Toward a task analysis of assertive behavior

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 condi-tions, 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 assess-ment 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 moderate-and high-assertive subjects. A greater number of negative and fewer positive self-statements were reported by low- compared to moderate- and high-as-sertive 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 asser-tion 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 ap-proach 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 re-sponse 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 wil