinical Psychology at the University of
Connecticut, and served as Chairman of the Division of Social Psychology and
Personality in the American Psychological Association
Janet E. Rafferty - a professional archaeologist, a co-author of Rotter Incomplete
sentence blank. She graduated with both a Bachelor's and a Doctorate in Anthropology.
acting assistant professor from 1974 to 1976, assistant professor from 1976 to 1977 at
Southern Illinois University-Carbondale, and started her career as an assistant professor
at Mississippi State University.
REFERENCES:
APA PsycNet. (n.d.).
Basmayor, A. (n.d.). Rotter Incomplete Sentence Blank. prezi.com
Construct Validity of the Rotter Incomplete Sentences Blank with Clinic-Referred and
Nonreferred Adolescents. Journal of Personality Assessment
Rotter Incomplete Sentences Blank | Second Edition. (n.d.).
Sentence Completion Tests: A Review of the Literature and Results
Weis, R., Toolis, E. E., & Cerankosky, B. C. (2008). Construct Validity of the Rotter
Incomplete Sentences Blank with Clinic-Referred and Nonreferred Adolescents. Journal
of Personality Assessment