Rotter’s Incomplete Sentence Blank (RISB)

(Julian B. Rotter and Janet E. Rafferty, 1950)

Introduction

The Incomplete Sentence Blank is a way of standardizing the sentence completion

method. Forty items are given to be completed and then matched with manuals. A scale value

from 0 to 6 is then assigned to the response of the subject. Total score is an index of

maladjustment. The scoring plan makes the test useful as a gross screening instrument but is not

intended to provide ratings in finer diagnostic terms.

Author

Julian B. Rotter and Janet E. Rafferty.

Year

1950.

Objective and Rationale

This test was made keeping two things in mind. The first thing was to give a technique

that helps in screening and experimentation. And the second thing was to obtain information of a

specific diagnostic value so that we can treat that.

Development of RISB

The items in this test are a revised version of a test first developed by Payne. It was further
modified by Rohde-Hidreth and then by Shor, Hutt and Holzberg. It was again renewed by
Rotter and Willerman. Today it is used in its fully revised form R.I.S.B.
Psychometric Properties

Reliability

Items are not equivalent and are divided into two halves which yielded correctly split-half

reliability of 0.84 when based on a record of 24 female college students and 0.83 for 71 female

students. The correlation between the two sets of scores was found to be 0.90.

Validity

Validity data was obtained for two sexes separately since the scoring manual differs the

sexes in scoring and was validated on groups. There were 82 females and 124 males who were

classified as either adjusted or maladjusted. 135 was considered to be the score that separates the

two types of people. So, it was referred to as a cutt-off score.

The ISB correlated 0.53 with the judges’ rating and 0.40 with a Mooney Problem Check

List. Biserial correlation between the final ISB scores and treated and untreated groups was 0.50

since the tests were scored blindly by someone who was not aware that the subject was an

experimental case. The results suggest a significant relationship between scores in ISB and

current rating of judges.

Norms

The ISB was given to 299 entering freshmen at Ohio state University. A comparison was made
between the median percentile rank on the Ohio state and the psychological examination of the
sample and of the total freshman population. I
 showed a difference of approximately two percentile points. The correlation coefficient

between the Ohio state psychological examination scores and RISB scores for the selected

freshman sample was only 0.11.

Test Material

It consists of 40 incomplete sentences each of which is provided with a stimulus e.g, I

like . . . . , or I failed . . . The current version of this test has three main types used at different

levels including High School, College, and Adult version.

Administration Procedure

The subject is first asked to finish a sentence for which the first word or words are

supplied and it is assumed that the subject reflects his own wishes, desires, fears and his attitudes

in the sentence. It is a semi-structured projective technique. 20 minutes is the average time of

test. Blank sheets with 40 incomplete sentences are given to subject. The instructions regarding

the test are also provided by the test administrator.

Scoring and Interpretation

Numerical weights are assigned to each response as per manual and by matching responses with

typical samples. She numerical weights for conflict responses are C1=4; C2=5; C3=6. The

numerical weights for positive responses are P1=2; P2=1; P3=0. The numerical weight for all

neutral responses is 3. Sentence completions are scored from examples in the scoring manuals

assigning a numerical weight for 0 to 6. These arethen added to Rotter Incomplete Sentence

Blank (RISB) Report

adjustment level of the subject.

Test Administration

RISB was administered on June 6, 2018 in the testing lab in the Institute of Applied

Psychology. The temperature of testing lab was normal and the lights as well. There were as such

no distractions. The subject was seated comfortably. Complete instructions were given according

to manual. The necessary material was provided too.

Behavioral Observation

The subject showed very much interest in completing the test. He listened to the

instructions carefully. He hesitated at some points while completing the test and consumed 30

minutes in completing the test. He did not hesitate or showed any problem in understanding the

instructions. He told that he loves to complete such kind of tests.

Results

The test was scored both quantitatively and qualitatively.

get a grand total.

Table 1

Response Corresponding # of Items in Obtained

Categories Score Categories score

Conflicts

C3 6 03 6 x 3= 18

C2 5 11 5 x 11= 55

C1 4 06 4 x 6= 24

Total conflicts 97

score

Neutral 3 03 3 x 3=9

Positives

P1 2 06 2 x 6= 12

P2 1 07 1 × 7= 7

P3 0 04 0×4=0

Total positive 19

Grand Total 125

Obtained Score=125
 Cut off score =135

Qualitative Analysis

The completions of sentences by A.M provide a picture of her desire for

understanding and attention from her parents. From item 20, 29 and 35, it is clear that

her father is a kind person while she suffers when her mother does not understand her. Also, it pains her
when others tell a lie with her. As far as her social attributes are concerned, she likes people and she is
also

good at friendships. In item 10and19 there are responses like people are sensible which

mean that she likes people, other people are very helpful to each other, which means

that she has good experience with other people. These are the signs of good

experiences with people. Marriage is a part of happy life for her. She has showed no

interest in dancing while for her sport is necessary for a healthy life. Her general attitude can be seen
from item 15 in which she says that I can't

misbehave with others, which shows that she is good at her general attitudes. In items

1, 25 and 33, he came up with statements like I book reading, I need hard work to get my
goal, These statements imply that she wants to get success in her life for that she

works hard. She spend most of her spare time in reading books as in item 1 and 22. In item 36 and 37,
she has expressed inclination towards God. She wants to have a

good relationship with God.

Conclusion

She scored 125 that lies below cut off score 135 and falls in the category of good.