Reynolds Intellectual Assessment Scales TM (RIAS TM )

1. Reynolds IntellectualAssessment ScalesTM (RIASTM) Cecil Reynolds, PhD Randy Kamphaus, PhD

2. 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

3. Summary of Eight Primary Goals for Development of the RIAS

4. Verbal, Nonverbal, andMemory Components

5. Structureand Components of the RIAS Indexes

6. 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.”

7. 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

8. 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.”

9. Odd-Item Out (OIO)

10. Odd-Item Out (OIO)

11. Odd-Item Out (OIO)

12. 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.”

13. 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

14. 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?”

15. What’s Missing (WHM)

16. What’s Missing (WHM)

17. 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.”

18. Verbal Memory (VRM) Stories

19. Scoringexamplesfor theRIAS Verbal Memory subtest: Sentences

20. Scoring examplesfor the RIAS Verbal Memory subtest: Stories

21. Verbal Memory Subtest Items by Age

22. 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.”

23. Nonverbal Memory (NVM)

24. Nonverbal Memory (NVM)

25. Example of a Completed First Page of the RIAS Record Form

26. Example of CompletedProfile Graphs From the RIAS Record Form

27. 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

28. RIAS Results

29. 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

30. RIAS Scheme of Verbal Descriptorsof Intelligence Test Performance

31. 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

32. 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

33. RIAS Results

34. 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

35. 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

36. RIAS Results

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

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

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

40. Reliability Coefficients of theRIAS Subtests by Age Group

41. Reliability Estimates of the RIAS Indexes byAge Group

42. Standard Errors of Measurementof the RIAS Indexes byAge Group

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

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

45. 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)

46. RIAS Results

47. 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

48. Demographic Characteristics for the RIAS and WISC-III Correlations Sample

49. Correlations Between the RIAS Indexes and the WISC-III IQs

50. Correlations Between the RIAS Subtests and the WISC-III Subtests