Copyright Statement WIRE 1983. Distributed by permission of the Western Institute for Research and Evaluation. Reproduction and distribution of these materials are permitted only under the following conditions: 1. No charge shall be exacted for these materials above the cost of their reproduction and distribution. Selling these materials for profit is prohibited. 2. On all reproductions of these materials, appropriate credit must be given to the Western Institute for Research and Evaluation and the National Association for Humane and Environmental Education, youth education division of The Humane Society of the United States. -------------------------------------------------------------------- ATTITUDE TRANSFER SCALE: Primary Form (Grades K-l) This test, administered to students individually, is designed to assess attitudes toward people that might be affected by animal-focused humane education programs. In other words, this test can help you determine if children's positive attitudes toward animals transfer or generalize to other people. The Attitude Transfer Scale (Primary Form) uses seven photographs to elicit responses from students. The photos reflect situations within the experience of elementary-school children to which they can respond with varying degrees of kindness, compassion, and consideration.
ADMINISTERING THE ATTITUDE TRANSFER SCALE (ATS) PRIMARY FORM - KINDERGARTEN & GRADE 1 A table and two chairs are necessary. Seat the student in a chair to your left (unless you are left-handed; if so, seat the student to your right) so that you'll have room to write on the answer sheet (below) and can do so as unobtrusively as possible. Place the photos, arranged in the order of administration, face down between you and the student, and place the answer sheet in front or to the right (left, if you are left-handed) of you. Ask the student's name, teacher's name, and grade and write them on the answer sheet. Tell the student: I AM GOING TO SHOW YOU SOME PICTURES OF BOYS AND GIRLS AND ASK YOU SOME QUESTIONS ABOUT THEM. I WILL WRITE SOME THINGS ON THIS PAPER (pointing to the answer sheet) THAT WILL HELP ME REMEMBER LATER WHAT YOU SAID. PLEASE TELL ME WHAT YOU REALLY WOULD DO, NOT JUST WHAT YOUR PARENTS OR A TEACHER WOULD TELL YOU TO DO. NOW, HERE IS THE FIRST PICTURE. Photo #1 (two boys, ice cream cone on ground) Turn Photo #1 up and tell the student about the scene: HERE'S A PICTURE OF TWO BOYS. JOHN (pointing to the boy on the left) JUST BUMPED INTO FRED (pointing to the child on the right) WITHOUT MEANING TO AND KNOCKED HIS ICE CREAM CONE OUT OF HIS HAND. Then ask (1) HOW DOES JOHN FEEL RIGHT NOW? Write the student's response on the answer sheet. If the student says nothing and/or acts confused, ask: DO YOU KNOW WHAT I MEAN BY "HOW DOES JOHN FEEL?" I MEAN, IS HE HAPPY, SAD, SCARED, ANGRY OR SOMETHING LIKE THAT? If the student still does not respond, go on to the next question, leaving the space on the answer sheet blank. Note: Throughout the test whenever a student gives an answer, regardless of what it is, acknowledge and/or reward it with a comment such as, OK, THAT'S GOOD, FINE. Students may also lose track of the identity of the characters in the photos. Be alert to the need to re-identify them. (2) Then ask: HOW DOES FRED FEEL RIGHT NOW? Write the student's response on the answer sheet. (On any question, if the student says, I don't know, record that. If the student gives no answer after a few seconds, leave the space blank.) (3) WHAT WOULD YOU DO IF YOU WERE FRED AND JOHN HAD KNOCKED YOUR ICE CREAM CONE TO THE GROUND? Write down the response. (4) Next tell the student: BEFORE I SAID THAT JOHN HAD BUMPED INTO FRED
WITHOUT MEANING TO. WHAT IF JOHN HAD BUMPED FRED ON PURPOSE? NOW WHAT WOULD YOU DO IF YOU WERE FRED? Write the response. Photo #2 (children playing) Say to the student: THANK YOU FOR ANSWERING MY QUESTIONS (or "Thank you for trying to answer my questions, if no response). HERE'S ANOTHER PICTURE. Turn up Photo #2 and say: FRAN (pointing to the girl on the right) IS NEW AT SCHOOL. KATHY (pointing to the girl on the left) HAS BEEN GOING TO THIS SCHOOL A LONG TIME. THE OTHER CHILDREN WON T LET FRAN (point to her again) PLAY WITH THEM. SHE HAS ASKED KATHY (pointing to the other girl), WHO IS FRIENDS WITH THE CHILDREN PLAYING BEHIND THEM TO GET THE CHILDREN TO LET HER PLAY. Then ask: (1) HOW DO YOU THINK KATHY FEELS RIGHT NOW? Write down the student's response. Again, if there is no response, go on to the next question. (2) HOW DO YOU THINK FRAN FEELS? Record the response as before. (3) IF YOU WERE KATHY, WHAT WOULD YOU DO? Write down the response. (4) Next tell the student: WHAT IF SOME OF THE CHILDREN TOLD KATHY THAT THEY DON'T WANT TO PLAY WITH FRAN BECAUSE SHE PUSHED THEIR FRIENDS DOWN. IF SHE HAD DONE THAT, WHAT WOULD YOU DO IF YOU WERE KATHY AND FRAN ASKED YOU TO GET THE CHILDREN TO LET HER PLAY? Write down the response. Photo #3 (cafeteria scene) Say to the student: THAT'S FINE. NOW I M GOING TO SHOW YOU ANOTHER PICTURE. Turn Photo #3 up and say THE OTHER STUDENTS ARE EATING LUNCH, BUT JEFF (pointing to the boy without a tray) FORGOT HIS LUNCH MONEY. Then ask: (1) HOW DO YOU THINK THE OTHER BOYS AT THE TABLE FEEL? Write down the answer. (Remember to reward all responses verbally with "OK," etc.) Then ask: (2) HOW DO YOU THINK JEFF FEELS? (3) IF YOU WERE ONE OF THE OTHER STUDENTS AT THE TABLE WITH JEFF, WHAT WOULD YOU DO? Record the answer. (4) Then, tell the student: BEFORE I SAID THAT JEFF HAD FORGOTTEN HIS LUNCH MONEY. WHAT IF JEFF'S MOTHER HAD GIVEN HIM LUNCH MONEY, BUT HE HAD SPENT IT ON CANDY ON THE WAY TO SCHOOL AND YOU KNEW THIS? NOW WHAT WOULD YOU DO? Write down the answer. Photo #4 (girls with doll) Say to the student: YOU ARE DOING FINE. HERE IS ANOTHER PICTURE WITH
TWO GIRLS IN IT. Turn up Photo #4. Say: THE DOLL JESSICA HAS IS HER FAVORITE (point to the girl holding the doll) BECAUSE HER GRANDMOTHER MADE IT FOR HER. NANCY DOESN'T HAVE A NICE DOLL (point to the other girl). SHE HAS ASKED JESSICA IF SHE CAN BORROW HER DOLL AND TAKE IT HOME TO PLAY WITH OVERNIGHT. Then ask: (1) HOW DO YOU THINK JESSICA FEELS RIGHT NOW? Write down the student's answer. Again, if there is none, go on to the next question. (2) HOW DO YOU THINK NANCY FEELS? Write down the answer. (3) IF YOU WERE JESSICA, WHAT WOULD YOU DO? WOULD YOU LOAN YOUR FAVORITE DOLL TO NANCY OVERNIGHT? Record the response. (4) Next tell the student: WHAT IF OTHER CHILDREN TOLD JESSICA THAT NANCY IS NOT GOOD ABOUT RETURNING THINGS SHE HAS BORROWED. NOW, WHAT WOULD YOU DO IF YOU WERE JESSICA? WOULD YOU LOAN HER THE DOLL? Record response. Photo #5 (children on porch) Say to the child: THANKS FOR ANSWERING MY QUESTIONS. Turn up Photo #5 and say: ERICA (point to the girl) IS ON HER WAY TO PLAY WITH A FRIEND AFTER SCHOOL. GUY (point to the little boy), HER BROTHER, HAS HAD THE FLU AND IS NOT WELL ENOUGH TO GO TO PLAY OR TO HAVE FRIENDS OVER. HE HAS NO OTHER BROTHER OR SISTER, AND ERICA HAS BEEN AT SCHOOL ALL DAY. NOW GUY WANTS ERICA TO STAY HOME AND PLAY WITH HIM. Then ask: (1) HOW DO YOU THINK ERICA FEELS RIGHT NOW? Write down the answer, unless there is none. (2) HOW DO YOU THINK GUY FEELS? Record the answer. (3) Then ask: IF YOU WERE ERICA, WHAT WOULD YOU DO? Record the response. (4) Ask the student: WHAT IF GUY HAD BROKEN ERICA'S NEW RADIO WHILE SHE WAS AT SCHOOL? WHAT WOULD YOU DO IF YOU WERE ERICA? WOULD YOU STAY AND PLAY WITH GUY? Record as before. Photo #6 (boys with baseball glove) Say to the student: YOU ARE DOING FINE. HERE IS ANOTHER PICTURE WITH TWO BOYS IN IT. Turn up Photo #6. Say: RICHARD HAS HIS BASEBALL GLOVE (point to the boy with the glove) WHICH IS VERY SPECIAL TO HIM BECAUSE IT USED TO
BELONG TO HIS BROTHER. JIM (point to the other boy) DOESN'T HAVE A BASEBALL GLOVE. HE HAS ASKED RICHARD IF HE CAN BORROW HIS GLOVE AND TAKE IT HOME OVERNIGHT TO PLAY WITH IT. Then ask: (1) HOW DO YOU THINK RICHARD FEELS RIGHT NOW? Write down the student's answer. Again, if there is none, go on to the next question. (2) HOW DO YOU THINK JIM FEELS? Write down the answer. (3) IF YOU WERE RICHARD, WHAT WOULD YOU DO? WOULD YOU LOAN YOUR SPECIAL BASEBALL GLOVE TO JIM OVERNIGHT? Record the response. (4) Next tell the student: WHAT IF OTHER CHILDREN TOLD RICHARD THAT JIM IS NOT GOOD ABOUT RETURNING THINGS HE HAS BORROWED. NOW, WHAT WOULD YOU DO IF YOU WERE RICHARD? WOULD YOU LOAN HIM THE GLOVE? Record response. Photo #7 (fallen student) Tell the student: HERE IS THE LAST PICTURE I HAVE TO SHOW YOU. Turn up Photo #7. LAURA (pointing to the girl on the floor) IS A GIRL WHO (point to the girl standing) BONNIE DOES NOT LIKE VERY WELL. LAURA WAS RUNNING IN THE HALL AND TRIPPED AND FELL. before. Then ask: (1) HOW DO YOU THINK BONNIE FEELS RIGHT NOW? Record as (2) Ask: HOW DO YOU THINK LAURA FEELS? Record answer. (3) Ask: IF YOU WERE BONNIE, WHAT WOULD YOU DO? Record response. (4) Then say: WHAT IF BEFORE SHE FELL, LAURA HAD KNOCKED BONNIE'S BOOKS OUT OF HER HANDS ON PURPOSE AND WAS RUNNING TO GET AWAY WHEN SHE FELL. WHAT WOULD YOU DO NOW IF YOU WERE BONNIE? Record answer. Say to the student: THANK YOU, [name], FOR BEING SO HELPFUL. Escort child back to the classroom.
ATTITUDE TRANSFER SCALE (ATS) PRIMARY FORM -- KINDERGARTEN, GRADE 1 ANSWER SHEET Name: Teacher: Grade: Photo #1: 1. John feels 2. Fred feels 3. I would 4. Now, I would Photo #2: 1. Kathy feels 2. Fran feels 3. I would 4. Now, I would Photo #3: 1. The other boys feel 2. Jeff feels 3. I would 4. Now, I would Photo #4: 1. Jessica feels 2. Nancy feels 3. I would 4. Now, I would Photo #5: 1. Erica feels 2. Guy feels 3. I would 4. Now, I would Photo #6: 1. Richard feels 2. Jim feels 3. I would 4. Now, I would Photo #7: 1. Bonnie feels 2. Laura feels 3. I would 4. Now, I would
SCORING THE ATTITUDE TRANSFER SCALE (ATS) PRIMARY FORM (grades K, 1) This scale has 7 sets of 4 items each, one set for each of 7 photos. Only items 3 and 4 are scored for each photo. The same form of the scale is administered to girls and boys. For each item, students' responses are scored on a five-point scale, with a one indicating low and a five indicating high compassion, kindness, mercy or goodwill. Descriptions of the photos, questions asked of students in administering the scale, and the scoring conventions follow. For each batch of tests, score the items for Photo #1 on all tests, then the items for photo #2 on all tests, on through the seven photos. Photo #1 The photo shows two children with an ice cream cone on the ground between them. For item 3, the administrator says that John has bumped into Fred without meaning to and knocked his ice cream cone to the ground. The administrator then asks, "What would you do if you were Fred?" For item 4, the administrator says, "What if John had bumped into Fred on purpose? Now what would you do if you were Fred?" Conventions Score 1 Physical aggression toward John, e.g., I'd hit, punch shove... 2 Displeasure, disgust, or retribution short of physical aggression, e.g., I'd be mad, tell him to watch where he's going, tell the teacher, tell mother, ask for another cone, turn my back and walk away... 3 Neutral, undecipherable, or irrelevant responses, e.g., I don't know, I'd cry, I'd feel sad, I'd say I'm sorry...
4 Acceptance without displeasure, e.g., I'd get a new one, I'd do nothing, pick it up... 5 Explicit forgiveness, e.g., I'd tell her, That's all right. I'd say That's ok... Photo #2 The photo shows two children in the foreground and others playing in the background. For item 3, the test administrator says that Fran is new, the other children won't let her play with them, and she has asked Kathy to intercede. The administrator then asks, "What would you do if you were Kathy?" For item 4, the administrator says that the other children have told Kathy that they don't want to play with Fran because she has been pushing them down and then asks, "Now what would you do?" Conventions Score 1 Anger or outright refusal to help, e.g., I'd say no, get mad at her, tell the teacher, tell her to apologize... 2 Avoidance of direct refusal to help, e.g., let me think about it, or contingent help, e.g., stop pushing the other kids and I'll help you, tell her not to do that... 3 Neutral, undecipherable, irrelevant response, including, I don't know, I'm sorry. 4 Helpful through suggestions, but short of active involvement, e.g., Why don't you ask the girls again, find another group to play with, I'd explain why the kids won't play with her... 5 Active involvement: Would ask others to play with Fran, would play
with her myself. Photo #3 The photo shows students in a cafeteria eating except for one student, Jeff, who has no tray. For item 3, the test administrator says that Jeff forgot his lunch money and then asks, "What would you do if you were one of the other students at the table?" For item 4, the administrator says, "What if Jeff had spent his lunch money on candy on the way to school? Now what would you do?" Conventions Score 1 Chastisement or punishment, with refusal to help either explicit or implicit, e.g., I'd tell him that's too bad, report him to the principal, tell him not to waste his money, tell him to have the candy as lunch... 2 Not help, but no chastisement or punishment, e.g., I would just eat my lunch, pretend not to notice... 3 Neutral, undecipherable, irrelevant response, including, I don't know, feel sad, feel sorry. 4 Sympathetic without full sharing, e.g., I'd let him have my roll, give him food I didn't like, help him call his mom, feel sorry for him. 5 Full sharing of lunch or loaning of money. Photo #4 The photo shows a girl, Jessica, with a doll and another girl, Nancy, without. The test administrator points out that Nancy has asked to borrow
Jessica's favorite doll overnight, and then asks, for item 3, "What would you do if you were Jessica?" For item 4, the administrator says that other children say that Nancy is not good about returning things, and asks, "Now what would you do if you were Jessica?" Conventions Score 1 Say no outright, tell her mom on her for not returning things... 2 Say no indirectly, using an excuse not to loan, such as, my mother wouldn't let me... 3 Neutral, undecipherable, irrelevant response, including, I don't know. 4 Alternative proposal to loaning overnight or contingent loan, e.g., play with it at my house, borrow another I have, assure me you'll bring it back, go get it back myself, get her a different doll... 5 Say yes outright. Photo #5 The photo shows a small boy, Guy, and his sister, Erica, in front of their house. Guy, the test administrator says, has been sick with no one to play with and wants Erica to stay and play with him rather than going to play with a friend. For item 3, the administrator then asks, "What would you do if you were Erica?" For item 4, the test administrator says that Guy has broken Erica's radio while she was at school and then asks, "Now would you stay and play if you were Erica?"
Conventions Score 1 Go play with friends, get mad at, yell at, tell mother (that Guy broke radio). 2 Get mad, etc., but still play with Guy. 3 Neutral, undecipherable, irrelevant, including, I don't know, feel sad. 4 A compromise that involves going to play with friends yet playing with Guy, e.g., I'd go play for an hour then come back and play with him... 5 Stay and play with Guy with no anger. Photo #6 The photo shows one boy, Richard, with a baseball glove and another boy, Jim, without. The test administrator points out that Jim has been asked to borrow Richard's favorite baseball glove overnight, and then asks, for item 3, "What would you do if you were Richard?" For item 4, the administrator says that other children say that Jim is not good about returning things, and asks, "Now what would you do if you were Richard?" Conventions Score 1 Say no outright, tell his mom on him for not returning things... 2 Say no indirectly, using an excuse not to loan, such as, My mother wouldn't let me. 3 Neutral, undecipherable, irrelevant response, including, I don't know.
4 Alternative proposal to loaning overnight or contingent loan, e.g., play with it at my house, borrow another I have, assure me you'll bring it back, go get it myself... 5 Say yes outright. Photo #7 The photo shows a girl, Laura, lying on the floor, with another girl, Bonnie, standing nearby. The test administrator explains that Bonnie does not like Laura very well. Laura was running in the hall, tripped, and fell. For item 3, the administrator then asks, "What would you do if you were Bonnie?" For item 4, the test administrator says that Laura had knocked Bonnie's books out of her hands on purpose and was running to get away when she fell, and then asks, "Now what would you do if you were Bonnie?" Conventions Score 1. Aggression, e.g., hit, laugh at, tell the teacher or the principal... 2. Disapproval, e.g., hot help, ask for apology, make disparaging comment, turn and walk away, get angry... 3. Neutral, undecipherable, irrelevant, including, I don't know, be sad, I'd say I'm sorry. 4. Conditional help, e.g., I'll help if you'll apologize, pick up her books but not help her up... 5. Unconditional help, forgiveness.
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