Reynolds Intellectual Assessment Scales
Transcript of Reynolds Intellectual Assessment Scales
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Reynolds IntellectualAssessment ScalesTM (RIASTM)
Cecil Reynolds, PhDRandy Kamphaus, PhD
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Acknowledgments
Coauthor Cecil Reynolds PAR president Bob Smith and staff Travis White,
Christine Maguire, Paul Jurica, Mario Rodriguez, Jim Gyurke, and Judy Zimmerman
Students Nancy Hatcher, Cheryl Hendry, andEllen Rowe
Mentors John Nolan, Alan Kaufman, Pete Prunkl, George Ratajak, and Dennis Campbell
Researchers Carl Huberty, Roy Martin, George Hynd, and Paul Frick
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Summary of Eight Primary Goals for Development of the RIAS
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Verbal, Nonverbal, andMemory Components
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Structureand Components of the RIAS Indexes
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1. Guess What (GWH)
Requires verbal reasoning, vocabulary, language development, and verbal knowledge base
Directions: “Listen carefully while I read you a question. When I finish, tell me your answer.”
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1. Guess What (GWH)
What is made of wood, filled with lead, and used for writing? Pencil
What has drawings of places on it, is color coded, and is used to study geography? Map
What makes use of a cathode ray tube, has an antenna, and outputs both audio and video? Television set
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2. Odd-Item Out (OIO)
Measures nonverbal reasoning skills, requiring the examinee to use spatial ability and visualization
Directions: “Look at this picture. Point to the one that doesn’t belong, the one that doesn’t go with the others.”
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Odd-Item Out (OIO)
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Odd-Item Out (OIO)
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Odd-Item Out (OIO)
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3. Verbal Reasoning (VRZ)
Measures verbal-analytical reasoning ability with fewer vocabulary and general knowledge demands than GWH
Directions: “Listen carefully while I read something to you. When I finish, tell me your answer.”
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Verbal Reasoning (VRZ)
Grass is to green, as sky is to ____? Blue Fire hydrant is to short, as skyscraper is to
____? Tall Waiter is to restaurant, as masseuse is to
___ ? Spa
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4. What’s Missing (WHM)
Measures nonverbal reasoning where the individual must conceptualize the picture, analyze its gestalt, and deduce the essential missing element
Directions: “Look carefully. What’s missing in this picture?”
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What’s Missing (WHM)
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What’s Missing (WHM)
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5. Verbal Memory (VRM)
Assesses the ability to encode, briefly store, and recall verbal material in a meaningful context where associations are clear and evident
Directions: “Listen carefully while a read you a sentence/story. When I stop reading, tell it back to me. Do the very best you can. Try to tell it back to me using the same words.”
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Verbal Memory (VRM) Stories
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Scoringexamplesfor theRIAS Verbal Memory subtest: Sentences
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Scoring examplesfor the RIAS Verbal Memory subtest: Stories
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Verbal Memory Subtest Items by Age
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6. Nonverbal Memory (NVM)
Assesses the ability to encode, store, and recognize pictorial stimuli that are both concrete and abstract or without meaningful referents
Directions: “See this picture? Look carefully.” (Allow 5 seconds.) “Point to the pictureyou saw.”
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Nonverbal Memory (NVM)
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Nonverbal Memory (NVM)
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Example of a Completed First Page of the RIAS Record Form
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Example of CompletedProfile Graphs From the RIAS Record Form
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Sample Case: ADHD Combined Type and Reading Disability
8-year-old boy in special education forthree periods per day and dailyafter-school tutoring
Dx of ADHD in 2002; currently taking Concerta (36 mg QD)
Poor academic motivation Hx of cardiac arrest and anoxia at birth
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RIAS Results
Verbal Intelligence Index (VIX) 85
Nonverbal Intelligence Index (NIX) 85
Composite Intelligence Index (CIX) 89
Composite Memory Index (CMX) 84
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Other Results and Disposition
Total reading is 70 on one measure and 69 on another Mother ratings are: Hyperactivity (89), Conduct Problems
(79), Atypicality (80), Attention Problems (84), Aggression (73), and Depression (72)
Regular education teacher ratings are: Hyperactivity (76), Attention Problems (71), Learning Problems (80) and Atypicality (96)
Special education teacher rating is: Hyperactivity (72) Composite intelligence test score in 2002 was 89 Special education participation was increased
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RIAS Scheme of Verbal Descriptorsof Intelligence Test Performance
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Interpretation Steps
Collect collateral information List all scores that may indicate functional
impairment or strength Integrate information and draw conclusions
consistent with scientific knowledge Test rival hypotheses
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Sample Case: Academic Underachievement and Dysphoria
7-year-old second grader referred for suspected LD and severe emotional outbursts that occur daily at home
Stanford-Binet composite in 2000 was 84; achievement scores ranged from 61 in math to 76 in reading
Hx of depression for maternal grandmother, great grandmother, several aunts and uncles, and older sister; one aunt diagnosed with bipolar disorder
Behavior during testing was optimal
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RIAS Results
Verbal Intelligence Index (VIX) 96
Nonverbal Intelligence Index (NIX) 115
Composite Intelligence Index (CIX) 104
Composite Memory Index (CMX) 111
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Other Results and Disposition
Achievement scores ranged from 89 in mathematics to 94 in spelling
Examinee over-controls emotions and has lowself-esteem as indicated on Rorschach
Mother ratings are: Somatization (73), Withdrawal (73), Atypicality (92), Attention Problems (71), Aggression (69), and Depression (69)
Teacher ratings are: Anxiety (69) and Somatization (64)
Psychotherapy and monitoring for learning disability and depression recommended
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Sample Case: Seizure Disorder,Adult Onset
40-year-old male high school graduate has worked in saw blade manufacturing for 22 years; factory uses acetylene to harden saw blades
Chronic headaches for past 3 years Progressive symptoms of extreme fatigue, anxiety, agitation,
anger outbursts, sweating, confusion Hard neurological signs, four focal lesions, noted on MRI Diagnosed with absence and complex partial seizure disorder,
sleep apnea, possible early Parkinson’s disease Unable to work, receiving disability, and in litigation against
former employer
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RIAS Results
GWH 30
OIO 20
VRZ 25
WHM 54
VRM 48
NVM 33
VIX/NIX/CMX 66 81 84
CIX 70
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Evaluation of Reliability and Validity Evidence for the RIAS Indexes and Subtests
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Demographic Characteristics of the U.S. Population and of the RIAS Standardization Sample: Percentages by Age and Ethnicity
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Demographic Characteristics of the U.S. Population and of the RIAS Standardization Sample: Percentages by Age and Educational Attainment
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Reliability Coefficients of theRIAS Subtests by Age Group
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Reliability Estimates of the RIAS Indexes byAge Group
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Standard Errors of Measurementof the RIAS Indexes byAge Group
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Stability Coefficients of Scores for theRIAS Subtests and Indexes for the TotalTest-Retest Sample
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Stability Coefficients of Scores for the RIAS Subtests and Indexes for the 3- to 4-Year-Old Test-Retest Subsample
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Sample Case: ADHD Combined Type
11-year-old male fifth grader who has been taking Ritalin (now 20 mg SR) for past 6 years
Adopted child with history of neglect, exposure to family violence, and multiple foster home placements
Classified as “other health impaired” and receiving special education for 7 years
Expresses dislike for school but is obtaining satisfactory grades Composite IQs were 84 at age 5 years, 77 at age 7 years,
and 83 at age 9 years Nonverbal scores were always lowest (72 at age 5 years,
70 at age 7 years, and 64 at age 9 years)
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RIAS Results
Verbal Intelligence Index (VIX) 92
Nonverbal Intelligence Index (NIX) 104
Composite Intelligence Index (CIX) 98
Composite Memory Index (CMX) 80
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Other Results and Disposition
Achievement scores ranged from 84 in mathematics to 114 in spelling
Adoptive mother ratings are: Hyperactivity (73) and Attention Problems (68)
Teacher ratings are: Anxiety (79) and Learning Problems (71)
Continue special education with additional strategies to help him stay organized and productive
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Demographic Characteristics for the RIAS and WISC-III Correlations Sample
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Correlations Between the RIAS Indexes and the WISC-III IQs
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Correlations Between the RIAS Subtests and the WISC-III Subtests
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Demographic Characteristics for the RIAS and WAIS-III Correlations Sample
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Correlations Between the RIAS Indexes and the WAIS-III IQs
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Correlations Between the RIAS Subtests and the WAIS-III Subtests
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Demographic Characteristics for the RIAS and WIAT Correlations Sample
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Correlations Between the RIAS Indexes and the WIAT Composites
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Correlations Between the RIAS Subtests and the WIAT Subtests
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RIAS Scores for Various Clinical Groups
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RIAS Scores for Children and Adults With Learning Disabilities or Attention-Deficit/Hyperactivity Disorder
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RIAS Scores for Five Groups With Psychiatric Disorders
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Example ofa Completed Score Summary and Profile Graphs From the RIST Record Form
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Standard Errors of Measurement and Reliability Coefficients of the RIST by Age, Gender, and Ethnicity
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Stability Coefficients of the RIST
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Correlations Between the RIST and Other Measures of Intelligence and Achievement
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RIST Scores for Various Clinical Groups
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Correlations Between the RIAS Subtest T Scores and Indexes and the RIST Index by Age Group
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Cumulative Percentages of RIAS Subtest Score Discrepancies for Ages 6 to 11 Years
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RIAS Measure of g: Four Subtests
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RIAS Intelligence Subtest Loadings From a Principal Factors Solution by Age Group
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RIAS Measure of g: Six Subtests
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RIAS Intelligence and Memory Subtest Loadings From a Principal Factors Solution by Age Group
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Verbal and Nonverbal Components: Four Subtests
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Verbal and Nonverbal Components: Six Subtests
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Verbal, Nonverbal, andMemory Components
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Goodness of Fit Statistics for Confirmatory Factor Analyses of Competing Models for the RIAS in 3- to5-Year-Olds
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Goodness of Fit Statistics for Confirmatory Factor Analyses of Competing Models for the RIAS in 6- to11-Year-Olds
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Goodness of Fit Statistics for Confirmatory Factor Analyses of Competing Models for the RIAS in 12- to 18-Year-Olds
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Goodness of Fit Statistics for Confirmatory Factor Analyses of Competing Models for the RIAS in 19- to 54-Year-Olds
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Goodness of Fit Statistics for Confirmatory Factor Analyses of Competing Models for the RIAS in 55- to 94-Year-Olds
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Cumulative Percentages of RIAS Subtest Score Discrepancies for Ages 19 to 94 Years
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Smoothed Mean Raw Scores for the Guess What Subtest for Males by Age
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Smoothed Mean Raw Scores for the Guess What Subtest for Females by Age
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Sample Case: Lacunar Infarct
Age 52, seen for infarct in the posterior limb of the left internal capsule
Symptoms include right unilateral deficits in motor strength and speed, impaired attention, impaired visual-motor integration, and diminished short-term memory, although memory improved 1 year post- incident
Depression and anxiety have worsened to include suicidal ideation and taking 4 or more hours to fall asleep
K-BIT was 92 in 2001 and 88 in 2002
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MMPI-2 Results
Hypochondriasis 80
Depression 96
Hysteria 75
Psychopathic Deviate 63
M/F 65
Paranoia 92
Psychasthenia 88
Schizophrenia 91
Hypomania 49
Social Introversion 86
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RIAS Results
GWH 41
OIO 44
VRZ 42
WHM 39
VRM 51
NVM 41
VIX/NIX/CMX 89 88 94
CIX 87
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Diagnoses
Axis I294.9 Cognitive Disorder due to CVA316 Stress-Related Physiological Response Affecting Medical Condition296.23 Major Depressive Disorder, Severe Without Psychotic Features
Axis IIV71.09 No diagnosis
Axis IIIStatus post CVA in 2000Hypertension, migraines
Axis IVOccupational problems (unemployment), problems with primarysupport group (conflicts with live-in boyfriend), economic problems
Axis VGlobal Assessment of Functioning (GAF) = 30
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Resources
PAR: www.parinc.com Kamphaus, R. W. (2005). Clinical assessment of
child and adolescent intelligence (2nd ed.). New York: Springer. Available at www.springer.com.
Frick, P. J., Barry, C., & Kamphaus, R. W. (2009). Clinical assessment of child and adolescent personality and behavior (3rd ed.). New York: Springer. Available at www.springer.com.