An experimental investigation of behavior rehearsal in assertive training.

McFall, Richard M.; Marston, Albert R.

doi:10.1037/h0030112

Cited by 281 publications

(113 citation statements)

References 14 publications

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“…McFall and Marston (1970) found that transfer effects occurred on one of five measures in a telephone follow-up resistance to a magazine salesman. McFall and Lillesand (1971) failed to show a significant difference between treatment and assessment-placebo control groups in their telephone follow-up.…”

Section: Discussionmentioning

confidence: 99%

“…In treating nonassertive subjects, McFall and Marston (1970) found that behavior rehearsal resulted in a reduction in heart rate measured after McFalFs Behavior Rehearsal Assertion Test (BRAT); control groups demonstrated an increase in heart rate. Since a reduction in heart rate appears to be an outcome of McFall's treatment program, it has been used as the physiological measure in the present study.…”

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confidence: 99%

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Toward a task analysis of assertive behavior.

Schwartz¹,

Gottman²

1976

Journal of Consulting and Clinical Psychology

224

101

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The present stud)' analyzed the components of assertive behavior. Asscrtiveness problems were conceptualized in terms of a task analysis of the topography of competent responding. One hundred one subjects who spanned the range of assertivcncss, measured by McFall's Conflict Resolution Inventory, responded to three sets of situations requiring refusal of an unreasonable request. Content knowledge of an assertive response, delivery of the response under two conditions, heart rate, sclf-perccivcd tension, and the incidence of positive and negative self-statements were assessed. Differences on these variables between low-, moderate-, and high-assertive groups were analyzed to determine the nature of the response deficit in nonassertivc subjects. Low-assertive subjects differed from moderate-and high-assertive subjects on a role-playing assessment requiring them to deliver an assertive response, but they did not differ from moderate-and high-assertive subjects on their knowledge of a competent response or on hypothetical delivery situations. No significant differences in heart rate were observed between low-, moderate-and high-assertive subjects; however, higher self-perceived tension was found in low-compared to moderateand high-assertive subjects. A greater number of negative and fewer positive self-statements were reported by low-compared to moderate-and high-assertive subjects. The present behavior task analysis study is recommended as a clinical assessment study preliminary to investigations comparing behavior change interventions.Response acquisition approaches to assertion training are based on a skill-deficit model. According to this view nonassertive subjects are people with specific limited capabilities in a specific set of social situations. This approach is best characterized by McFall and Twentyman (1973), who wrote that The therapeutic objective is to provide patients with direct training in precisely those skills in their response repertoires. Very little attention is given to eliminating existing maladaptivc behaviors; instead, it is assumed that as skillful, adaptive responses are acquired, rehearsed, and reinforced, the previous maladaptive responses will be displaced and will disappear, (p. 199) A basic question has remained unresolved in response acquisition approaches, namely,The authors wish to thank Pam Kcgg, Robert Setty, Jacob Pankowski, Jim Miser, and Alex Brailman for their help in running subjects and collecting dala; Richard McFall for providing materials lor the present investigation; and Richard McFall and Donald Meichenbaum for providing helpful criticism of the article.Requests for reprints should be sent to Robert Schwartz,

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Toward a task analysis of assertive behavior.

Schwartz¹,

Gottman²

1976

Journal of Consulting and Clinical Psychology

224

101

View full text Add to dashboard Cite

show abstract

“…Social skills including assertiveness (McFall & Marston, 1970), positive heterosocial skills (Arkowitz, Lichtenstein, McGovern, & Hines, 1975), and job interview skills (Hollandsworth, Glazesk, & Dressel, 1978) have been trained for use in a variety of situtations. In addition, social skill training has been conducted with such diverse client populations as chronic schizophrenics (Bellack, Hersen, & Turner, 1976), mentally retarded adults (Hall, Sheldon-Wildgen, & Sherman, 1980), predelinquents (Braukmann, Maloney, Fixsen, Phillips, & Wolf, 1974), psychiatric patients (Furman, Geller, Simon, & Kelly, 1979), and the economically disadvantaged (Barbee & Keil, 1973).…”

Section: Teaching Job-related Social Skills To Learning Disabled Adolmentioning

confidence: 99%

Teaching job-related social skills to learning disabled adolescents

Whang

Fawcett

Mathews

1984

Analysis and Intervention in Developmental Disabilities

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“…Therapies such as assertive training that are aimed at ameliorating clients' and patients' social-skill deficits have been carefully evaluated both in analogue studies (e.g., Hersen, Eisler, Miller, Johnson, and Pinkston, 1973;Kazdin, 1974;McFall and Marston, 1970) and in clinically oriented investigations using group comparison designs (e.g., Percell, Berwick, and Beigel, 1974) and single case experimental strategies (e.g., Hersen, Turner, Edelstein, and Pinkston, 1975 Lillesand, 1971;McFall and Marston, 1970;McFall and Twentyman, 1973) and by Hersen and his colleagues with unassertive psychiatric inpatients . In addition, specific strategies for remediating dating-skill deficiencies in college students have been evaluated (e.g., Christensen and Arkowitz, 1974;Curran, 1975;Curran and Gilbert, 1975;Twentyman and McFall, 1975).…”

mentioning

confidence: 99%

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

Bornstein

Bellack

Hersen

1977

J of App Behav Analysis

218

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The effects of social‐skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in a multiple‐baseline analysis in four unassertive children. The treatment was effective in that the behaviors selected for modification changed markedly. The effects of treatment generalized from trained to untrained items (interpersonal situations requiring assertive responding) and gains were maintained at the two‐ and four‐week followup probe sessions. In addition, overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup.

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An experimental investigation of behavior rehearsal in assertive training.

Cited by 281 publications

References 14 publications

Toward a task analysis of assertive behavior.

Toward a task analysis of assertive behavior.

Teaching job-related social skills to learning disabled adolescents

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

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An experimental investigation of behavior rehearsal in assertive training.

Cited by 281 publications

References 14 publications

Toward a task analysis of assertive behavior.

Toward a task analysis of assertive behavior.

Teaching job-related social skills to learning disabled adolescents

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS1

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SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹