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RISB

ROTTER INCOMPLETE SENTENCE BLANK

Overview :

The Rotter Incomplete Sentences Blank (RISB) test was administered to a 20-year-old
female BS Clinical Psychology (BSCP) student as part of the Psychological Assessment
I program. The client scored 171, exceeding the cutoff score of 135, indicating problem
areas such as self-doubt and social anxiety. These findings suggest emotional and
interpersonal challenges that may benefit from counseling.

Introduction

The Rotter Incomplete Sentences Blank (RISB) was developed by Julian B. Rotter and
Willerman in 1950, evolving from sentence completion forms initially used during World
War II in the Army. The RISB was designed to provide specific diagnostic insights for
clinical and experimental purposes while being efficient in administration and scoring
(Rotter & Willerman, 1950).
The test includes three forms: high school, college, and adult, each tailored to specific
populations. It consists of 40 first-person sentence stems, designed to minimize
stereotypical responses and elicit authentic thoughts and emotions. A key feature is
the overall adjustment score, which ranges from 0 to 240, commonly used for identifying
adjustment issues and structuring initial interviews effectively.

Purpose:

The Rotter Incomplete Sentences Blank (RISB) is a semi-structured projective

technique designed to assess personality and adjustment. It utilizes the sentence
completion method, where individuals complete 40 sentence stems, with responses scored
on a scale from 0 to 6. The total score provides an index of maladjustment, making the
RISB a valuable gross screening instrument (Rotter & Willerman, 1950).

The test aims to identify individuals who may require further counseling or observation but
is not intended for detailed diagnostic purposes. Unlike other projective methods, it focuses
on responses that subjects are willing to share, offering insights into wishes, fears, and
attitudes without emphasizing speed of response or deep personality exploration.

Psychometric Properties

Norms:

The Rotter Incomplete Sentences Blank (RISB) was normed on a representative sample
of 299 college freshmen at Ohio State University, ensuring it reflected the broader
freshman population. The sample's scores on the Ohio State Psychological
Examination closely aligned with those of the total freshman population, showing a median
percentile difference of only two points and similar first and third quartile distributions.
Notably, the correlation coefficientbetween the Ohio State Psychological Examination and
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RISB
RISB scores was 0.11, confirming that the RISB primarily measures personality
adjustment rather than intelligence.

Validity:

The Incomplete Sentences Blank (RISB) was validated through a study involving 82
females and 124 males, classified as adjusted or maladjusted. Scoring was done blindly,
ensuring impartiality. The sample was divided into two groups: Group I included students
rated by instructors (adjusted or maladjusted), while Group II consisted of females assessed
by clinicians and males referred for counseling. The validation process demonstrated that the
RISB effectively distinguishes between adjusted and maladjusted individuals, confirming
its validity as a measure of personal adjustment.

Reliability:

The Incomplete Sentences Blank (RISB) demonstrated strong reliability. Due to non-
equivalence of items, a split-half method was used, yielding a corrected reliability of .84 for
males and .83 for females. Inter-scorer reliability was also high, with .91 for males
and .96 for females, based on two trained scorers. Additionally, a comparison between the
scores of a clinical psychologist and one scorer showed a strong correlation of .90, with a
mean score difference of only 2.3 points, further supporting the reliability of the RISB
scoring process.

Merits of the RISB:

The Rotter Incomplete Sentences Blank (RISB) offers freedom of response, allowing
subjects to provide personalized answers rather than restricted choices. It is efficient
for group administration and requires no specialized training for administration. The test
is time-efficient, both in administration and scoring, and provides an objective scoring
system, making it valuable for screening and research purposes. Additionally,
the flexibility of tailoring sentence stems enhances its clinical and experimental utility.

Demerits of the RISB:

However, the RISB has some limitations. It cannot be machine-scored, relying on the
examiner's clinical skills for interpretation. There is less disguise of purpose compared to
other projective tests, potentially allowing subjects to manipulate responses.
Furthermore, insufficient material may be obtained from illiterate or uncooperative
participants, limiting its effectiveness in certain populations, such as younger children or
highly disturbed individuals.
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RISB
TEST ADMINISTRATION:

The RISB (Rotter Incomplete Sentences Blank) was administered in accordance with the
guidelines outlined in the manual. The sentence stems were printed on a practical work blank,
and participants were provided with no further instructions beyond the printed directions,
except to encourage them to complete all items. The administration was conducted in a quiet
and well-lit psychological lab, ensuring a standardized environment.

The test was completed in a group setting with confidentiality maintained for each
participant. The approximate time for administration was 20 minutes, as stated in the manual.
The purpose of this administration was academic, aimed at assessing emotional adjustment
and not intended for clinical diagnosis.

TEST SCORING:

1. Omission Responses

Definition:
Omission responses are identified when no answer is provided, or the response is too unclear
to hold meaning. These responses may indicate avoidance, disengagement, or difficulty with
the question.

Scoring Criteria:

 Omission responses are not assigned a numerical score but are recorded for
interpretative purposes.

2. Negative Responses (Conflict)

Definition:
Negative responses reflect elements of emotional distress, psychological conflict, or
maladaptive thought patterns.

Scoring Levels:

 C1 (4 points): Reflects mild or situational conflicts.

 C2 (5 points): Represents broader or recurring emotional challenges.
 C3 (6 points): Indicates severe psychological distress or maladjustment.

Interpretation:
The intensity of the conflict determines the score, with higher levels indicating greater
emotional struggle or maladjustment.
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RISB

3. Positive Responses

Definition:
Positive responses are indicative of emotional resilience, optimism, or constructive coping
mechanisms.

Scoring Levels:

 P1 (2 points): Specific and situational positivity.

 P2 (1 point): General or broad positive attitudes.
 P3 (0 points): Reflects profound emotional stability or optimism.

Interpretation:
Lower scores within this category signify greater emotional resilience or adaptability.

4. Neutral Responses

Definition:
Neutral responses are factual or descriptive, lacking emotional or affective depth.

Scoring Criteria:

 All neutral responses are assigned a uniform score of 3 points.

Interpretation:
Neutral responses often represent a balanced or indifferent stance but may also highlight
detachment from emotional processing.
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RISB

CURRENT ADMINISTRATION:

EXAMINEE’S DETAILS

Age: 20 years Sex: Female Martial status: Single

Place: Psychology Lab Language: English and Urdu

Socio-Ecnomic Status: Upper Middle Birth Order: Single Child

INSTRUCTIONS TO THE EXAMINEE:

The examinee was informed about that the test being administered which consists of 40
statements/items. They were instructed to read each item carefully and respond based on their
honest feelings, selecting the option that most closely aligns with their personal experience.
The examinee was advised that there were no right or wrong answers, and the goal was to
capture their true emotional responses. Prior to the test, the examinee was asked to review
and sign a consent form, which outlined the voluntary nature of their participation, their right
to withdraw at any time without penalty, and the confidentiality of their responses. The
examinee was reassured that their personal information and answers would be kept strictly
confidential and used solely for the purpose of this assessment. They were also informed that
they could seek clarification or assistance with any instructions during the test if needed.

PROCEDURE:

The Rotter Incomplete Sentences Blank (RISB) was administered to a 20-year-old female in
a controlled and professional psychology lab. The testing took place in a quiet, well-lit, and
ventilated environment to ensure the examinee’s comfort and focus throughout the process.
The purpose of the test was explicitly stated as academic as a part of training rather than
clinical, aiming to explore personality characteristics and social adaptability. The seating
arrangement was comfortable, with desks adequately spaced to maintain confidentiality and
privacy during the test. Before the test began, participants were required to sign an informed
consent form, ensuring they understood the nature of the test and their rights as examinees.
The examiner briefly explained the test's procedure, purpose, and the method for completing
the RISB test booklet, including an overview of the 40 sentence stems to be completed,
highlighting that tests with more than 15 omissions would not be scored. Although the test
was conducted in a group setting, participants completed their test papers individually to
ensure personal insights were reflected in their responses. The testing materials, including
the RISB booklet and a pencil, were placed on a clean, organized desk. The examinee was
encouraged to work at her own pace without any time pressure. During the test, the instructor
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RISB
remained available to address any procedural questions while maintaining the test's projective
integrity by avoiding influencing responses. After the examinee completed the test, she was
thanked for her participation and a brief debriefing was conducted to address any questions
or concerns. The RISB responses were then scored using the standardized scoring manual to
ensure reliability and validity of the results. The entire process adhered to ethical and
professional psychological testing standards, ensuring that the examinee’s experience was
respectful, comfortable, and academically valuable.

TEST SCORES:

ITEM CORRESPONDING SCORE

NUMBER RESPONSE

1. P1 2
2. P1 2
3. C2 5
4. P2 1
5. C2 5
6. N 3
7. P1 2
8. P1 2
9. C2 5
10. C2 5
11. P2 1
12. C2 5
13. C2 5
14. C3 6
15. P1 2
16. C1 4
17. C3 6
18. C2 5
19. C2 5
20. C2 5
21. C2 5
22. C2 5
23. C3 6
24. P3 0
25. C3 6
26. C1 4
27. C2 5
28. C1 4
29. C3 6
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RISB
30. C2 5
31. C3 6
32. C3 6
33. C2 5
34. C2 5
35. C2 5
36. C1 4
37. C1 4
38. N 3
39. C2 5
40. C3 6
The client scored 171, exceeding the cutoff score of 135, indicating some problem areas
mentioned in interpretation.

INTERPREATION:

The sentence completion can be interpreted on two level.

1. Quantitaive Analysis

RESPONSES CALCULATION
Positive Response

P1 2*5 = 10

P2 1*2 = 2

P3 0*1 = 0

Neutral Response N 3*2 = 6

Conflict Response

C1 4*5 = 20

C2 5*17 = 85

C3 6*8 = 48

GRAND TOTAL 171

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RISB

2. Qualitative Analysis

i. Family Attitude
The responses indicate that the subject places significant importance on family and
personal relationships. Positive responses include:

 Item 3: "I want to know... learn about Islam and be intellectual," reflects the influence
of cultural and familial values in shaping her goals.
 Item 4: "Back home, I love... spending time with my mother," signifies a strong and
nurturing bond with her mother.
 Item 2: "The happiest time... when I am relaxed and satisfied," suggests that familial
comfort and personal peace are pivotal to her happiness.

However, conflicting responses such as Item 5: "I regret... wasting my time a lot," may imply
guilt over perceived inefficiencies, potentially linked to expectations set by her family. Item
18: "My nerves... aren't always controllable," further reflects an internal struggle that may
stem from familial or self-imposed pressures.

Overall, the subject demonstrates an attachment to her family, especially her mother, and
aligns her personal development with familial and cultural values. These responses highlight
a positive yet self-critical outlook toward her role in her family dynamics.

ii. Social and Sexual Attitude

The subject's social attitude reflects a realistic and cautious approach:

 Item 10: "What annoys me... is when I am unable to initiate anything," suggests some
hesitancy in engaging with others or initiating social interactions.
 Item 19: "Other people... usually do not understand what I am," indicates a sense of
misunderstanding or alienation in social settings.
 Item 31: "I am very... sensitive," reinforces her vulnerability and emotional
sensitivity in social relationships.

Responses such as Item 40: "Most girls... are fake and do not evaluate matters critically,"
demonstrate skepticism and potential distrust in peer relationships. However, there is no
explicit indication of sexual interest or conflict, as the subject's responses remain focused on
intellectual and emotional aspects of her interactions.

iii. General Attitude

The subject shows signs of self-awareness and a desire for growth, but she struggles
with internal conflicts:

 Item 11: "I feel... I need to improve myself a lot," reflects her determination for self-
development.
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RISB
 Item 15: "At bedtime... I usually use my phone a lot," hints at habits that could
interfere with productivity or self-care.
 Item 27: "Marriage... should be done with your consent and choice," highlights a
progressive and assertive stance on important life decisions.

Conflicting responses such as Item 36: "I secretly... cry a lot," reveal underlying emotional
struggles and a need for emotional support. Despite these challenges, her responses to Item
24: "The future is... bright," and Item 37: "I want... to achieve and succeed unlike my past,"
reflect an optimistic and forward-looking attitude.

Character Trait

The subject exhibits a sensitive and introspective personality. She places high value
on family, intellectual growth, and cultural ideals. Her responses reflect a blend
of optimism and self-criticism, with a clear desire to overcome personal struggles and
achieve her aspirations. While she shows emotional vulnerability and occasional distrust in
social interactions, she is resilient and motivated to succeed. Her ability to
think critically and her alignment with strong values suggest a balanced character striving
for personal and intellectual betterment.

CONCLUSION AND SUGGESTIONS:

Based on the subject's score of 171, which exceeds the cut-off score of 135, it can be
concluded that the subject shows a strong level of maladjustment. However, the assessment
reveals areas of concern, particularly in social anxiety and self-esteem. While the subject is
closely connected to her family, she struggles with social interaction and self-doubt, which
may impact her relationships. It is suggested that the subject focus on building confidence
and addressing her social anxiety through targeted strategies to improve her overall social and
emotional well-being.

References:

Rotter, J. B., Lah, M. I., & Rafferty, J. E. (1992). Rotter Incomplete Sentences Blank manual

Crystal, S., Simonson, J., & Mezulis, A. (2012). Affective reactivity predicts cognitive
reactivity to induced stress in adolescence. Depression and Anxiety, 1, 1–8.

Lah, M. I. (1989). New validity, normative, and scoring data for the Rotter Incomplete
Sentences Blank.
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RISB
APPENDIX

Informed Consent:

I write to ask you for your permission for you to participate in this test
Rotter’s incomplete blank sentence. The purpose of this test is to examine
personality or how person is adjusted with socially familial and generally
with community. The test have total 40 items to attempt and also the test
has omission response more then 15 response this test will not be
interpreted and scored. Also, the test confidentiality is maintained do not
share with any other person or if the organization wants to check the
report, then we will gave the test report not share the test. Your
participation is voluntary. You may choose to stop participating at any time
without prejudice or penalty.

I agree to participate in this test. I understand that by agreeing to

participate in Rotter’s incomplete sentence blank
(name)_____________________________________, I have been informed about
the nature of test and I understand that my participation is voluntary.
also, I read all the instruction and confidentiality and ethical consideration
legal rules and law of the test.

Signature of Participant: _____________________________ Date: ___________

Attached “Incomplete Sentence Blank – College Form”