Reinforcement Survey Schedule Research Articles

Psychometric Properties of the Adolescent Reinforcement Survey Schedule-Alcohol Use Version with College Student Drinkers

ABSTRACTBackground: Behavioral economic theories of drinking posit that the reinforcing value of engaging in activities with versus without alcohol influences drinking behavior. Measures of the reinforcement value of drugs and alcohol have been used in previous research, but little work has examined the psychometric properties of these measures. Objectives: The present study aims to evaluate the factor structure, test–retest reliability, and concurrent validity of an alcohol-only version of the Adolescent Reinforcement Survey Schedule (ARSS-AUV). Methods: A sample of 157 college student drinkers completed the ARSS-AUV at two time points 2–3 days apart. Test–retest reliability, hierarchical factor analysis, and correlations with other drinking measures were examined. Results: Single, unidimensional general factors accounted for a majority of the variance in alcohol and alcohol-free reinforcement items. Residual factors emerged that typically represented alcohol or alcohol-free reinforcement while doing activities with friends, romantic or sexual partners, and family members. Individual ARSS-AUV items had fair-to-good test–retest reliability, while general and residual factors had excellent test–retest reliability. General alcohol reinforcement and alcohol reinforcement from friends and romantic partners were positively correlated with past-year alcohol consumption, heaviest drinking episode, and alcohol-related negative consequences. Alcohol-free reinforcement indices were unrelated to alcohol use or consequences. Conclusions/Importance: The ARSS-AUV appears to demonstrate good reliability and mixed concurrent validity among college student drinkers. The instrument may provide useful information about alcohol reinforcement from various activities and people and could provide clinically-relevant information for prevention and treatment programs.

A Structural Equation Model for the School Reinforcement Survey Schedule: Italian and American Early Adolescents

The School Reinforcement Survey Schedule (SRSS) was administered to 2,828 boys and girls in middle schools in the United States and an Italian translation was administered to 342 boys and girls in middle schools in Northern Italy. An exploratory factor analysis using half the American data set was performed using maximum likelihood estimation with a promax rotation. This analysis produced a structural equation model with six interpretable latent variables. This analysis was confirmed by results demonstrating a good fit with the other half of the American sample and separately with the Italian sample. Scores for the six latent variables were constructed and information about the distribution of scores was obtained. Multiple comparisons of the means were performed by gender, within each national sample, for each of the six latent variables. American and Italian girls report obtaining greater enjoyment from a wider variety of school activities compared to American and Italian boys.

Factor Structure of the School Reinforcement Survey Schedule: School Is More Than Grades

The School Reinforcement Survey Schedule (SRSS) was administered to 5913 4th through 12th graders as part of an evaluation component of the University of South Carolina's Institute for Families in Society's School-Based Mental Health Project. A factor analysis of SRSS responses yielded six interpretable factors. Gender differences in responses showed that girls, as opposed to boys, find a wider variety of reinforcers associated with school to be pleasurable. A significant, but small, correlation was found between grades and school reinforcement.

Japanese high school and college students' responses to the Adolescent Reinforcement Survey Schedule.

Factor-analyzed correlations among items of the Japanese Adolescent Reinforcement Survey Schedule by Japanese high school students (N = 939) and college students (N = 500) were compared to investigate the changes in reinforcers between mid- and late adolescence, gender differences, and the specific groupings of reinforcers which suggest certain interventions for either or both groups of adolescents. The factor analysis yielded ten interpretable factors in both groups. These factors were similar and did not suggest a dramatic shift in reinforcers between mid- and late adolescence. Items related to heterosexual activities and antisocial behaviors were rated as more pleasurable by males and items related to interpersonal relationships and academic activities were rated as more pleasurable by females. Since both groups of students attach high reinforcement value to interpersonal interaction with peers and family members, interventions focusing on social skills development might be popular and well attended.

Comparison of factor-analyzed adolescent reinforcement survey schedule (ARSS) responses from japanese and American adolescents

The Adolescent Reinforcement Survey Schedule (ARSS) was administered to a sample of male and female late adolescent college students from Japan (N = 500). The responses to the ARSS are factor analyzed using a principal component method. The results of the factor-analyzed ARSS from the Japanese sample are compared and contrasted with the results from a previous study (Holmes et al., 1987) in which ARSS was administered to a sample of American male and female college students (N = 231). Both the American and Japanese samples produced 10 interpretable factors. A recommendation is made to replicate the present study with groups of early and mid-adolescents in each culture in order to study shifts in reinforcers during different periods of adolescent development.

Brief report: Validation of a reinforcer survey for use with geriatric patients

AbstractThis paper describes a Geriatric Reinforcer Survey (GRS) which expands upon a previous Reinforcement Survey Schedule (RSS) developed by Cautela and Kastenbaum (1967). The GRS, an instrument designed to quickly assess reinforcer preference in geriatric populations, has two formats, one for individuals over 65 years of age who are still able to comprehend and write, and one designed to be filled out by relatives and staff familiar with an individual over 65 years of age who can no longer comprehend or write well. Reinforcer preference was determined by giving the GRS to a total of 107 geriatric persons in both home and institutional settings. Test‐retest reliability was assessed on a subsample of 71 individuals over a 10‐14‐day period and was found to be rs = 0.608, p <0.01 using the Spearman Rank‐Order Correlation Coefficient. This indicated that the GRS had reasonable test‐retest reliability. The validity of having a relative or familiar staff person fill out the GRS for a specific individual was also tested. Results of 43 administrations of the GRS to relatives of a geriatric person, using the Spearman Rank‐Order Correlation Coefficient, showed a correlation of rs = 0.488, p <0.01 when the responses of that person were compared to those of the individual. Results of 17 administrations of the GRS to staff familiar with a particular patient were rs = 0.436, p < 0.05 when compared to responses made by the individual. This indicates that the GRS might be useful in structuring interventions for individuals who are incapacitated, and groups of geriatric persons. The GRS also has the potential to be a valuable research tool.

Factor analysis of the Adolescent Reinforcement Survey Schedule (ARSS) with college freshmen.

A factor analysis of the Adolescent Reinforcement Survey Schedule (ARSS) with a male and female college freshman (N = 231) population yielded 10 interpretable factors: Heterosexual Dating, Peer Interaction, Sibling/Family Interaction, Sexual Pleasure, Anti-School/Work, Leisure/Work Activity, Drugs/Acting Out, Entertainment/Social Activity, Home Avoidance, and Romantic Fantasy Activity. The first three factors are similar to a Positive Social interaction factor identified in a study that used the adult form of the Reinforcement Survey Schedule with a male and female college population. Suggestions are made from the ARSS responses of the college freshmen re interventions to facilitate social skill competency and the relationship aspects of sexual activity. A recommendation is made to replicate the current study with groups of early and mid-adolescents in order to study reinforces during different periods of adolescent development.

Factor-Analytically Derived Subscales for the Reinforcement Survey Schedule

A total of 1004 male and female college students completed Cautela and Kastenbaum's (1967) Reinforcement Survey Schedule. Factor analysis of item intercorrelations for the entire sample and for males and females taken separately revealed similar factor structures, and sixteen common scales were derived from the more substantial factors. Comparisons of the scale profiles of the male and female students indicated that the scales were ordered in the same way, but that the absolute levels of preference differed. The students and a smaller sample of male industrial workers (n = 62) also were surveyed about their illicit use of drugs. Profiles differed as a function of drug use, although the patterns were dissimilar for the students and the workers. These findings showed the utility of dividing responses to the Reinforcement Survey Schedule into scales, as well as the value of the survey for the study of reinforcers in natural settings. However, it was cautioned that scale scores complement rather than substitute for analyses of responses to individual items, and that revision of the survey is needed to clarify the content of some of the scales.

A proposed reinforcement survey schedule for special needs children

The development of a reinforcement survey schedule for special needs children is described. A reliability study of the two-part scale is presented. Results of the test-retest procedure with 96 children aged five to twelve indicated that the scale wasreliable over a period of seventeen days, with a Kendall correlation of 0.8825 on the Food Reinforcer Scale and 0.8623 of the Non-food Reinforcer Scale (both p<0.001). Suggested uses of the scale include: assessment, clinical settings, home programs and research.

Disengagement and Reinforcement in the Elderly

AbstractMisinterpretation of disengagement theory as the ideal way of aging has led to a laissez‐faire attitude in some settings. The problem is to determine the extent to which disengagement may be related to situational factors, and thus be potentially reversible, rather than the extent to which disengagement may be related to aging per se. In this study, disengagement is conceptualized in behavioral terms as an extinction phenomenon. The relationship between the degree of disengagement exhibited by elderly persons and the self‐reported reinforcement occurring in their lives was explored in a survey of two elderly groups. A disengagement index incorporating role‐set counts, role participation, role importance, and perceived life space was administered to 50 nursing home residents and 50 community registered voters. A Reinforcement Survey Schedule was used to identify positive reinforcers, level of reinforcement, and anticipated reinforcement. A significant correlation (p &lt; .001) was found between disengagement and reinforcement for both groups: the greater the degree of disengagement, the lower the reported reinforcement. The findings indicate that the application of social learning principles may be useful in retarding disengagement and promoting engagement of the elderly, particularly in nursing homes.

A Children's Reinforcement Survey Schedule

This paper describes a Children's Reinforcement Survey Schedule based on the Reinforcement Survey Schedule developed by Cautela and Kastenbaum (1967). The children's schedule is presented in three forms. There are two, parallel short forms for children in kindergarten through Grade 3, and a long form for children in Grades 4 through 6. A reliability test in the form of a test-retest situation was administered on all three forms of the new scale and the product-moment correlations (.48—.72) obtained were all significant ( p &lt; .02). The scale might be used in three general areas: initially in behavioral assessment, subsequently in clinical procedures applicable either in individual or group settings with children, and in research.

Comparison of potential reinforcer ratings between slow learners and regular students

This study was intended to answer the following question: Do slow learners differ from regular students in their evaluation of reinforcers which have been classified on a continuum from concrete to abstract? The subjects were 297 girls and boys: 136 from a vocational junior high school and 161 from a regular junior high. Ages ranged from 11 to 16 years. Subjects were given a revision of the Reinforcement Survey Schedule, and the responses of the slow learners were compared to those of the regular students within the seven levels of reinforcers: food, pastime activities, sports, social reinforcers, being right, school subjects, and reinforced processes. As predicted, there was no significant difference between the groups for food and pastime reinforcers, but significant differences ( p

A children's reinforcement survey schedule

The empirical development of a children's reinforcement survey schedule with 225 children is described and its test-retest reliability with 44 different children is reported. Uses for the schedule in clinical practice are enumerated.

Reinforcement preferences and personality profiles of hospitalized schizophrenics.

The Reinforcement Survey Schedule developed by Cautela and Kastenbaum was applied to a random sample of hospitalized schizophrenics from several different wards of a state hospital. A personality test designed to identify the strengths of various emotional dispositions was also used. The most highly reinforcing items for the population as a whole were being entertained by TV, movies, or radio; babies; children; and happy people. Reinforcement preferences for men and women were quite different on a number of items. Results from the personality test indicated that schizophrenic patients who exhibit affect of any type (positive or negative) have more reinforcement preferences than those who are relatively apathetic.

Reliability of homogeneous scales of reinforcers: A cluster analysis of the reinforcement survey schedule

To identify empirical groupings of reinforcers a cluster analysis of the Reinforcement Survey Schedule (RSS) was performed on data from 313 subjects who had taken the RSS and had been retested 1, 3, or 5 wk later. Thirteen clusters were found in each group. Test-retest reliabilities of cluster scores ranged from .40 to .91 and internal consistency reliabilities ranged from −.09 to .93. Results indicate that it may be fruitful to pursue the development of cluster scales of reinforcers for use in therapy.

Stability of stated reinforcers as measured by the reinforcement survey schedule

The Reinforcement Survey Schedule (RSS) is designed to assess therelative reinforcing values of a variety of stimuli and stimulus situations. While the scale apparently is a valid assessment device, its stability over time had not been established. The present study is a test-retest reliability study of the RSS over three time intervals of 1,3, and 5 weeks, respectively. Subjects were 313 undergraduate psychology students at Western Washington State College. Median correlations for the 140 items, across subjects were .734, .665, and .709 for 1, 3, and 5 week intervals, respectively. Median correlations for subjects, across items for the same intervals were .829, .775, and .801. These reliability coefficients are of sufficient magnitude to render the scale useful as a clinical and research instrument. Implications and further refinements are discussed.

Differential conditioning using covert stimuli

Differential conditioning of verbal operants using covert stimuli, based on Cautela's covert reinforcement and covert sensitization methods of self control therapy, was studied in the laboratory. Each of 22 subjects was trained to visualize a reinforcing and an aversive scene, based on reported preferences from stimuli on the Reinforcement Survey Schedule. The operant was the emission of a number between 0 and 100. For one group the consequence of responding with a number ending in 1–3 was the self-presented reinforcing scene cued by the experimenter, with the aversive scene contingent upon a number ending in 7–9. The consequences were reversed for the other group. The results showed that contingent covert stimuli significantly changed the rates of the selected operants from baseline. This study supports Cautela's contention that covert stimuli can control behavior. The difficulty of measuring the covert stimulus was noted.

The use of the Fear Survey Schedule and the Reinforcement Survey Schedule to survey possible reinforcing and aversive stimuli among juvenile offenders.

(1972). The Use of the Fear Survey Schedule and the Reinforcement Survey Schedule to Survey Possible Reinforcing and Aversive Stimuli among Juvenile Offenders. The Journal of Genetic Psychology: Vol. 121, No. 2, pp. 255-261.

Reinforcement Survey Schedule: Evaluation and Current Applications

Since the publication of the Reinforcement Survey Schedule (Cautela &amp; Kastenbaum, 1967), it has been widely used by many therapists and researchers in a variety of settings. This paper discusses the evaluation and extensions of the schedule since its original publication. Studies indicate that the schedule is reliable and valid under the conditions of assessment. Clinical applications of the schedule during the interview, for covert conditioning, for reinforcer sampling, and use in institutions are discussed. Suggestions for the use of the schedule as a research tool are also presented.

Relationship between number of identified reinforcers and depression-elation.

It was hypothesized that there would be a positive relationship between the number of stimuli identified by Ss as reinforcing (together with the reinforcing value of the identified stimuli) and self-labeled depression-elation. 81 Ss were administered the Reinforcement Survey Schedule and a depression-elation scale. The hypothesis was not supported, with non-significant ( p &gt; .05) correlation coefficients occurring for both males and females.