Copyright Statement

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. ------------------------------------------------------------------------------------------------------------ SITUATIONAL TEST OF HUMANE RESPONSES (SIT) Primary Form (Grades K, 1, 2, 3) This test, administered to students individually, is designed to assess whether children who have been exposed to humane education behave more humanely toward animals than children who have not. The test uses nine drawings to elicit responses from students. Each drawing depicts a situation or dilemma involving people and animals and gives students the opportunity to indicate how they would respond if they were the person in the picture. Thus this test does not measure actual behavior, but measures children's perceptions of how they would behave in situations which allowed humane or inhumane behavior. 1 NAHEE/ WIRE 1983

Say, MY NAME IS SITUATIONAL TEST OF HUMANE RESPONSES INSTRUCTIONS FORM P (grades K, 1, 2, & 3). WHAT IS YOUR NAME? (Record student's name.) WHAT IS YOUR TEACHER'S NAME? (Record teacher's name.) WHAT GRADE ARE YOU IN? (Record student's grade level.) I'M HERE TODAY TO FIND OUT WHAT CHILDREN WOULD DO IN DIFFERENT SITUATIONS. TO DO THAT, I HAVE SOME PICTURES TO SHOW TO YOU. THEN, AFTER I SHOW YOU EACH PICTURE, I WILL ASK YOU TO PRETEND THAT YOU ARE SOMEONE IN THE PICTURE. THEN I WILL HAVE YOU TELL ME WHAT YOU WOULD DO IF YOU WERE THAT PERSON. THERE ARE NO RIGHT OR WRONG ANSWERS. 1. Have drawings stacked upside down with drawing A on top. Place the picture so that the child can see it well. (Do not let students look ahead at other pictures, since that may distract them.) Say to the child: LOOK AT PICTURE. TELL ME EVERYTHING YOU SEE IN THE PICTURE. 2. If in describing the picture, the child describes the action, go to point 3 below. If the child describes objects, but misses the action, say, TELL ME WHAT IS HAPPENING IN THE PICTURE. If the child misses any significant aspect of the action or options available to him/her, you should direct his/her attention to that portion of the picture without telling him/her what to do with the item or option. 3. Now say: PRETEND YOU ARE (identity will be inserted for you for each item). TELL ME WHAT YOU WOULD DO. 4. Record the first response the child gives to the item. If the child's response fits within any of the categories provided, tally the response in the appropriate category. If the response does not fit any of the categories provided, write down the sense of the response in the space provided under "other." 5. After each response followed by the word WHY? ask: WHY WOULD YOU DO THAT? Any response followed by WHY? has a list of possible answers to WHY? When you say to a child, TELL ME WHAT YOU WOULD DO? first find the proper letter for his/her answer and place your finger beside it. Next ask, WHY WOULD YOU DO THAT? and then write a 1 in the appropriate space before the answers to WHY? If the child's answer fits a given answer category, but the child's answer to WHY? doesn't fit the given choices, write the 2 NAHEE/ WIRE 1983

answer to WHY? out to the side of the item. (If WHY? is not included, it is because the reason is self-evident.) 6. If the child's response is too brief or not directly relevant to the action presented in the item, repeat the question or say CAN YOU TELL ME MORE? 7. For some items, two responses are called for; such items have an additional question (Question 3). For such items, ask: WHAT WOULD YOU DO THEN? Record the student's response, using the same alternatives and procedures as for the first response. (Of course, it will not be the same response and, therefore, cannot be checked on the same line.) 8. If both the child s responses are in the Other category, number the first response 1 and put (...) around the answer to WHY? Then, number the second response 2 and use (...) around the answer to WHY? 9. You will always ask WHY? after a response you place in the OTHER category. 3 NAHEE/ WIRE 1983

SIT TEST Response Sheet: Form P FORM P PICTURE A RESPONSES NAME: TEACHER: GRADE LEVEL: 1. LOOK AT PICTURE A. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE GIRL. TELL ME WHAT YOU WOULD DO. Enter a "1" for the first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response. A. Urge the dog to "get" the cat. WHY? 1. to protect the goldfish 2. to punish the cat for being bad B. Hit/spank or physically punish the cat. C. Shout at the cat. D. Lock the cat up. WHY? 1. to protect the goldfish 2. to punish the cat for being bad E. Put the cat outside and close the door. WHY? 1. to protect the goldfish 2. to punish the cat 3. because cats don't belong inside F. Hold the cat so it can't get the goldfish. G. Put the cat down on the floor. H. Put the goldfish bowl on the bookshelf. I. Give the cat some food. WHY? 1. because the cat is hungry 2. so it won't eat the goldfish J. Tie the dog up. WHY? 1. so the dog won't get the cat 2. so the dog won't get loose K. Other (Please write student's response, then ask WHY? and write it also): 3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-K above, and ask WHY?, if appropriate.)

FORM P PICTURE B RESPONSES SIT-2 1. LOOK AT PICTURE B. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE WOMAN. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response. A. Hit the dog or physically punish it. B. Lock the dog in its house (add a door, etc., that can be locked). C. Shorten the dog's chain. D. Shout at or scold the dog. E. Take clothes away from the dog. F. Move the doghouse out of reach. G. Move the clothes somewhere else to dry. H. Fix/sew clothes. I. Other (please write student's response, then ask WHY? and write it also): 3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-I above, and ask WHY?, if appropriate.)

FORM P PICTURE C RESPONSES SIT-3 1. LOOK AT PICTURE C. (Read the caption.) TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW PRETEND YOU ARE SAM. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response. A. Shoot the birds. WHY? 1. to protect Ed 2. for fun/sport B. Help Ed remove the nest. C. Warn Ed that: the birds might hurt him/the branch might break. D. Suggest that anyone who wants to see the nest should climb up the tree to see it where it is. E. Refuse to help Ed (say "no"). WHY? 1. to protect the birds, nest, eggs 2. fear for personal safety or getting into trouble F. Urge Ed to: get down/leave the nest and eggs alone. WHY? 1. so he wouldn't get hurt 2. to protect the birds, nest, eggs G. Tell teacher to stop Ed. H. Other (Please write student's response, then ask WHY? and write it also):

FORM P PICTURE D RESPONSES SIT - 4 1. LOOK AT PICTURE D. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE BOY. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response. A. Clean up the apartment. WHY? 1. so parents wouldn't be angry at the boy 2. so parents wouldn't be angry at the dog 3. because it needs cleaning B. Scold the dog. C. Spank or hit the dog to teach him a lesson (e.g., folded newspaper). D. Spank or the hit dog (prompted by anger, e.g., tennis racket, or thrown tennis balls). E. Shut the dog up in another room. WHY? 1. to punish the dog 2. so he won't do again F. Make sure from now-on that the dog is always locked up. G. Take the dog out and tie him up. WHY? 1. to punish the dog 2. so he won't do it again 3. dogs belong outside H. Other (Please write student's response, then ask WHY? and write it also): 3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-H above, and ask WHY?, if appropriate.)

FORM P PICTURE E RESPONSES SIT-5 1. LOOK AT PICTURE E. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If action in picture has not already been described. say: TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE BOY. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask. WHY WOULD YOU DO THAT? and write down the response. A. Leave them alone. WHY? 1. not my business/not my pets 2. no harm to leave them alone B. Get the cat down (climb tree/use ladder). C. Knock on the door to ask for help in solving the problem. D. Use the slingshot to shoot near the dog. WHY? 1. to frighten it away to protect the cat 2. to frighten it for fun E. Use the slingshot to hit the dog. WHY? 1. to frighten the dog to protect the cat 2. to frighten or hurt the dog for fun 3. to punish the dog for being bad F. Use the slingshot to hit the cat. WHY? 1. for fun or sport 2. I hate cats. G. Lock up the dog permanently. WHY? 1. so it won't chase cats anymore 2. to punish the dog H. Restrain the dog (e.g., tie it up) without hurting it. I. Find dog's owner and tell him/her. WHY? 1. so he can secure the dog to protect the cat 2. so he can punish the dog J. Other (Please write student's response, then ask WHY? and write it also): 3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-J above, and ask WHY? if appropriate.)

SIT-6 FORM P PICTURE F RESPONSES 1. LOOK AT PICTURE F. Read the caption. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE GIRL. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response. A. Let or encourage the boy to go ahead and catch the butterfly with his hands. WHY? 1. so he can collect or catch it 2. because the net might hurt it B. Urge the boy to use the net. WHY? 1. because his hands may hurt the butterfly 2. so he can catch it better (have a better chance of catching it) C. Ask boy to let you take a picture before he catches it. D. Suggests you take a picture instead of him catching it. E. Tell the boy not to catch it. WHY? 1. may harm it 2. no need to catch it F. Prevent the boy from catching it (e.g., shoo it away or restrain the boy). G. Other (Please write student's response, then ask WHY? and write it also):

FORM P PICTURE G RESPONSES SIT-7 1. LOOK AT PICTURE G. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE BOY WITH THE HAT. TELL ME WHAT YOU WOULD DO. Enter a "1 for the first response given; if it is not on the list, add it below. Then (for those responses which have WHY? behind them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response. A. Shoot at the cats with the slingshot. WHY? 1. for fun or sport 2. to get cats away from trash B. Urge the other boy to shoot at the cats. WHY? 1. for fun or sport 2. to get the cats away from the trash C. Shoot near the cats. WHY? 1. for fun or sport 2. to get the cats away from the trash D. Stop the other boy if he tries to shoot the cats (or near them). WHY? 1. cruel to shoot cats 2. might make them angry enough to attack the boys E. Take the cats to an animal shelter. WHY? 1. to get rid of stray cats 2. to find them good homes F. Get food for the cats. G. Take the cat(s) home as pets. WHY? 1. to provide a good home for the cat(s) 2. because I want a pet H. Clean up the garbage. WHY? 1. because litter is bad 2. so the cats won't get in trouble I. Other (Please write student's response, then ask WHY? and write it also): 3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-I above, and ask WHY?, if appropriate.)

FORM P PICTURE H RESPONSES SIT-8 1. LOOK AT PICTURE H. (Read the caption) TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE BOY. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response. A. Tell them apart by their physical features (beaks, feet, etc.) B. Paint one (or both) chicks (covering much of the chick). C. Paint a little dot on one chick. D. Paint a name on one (or both) chick(s). E. Clip wings or down on one chick. F. Tie string on one chick's leg or wing. G. Keep the chicks apart so they don t get mixed up (separate cages/houses) H. Train each chick to come when its name is called. I. Doesn't matter; both look alike; ownership not an issue. Share them. J. Don't keep them as pets; give them back. WHY? 1. because it is unkind to keep a chick as a pet 2. because chicks are not fun to play with K. Use tape or a pen to mark the chicks. L. Other (Please write student's response, then ask WHY? and write it also):

FORM P PICTURE I RESPONSES SIT-9 1. LOOK AT PICTURE I. (Read the caption) TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE BOY. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? behind them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response. A. Get in and take a ride. B. Refuse to get in. WHY? 1. It s cruel to make the dog pull the wagon. 2. because the dog is too tired 3. It s no fun to ride in that wagon. C. Refuse to get in and tell her to get out. WHY? 1. It s cruel to make the dog pull the wagon. 2. because the dog is too tired D. Tell her to untie the dog (or untie the dog yourself). WHY? 1. It s cruel to make the dog pull the wagon. 2. because the dog is too tired E. Get the dog some water (or otherwise give the dog physical relief). F. Put the dog in the wagon/let girl (or you) pull it. WHY? 1. It s cruel to make the dog pull the wagon. 2. because the dog is too tired G. Tell her to give the dog a rest. H. Other (Please write student's response, then ask WHY? and write it also): 3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-H above, and ask WHY? if appropriate.)

PICTURE A

PICTURE B

PICTURE C

PICTURE D

PICTURE E

PICTURE F

PICTURE G

PICTURE H

PICTURE I

SCORING THE SIT PRIMARY FORM (grades K, 1, 2, 3) Responses on the SIT-P are scored on a scale from 1-5, with a score of 5 representing the least humane response, and a score of 1 representing the most humane response. (See scoring key below.) On items such as picture C, which elicit only a single response, the score for that response should be doubled to provide equal weighting for all items. SIT TEST SCORING KEY: PRIMARY FORM Note: A score of 5 represents the least humane response; a score of 1 represents the most humane response. PICTURE A PICTURE B PICTURE C PICTURE D PICTURE E A1 = 5 A = 5 A1 = 5 A1 = 2 A1 = 3 A2 = 5 B = 4 A2 = 5 A2 = 1 A2 = 3 B = 5 C = 4 B = 4 A3 = 2 B = 2 C = 3 D = 3 C = 2 B = 3 C = 2 D1 = 4 E = 2 D = 3 C = 4 D1 = 3 D2 = 4 F = 2 E1 = 1 D = 5 D2 = 5 E1 = 2 G = 1 E2 = 3 E1 = 4 E1 = 4 E2 = 4 H = 2 F1 = 2 E2 = 3 E2 = 5 E3 = 3 F2 = 1 F = 3 E3 = 5 F = 2 G = 1 G1 = 4 F1 = 5 G = 2 G2 = 2 F2 = 5 H = 1 G3 = 3 G1 = 3 I1 = 1 G2 = 4 I2 = 1 H = 1 J1 = 2 I1 = 1 J2 = 2 I2 = 3

PICTURE F PICTURE G PICTURE H PICTURE I A1 = 5 A1 = 5 A = 2 A = 5 A2 = 4 A2 = 5 B = 5 B1 = 2 B1 = 4 B1 = 5 C = 4 B2 = 4 B2 = 5 B2 = 5 D = 5 B3 = 4 C = 3 C1 = 4 E = 5 C1 = 1 D = 1 C2 = 4 F = 4 C2 = 2 E1 = 1 D1 = 2 G = 3 D1 = 1 E2 = 2 D2 = 3 H = 2 D2 = 2 F = 2 E1 = 3 I = 2 E = 3 E2 = 1 J1 = 1 F1 = 1 F = 2 J2 = 2 F2 = 2 G1 = 1 K = 4 G = 4 G2 = 3 H1 = 3 H2 = 2