Assessment of role-play generalization across qualitatively different situations

Role-play generalization of newly acquired assertive behavior was assessed across different response situations in a clinical outpatient sample. Prior to assertive training, subjects completed two paper-and-pencil inventories and a series of role-play situations. Behavioral role-play scenes included four response forms: making requests, expressing affection, standing up for rights, and expressing displeasure. Subjects were randomly assigned to treatment or test-retest conditions and the treatment subjects received six 2-hr sessions of assertion training using modeling, behavior rehearsal, instruction, positive reinforcement, assignedin vivo homework, bibliotherapy, and daily recordings of assertive behavior. Posttreatment, subjects completed the paper-and-pencil measures, trained role-play scenes, and a set of dissimilar untrained scenes requiring different response forms (giving compliments, receiving compliments; refusing unreasonable requests and expressing justified anger). Videotapes were rated blindly and in random order at the conclusion of the study by trained judges. Treatment and test-retest subjects were equivalent prior to training. Posttreatment for the two groups differed in self-report, role-play behavior in trained situations, and role-play behavior in untrained dissimilar situations (allp<.001). MANOVA with repeated measures confirmed that trained and generalization role-play scenes were quantitatively, as well as qualitatively, different, confirmed that treatment and test-retest subjects exhibited different performance levels posttreatment on both trained and generalization scenes, and revealed four significant interactions (allp<.001). Implications of the interactions are discussed. Canonical correlation revealed that subjects displayed significant commonality in their behavioral profiles across different response forms. The findings indicate that complex training resulted in generalization from trained situations to untrained and dissimilar generalization scenes for the clinical outpatient sample.     

Effects of situational demand in the role-play assessment of assertive behavior

Assertive and nonassertive subjects role played responses to interpersonal situations of known response difficulty in which various types of assertions were appropriate to evaluate the interactive effects of demand and difficulty on assertive performance. Subjects responded as they normally would (low demand) and as if they had just finished an extensive assertive training program (high demand). Role-play data, rated for overall assertion, revealed that (a) subjects were more assertive under high than low-demand; (b) assertive performance varied with situational difficulty; and (c) self-reports of assertive ability predicted behavior only when role-play situations were easy or demand low, and high demand had preceded low demand. It was concluded that assertive performance is strongly influenced by situational and cognitive variables, that self-reports predict behavior only in specific assessment circumstances, and that role plays tend to measure maximal, rather than typical, performance. These findings are discussed in terms of their implications concerning the validity of role-play assessment procedures.An earlier version of this paper was presented at the annual convention of the Association for Advancement of Behavior Therapy, Toronto, Canada, November 1981.     

Relationship Between the Children's Assertiveness Inventory (CAI) and the Revised Behaviorial Assertiveness Test for Children (BAT-CR)

In this study, the relationship between a self-report measure of assertive behavior in children, the Children's Assertiveness Inventory, and a role-play measure of assertive behavior, the Revised Behavioral Assertiveness Test for Children, was examined in 69 elementary school children. Measures of assertive responding to positive (initiating interactions/giving and receiving compliments) and negative (standing up for one's own rights/refusing unreasonable requests) situations were obtained for both self-report and role-play measures. Results suggest that self-report of positive assertion is more closely related to role-play measures and expert ratings of assertiveness than is self-report of negative assertion. Results are discussed in terms of relationship between assertive behavior and aggressive behavior in children and the need to "unbind" these two notions in future studies. Developmental issues which limit the finings are also addressed.     

Psychometric Properties of the Behavioral Assertiveness Test for Children (BAT-C)

The Behavioral Assertiveness Test for Children (BAT-C) is a widely used role-play test for assessing assertive responding in children. Past research has indicated that this assessment technique is sensitive to treatment and generalization effects, however, the psychometric properties of the BAT-C have not been previously addressed. The present study was designed to examine several internal psychometric properties of this assessment method. Both verbal and nonverbal measures were used to assess the BAT-C's internal consistency, item-total correlation and to perform step-wise multiple regression analyses. Results and implications for further use of this role-play test are discussed.     

Assessing women's responses to sexual threat: validity of a virtual role-play procedure

This study evaluated the validity of a role-play procedure that uses virtual reality technology to assess women's responses to sexual threat. Forty-eight female undergraduate students were randomly assigned to either a standard, face-to-face role-play (RP) or a virtual role-play (VRP) of a sexually coercive situation. A multimethod assessment strategy was used to evaluate the efficacy of the role-play procedure in creating a realistic and immersive situation. Consistent with our hypotheses, women in the VRP condition exhibited greater negative affect and immersion than women in the RP condition. In addition, the level of assertive refusal in the VRP, but not the RP, condition differentiated between women with and without a prior history of sexual victimization. These findings provide evidence of the validity of a virtual role-play procedure for assessing women's responses in sexually threatening situations.     

On the use of physiological measures in assertion research

This study examined the effects of assertion role-play variations on physiological arousal as a function of scene length (single vs. multiple responses), scene type (live prompts, taped prompts, and taped prompts with imaginal responses), and subject type. Subjects who scored in the upper quartile on the Marlowe-Crowne Social Desirability Scale (M-C) and below the median on the Assertion Inventory (AI) discomfort scale became the high-social desirability (SD) group, previously shown to have significant cognitive interference in attempts at assertive behavior. Subjects in the lower two M-C quartiles were subdivided into high- and low-anxious groups on the basis of scores above or below the median on the AI discomfort scale. Heart rate, GSR, and blood pressure were recorded as 36 male and female undergraduates responded to assertion scenes. Multiple-response scenes produced significantly more arousal than single-response scenes. Live prompts produced the most arousal, and imagery the least. During multiple-response scenes with live prompts, high-SD subjects had the largest heart-rate increases, and low-anxious subjects the smallest.     

Peer Ratings of Children's Assertive and Unassertive Behavior:

The purpose of this investigation was to explore children's judgements of peers' assertive and unassertive behavior in positive and negative interactions. Subjects were 142 third and fourth graders, 8 to 11 years of age. Stimulus materials were sets of three short videotaped scenes in which a female target child behaved either assertively or unassertively with a female peer. Four types of scenes were utilized: positive situations and assertive behavior (PA), positive situations and unassertive behavior(PU), negative situations and assertive behavior (NA), and negative situations and unassertive behavior (NU). Groups of 8 to 10 male and female subjects each viewed one set of scenes and then completed a 10-item questionnaire assessing their judgements of the target children's social skillfulness and likability. Results indicate that subjects rated assertive behavior in positive situations significantly higher than in negative situations for the majority of the items. Also, ratings for the PA and NU scenes and for the NA and PU scenes generally did not differ significantly. No significantly main effect of target child or gender of subject was demonstrated although some trends were noted. These findings strongly suggest that children's judgments of peers' assertive and unassertive behavior are situationally specific. Results of the present study have important implications for children's social skills training.     

A situational analysis of the relationship between spouse-specific assertiveness and marital adjustment

This study examined the relationship between marital adjustment and spousespecific assertiveness, conceptualized in terms of defense of rights, in a sample of 115 married women, 27 of whom were in a distressed marriage. Subjects indicated their likely behavioral responses in 11 commonly occurring marital conflict situations and provided ratings of the expected effectiveness of their responses, the amount of resentment they would experience in the situations, and the frequency of occurrence of the situations in their marage. Marital adjustment was found to be directly related to response effectiveness and level of assertive responding and inversely related to situational resentment and frequency of transgression by spouse. Surprisingly, the level of assertive responding was less strongly related to marital adjustment than were any of the other principal variables. A multiple regression analysis indicated that the set of experimental variables accounted for 45% of the variance in marital adjustment. All of the principal variables uniquely accounted for significant levels of variance in marital adjustment. Viewed collectively, the results of this study indicate that (1) parameters of marital conflict situations have considerable importance for the marital adjustment of women and (2) explication of the relationship between marital conflict and marital adjustment requires investigation of a variety of behavioral, affective, and contextual variables.     

Perceptions of assertive behavior: Sex combination,role appropriateness,and message type

Eighty-four male and 84 female subjects, divided into high, moderate, and low groups on the basis of sex-role stereotyping, watched videotapes of two-person interactions where positive and negative assertive messages were sent by male and female actors to male and female receivers. Subjects rated the level of assertion and the social acceptability of each message. Results indicated that while all messages were rated as relatively assertive, negative messages were perceived as more assertive and less socially acceptable than positive ones. Subjects also rated male senders as more assertive than female senders when the message type was role inappropriate for the subjects but rated female senders as relatively more assertive when the message type was role appropriate for them. Messages from female senders were rated as more socially acceptable than messages from male senders. Finally, messages to male receivers were rated as more acceptable than messages to females, especially by male subjects when the sender was male. Thus, both sex-role stereotypes and situational expectations appear to influence perceptions of level of assertion, and more assertive messages are perceived as less socially appropriate.     

Perceptions of Assertiveness by High- and Low-Assertive Female College Students

The interpersonal effects of assertive and unassertive behavior on females who scored high and low in self-reported assertion were examined. Subjects from each of the two assertion categories individually interacted with a female confederate trained to act either assertively or unassertively in a structured manner. In analyzing the subjects' impressions of the confederate, no significant differences between high and low assertives on the dimensions of competence, task attraction, social attraction, likability, and desirability were found. Assertive responding appeared less salient to the observer assertee in more naturalistic conditions and its social impact seemed more attenuated when the assertive responding took on a relatively mild form that posed little or no direct social or personal risk to the receiver of the assertive behavior.     

Perceptions of assertiveness by high- and low-assertive female college students

The interpersonal effects of assertive and unassertive behavior on females who scored high and low in self-reported assertion were examined. Subjects from each of the two assertion categories individually interacted with a female confederate trained to act either assertively or unassertively in a structured manner. In analyzing the subjects' impressions of the confederate, no significant differences between high and low assertives on the dimensions of competence, task attraction, social attraction, likability, and desirability were found. Assertive responding appeared less salient to the observer assertee in more naturalistic conditions and its social impact seemed more attenuated when the assertive responding took on a relatively mild form that posed little or no direct social or personal risk to the receiver of the assertive behavior.     

An experimental analysis of generalization in assertive training

Unassertive psychiatric patients matched on age, diagnosis, and self-reported assertiveness were assigned to one of five conditions, with 10 subjects in each group: Test-Retest, Practice-Control, Practice-Control with Generalization Instructions, Modeling and Instructions, Modeling and Instructions with Generalization Instructions. All subjects were videotaped (Pre- and Post-Test) while responding to ten interpersonal situations requiring assertive responses. Following the Pre-test, subjects in the experimental groups received training on five of the ten situations (training scenes). On the remaining five situations subjects received no training (generalization scenes). Results indicated that the Modeling and Instructions groups effected the greatest changes on seven of the eight components for the training scenes but on only five of the eight components for the generalization scenes. No differences were found between either of the two Practice-Control groups and the the Test-Retest group. Although transfer of training effects were obtained on the generalization scenes, these effects were minimal on an independent in vivo test of generalization. Moreover, an instructional set designed to facilitate generalization to different situations was only partially effective.     

Assertive Behavior and Likeability in Elementary School Boys

The present study investigated the social impact of assertive versus nonassertive behavior in fourth- and fifth-grade boys. Subjects viewed eight videotaped scenes, each depicting a different ten year old male model handling a situation in which commendatory or refusal assertion or nonassertion was required. Subjects then evaluated each model based upon their viewing of the role-plays. In addition, the Children's Assertive Behavior Scale (CABS) and a sociometric measure were adminsitered. Results suggest that assertive behavior is valued by elementary school boys. The implications of this finding for the study and training of assertive behavior in children are discussed.     

Effects of live modeling, covert modeling and rehearsal on assertiveness in psychiatric patients.

The present study evaluated the effects of live modeling, covert modeling, and rehearsal in unassertive psychiatric patients. Psychiatric patients scoring 19 or below on the Wolpe-Lazarus Assertiveness Scale were assigned to one of five conditions, with 10 subjects in each group: (1) Test-retest (no treatment). (2) Live modeling plus rehearsal. (3) Live modeling without rehearsal. (4) Covert modeling plus rehearsal, and (5) Covert modeling without rehearsal. All subjects were videotaped (pre- and post-test) while responding to eight interpersonal situations (four training scenes; four generalization scenes) requiring assertive responses. Pre- and post-test responses for all subjects were rated independently by judges on several verbal and non-verbal components of assertiveness. The results indicated that live modeling and covert modeling effected improvements in the assertive behavior of the patients, but that the two treatments were not differentially effective. Generally, the addition of rehearsal to live or covert modeling failed to enhance treatment. But on two measures, the covert modeling plus rehearsal condition was superior to the other treatments. There was evidence for transfer of treatment effects from training to generalization scenes. No differences were found among the groups on the Wolpe-Lazarus Assertiveness Scale and the Eysenck Personality Questionnaire. The results were discussed in light of prior findings with live and covert modeling procedures.     

Convergent and concurrent validation of four measures of assertion

This study examined the relationship among the College Self-Expression Scale (CSES), the Dominance Scale of the California Psychological Inventory (Do), role-play assessment, and peer ratings of assertion. Peer ratings served as the criterion measure. Fifty-three members of a college sorority completed the CSES and the Do Scale, role played eight scenes requiring an assertive response, and rated each other on a five-point scale of assertion. Peer ratings were significantly correlated with the Do Scale and the CSES. A significant correlation was also obtained between the CSES and the Do. Role-play ratings were not significantly related to any measure. Results are discussed in terms of convergent and concurrent validity for the Do and CSES as measures of assertion. A precautionary note is presented regarding the use of role-play assessment for measuring assertion and as a behavioral validation procedure.     

Difficulty and interpersonal attraction

Male subjects learned that they would have to perform an easy, moderately difficult, or very difficult memory task in order to qualify for a “learning session” in which they would be accompanied by a moderately attractive female. Subjective measures taken just prior to task performance indicate that subjects viewed the female target as more attractive, sexy, and cute in the Moderately Difficult task condition than in the Easy and Very Difficult task conditions. Results are discussed in terms of a recently proposed model of motivation (Brehm 1979; Brehm, Wright, Solomon, Silka, & Greenberg, 1983), and research on the relation between difficulty and interpersonal attraction.     

Cardiovascular reactivity in hypertensives: differential effect of expressing and inhibiting emotions during moments of interpersonal stress

This study investigated cardiovascular reactivity of hypertensive adults during periods of emotional stress. Two types of instructions were given at different moments, to the same subject, either to express or to suppress feelings during role-play. Expressing, but not inhibiting, emotions elicited significantly higher reactivity during responding to negative scenes, followed by responding during the positive interactions. Blood pressure increases in both expressing and inhibiting conditions, were also found during the instruction periods. Results indicated that socially demanding situations represent a stressor whose effects may vary depending on whether or not respondents regulate expression of emotions. It is suggested that the difficulty in expressing emotions found in some hypertensive individuals may have the function of controlling or reducing blood pressure reactivity.     

The separate and combined effects of covert and overt rehearsal in developing assertive behavior

The present investigation evaluated the separate and combined effects of covert modeling and overt rehearsal as a means of developing assertive behavior. Nonassertive clients (n = 66) received one of three treatments: covert modeling, overt rehearsal and covert modeling-overt rehearsal combined. A delayed-treatment group was included in the design to serve as a no-treatment control condition before clients were reassigned randomly to one of the three treatments. Treatments led to significant improvements on self-report and behavioral measures of assertiveness and self-efficacy. Although covert and overt rehearsal treatments were equally effective, the combined procedure led to significantly greater improvements which were evident at posttreatment and at an 8-month follow-up assessment. Treatment effects generalized to novel role-play situations and brought clients to the level of other persons who regarded themselves as adept in social situations requiring assertive behavior.     

Personalized versus standard role plays in the assessment of depressed patients' social skill

Chronically depressed outpatients participated in a study of the role-play assessment of social skill. Patients role-played a series of standard situations typical of those employed in social-skills research and additional scenes drawn from critical situations in their personal lives. These “personalized” role-play situations were perceived as more relevant by patients and resulted in more discomfort and less skillful interpersonal behavior than standard scenes. Behavioral measures derived from personalized role plays were also found to be more strongly related to measures of depression than the same measures derived from the standard role-play scenes. Implications of these findings for the role-play assessment of social skill are discussed.