Reynolds Intellectual Assessment Scales TM (RIAS TM ) Cecil Reynolds, PhD Randy Kamphaus, PhD

Reynolds IntellectualAssessment ScalesTM (RIASTM)

Cecil Reynolds, PhD

Randy Kamphaus, PhD

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

Summary of Eight Primary Goals for Development of the RIAS

Verbal, Nonverbal, andMemory Components

Structureand Components of the RIAS Indexes

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.”

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

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.”

Odd-Item Out (OIO)

Odd-Item Out (OIO)

Odd-Item Out (OIO)

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.”

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

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?”

What’s Missing (WHM)

What’s Missing (WHM)

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.”

Verbal Memory (VRM) Stories

Scoringexamplesfor theRIAS Verbal Memory subtest: Sentences

Scoring examplesfor the RIAS Verbal Memory subtest: Stories

Verbal Memory Subtest Items by Age

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.”

Nonverbal Memory (NVM)

Nonverbal Memory (NVM)

Example of a Completed First Page of the RIAS Record Form

Example of CompletedProfile Graphs From the RIAS Record Form

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

RIAS Results

Verbal Intelligence Index (VIX) 85

Nonverbal Intelligence Index (NIX) 85

Composite Intelligence Index (CIX) 89

Composite Memory Index (CMX) 84

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

RIAS Scheme of Verbal Descriptorsof Intelligence Test Performance

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

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

RIAS Results






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

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

RIAS Results

GWH 30

OIO 20

VRZ 25

WHM 54

VRM 48

NVM 33

VIX/NIX/CMX 66 81 84

CIX 70

Evaluation of Reliability and Validity Evidence for the RIAS Indexes and Subtests

Demographic Characteristics of the U.S. Population and of the RIAS Standardization Sample: Percentages by Age and Ethnicity

Demographic Characteristics of the U.S. Population and of the RIAS Standardization Sample: Percentages by Age and Educational Attainment

Reliability Coefficients of theRIAS Subtests by Age Group

Reliability Estimates of the RIAS Indexes byAge Group

Standard Errors of Measurementof the RIAS Indexes byAge Group

Stability Coefficients of Scores for theRIAS Subtests and Indexes for the TotalTest-Retest Sample

Stability Coefficients of Scores for the RIAS Subtests and Indexes for the 3- to 4-Year-Old Test-Retest Subsample

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)

RIAS Results






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

Demographic Characteristics for the RIAS and WISC-III Correlations Sample

Correlations Between the RIAS Indexes and the WISC-III IQs

Correlations Between the RIAS Subtests and the WISC-III Subtests

Demographic Characteristics for the RIAS and WAIS-III Correlations Sample

Correlations Between the RIAS Indexes and the WAIS-III IQs

Correlations Between the RIAS Subtests and the WAIS-III Subtests

Demographic Characteristics for the RIAS and WIAT Correlations Sample

Correlations Between the RIAS Indexes and the WIAT Composites

Correlations Between the RIAS Subtests and the WIAT Subtests

RIAS Scores for Various Clinical Groups

RIAS Scores for Children and Adults With Learning Disabilities or Attention-Deficit/Hyperactivity Disorder

RIAS Scores for Five Groups With Psychiatric Disorders

Example ofa Completed Score Summary and Profile Graphs From the RIST Record Form

Standard Errors of Measurement and Reliability Coefficients of the RIST by Age, Gender, and Ethnicity

Stability Coefficients of the RIST

Correlations Between the RIST and Other Measures of Intelligence and Achievement

RIST Scores for Various Clinical Groups

Correlations Between the RIAS Subtest T Scores and Indexes and the RIST Index by Age Group

Cumulative Percentages of RIAS Subtest Score Discrepancies for Ages 6 to 11 Years

RIAS Measure of g: Four Subtests

RIAS Intelligence Subtest Loadings From a Principal Factors Solution by Age Group

RIAS Measure of g: Six Subtests

RIAS Intelligence and Memory Subtest Loadings From a Principal Factors Solution by Age Group

Verbal and Nonverbal Components: Four Subtests

Verbal and Nonverbal Components: Six Subtests

Verbal, Nonverbal, andMemory Components

Goodness of Fit Statistics for Confirmatory Factor Analyses of Competing Models for the RIAS in 3- to5-Year-Olds

Goodness of Fit Statistics for Confirmatory Factor Analyses of Competing Models for the RIAS in 6- to11-Year-Olds

Goodness of Fit Statistics for Confirmatory Factor Analyses of Competing Models for the RIAS in 12- to 18-Year-Olds



Cumulative Percentages of RIAS Subtest Score Discrepancies for Ages 19 to 94 Years

Smoothed Mean Raw Scores for the Guess What Subtest for Males by Age

Smoothed Mean Raw Scores for the Guess What Subtest for Females by Age

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

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

RIAS Results

GWH 41

OIO 44

VRZ 42

WHM 39

VRM 51

NVM 41

VIX/NIX/CMX 89 88 94

CIX 87

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

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.

[email protected]

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Reynolds Intellectual Assessment Scales TM (RIAS TM ) Cecil Reynolds, PhD Randy Kamphaus, PhD