Reynolds Intellectual Assessment Scales.

Archives of Clinical Neuropsychology 19 (2004) 325–328 Test review The Reynolds Intellectual Assessment Scales (RIAS) was developed as a theoretically and psychometrically sound instrument designed to measure general intelligence. In contrast to most existing measures of intelligence, the RIAS eliminates dependence on motor coordination, visual-motor speed, and reading skills and can be administered in a short period of time. The RIAS is an individually administered test of intelligence, which has been normed and standardized on an age population from 3 to 94 years. Utilizing the Cattell-Horn Model of Intelligence (Horn & Cattell, 1966), the authors have developed a reliable measure of general intelligence and its two primary components, fluid and crystallized intelligence. The RIAS includes a measure of verbal and non-verbal intelligence and a resultant Composite Intelligence Index (CIX). Verbal intelligence is assessed with tasks involving verbal problem solving and verbal reasoning tasks. Non-verbal intelligence is assessed by visual and spatial ability tasks. The authors have eliminated reliance on motor coordination and visual-motor speed for the measurement of intelligence. A Composite Memory Index (CMX) can be derived from two supplementary subtests which assess verbal and non-verbal memory. The basic RIAS can be administered by a trained examiner in 20–25 min. The CMX adds another 10 min of administration time. Scoring of the RIAS is made simple with the comprehensive manual that accompanies the test kit. A variety of scores, including T scores, Z scores, normal curve equivalents (NCE), stanines and age equivalent (age 3–14 years only) scores can be extracted from the tables. 1. Norm sample The RIAS was standardized between 1999 and 2002 on a normative data sample of 2,438 individuals, from 41 states, aged 3–94 years. The normative sample was matched to the 2001 US census on age, ethnicity, gender, educational attainment, and geographical region. 2. Reliability Reliability data for the RIAS is high and is well detailed in the manual. Multiple measures were used to establish reliability (i.e., internal consistency, test–retest, and interscorer). Mean 0887-6177/$ – see front matter © 2003 National Academy of Neuropsychology. doi:10.1016/j.acn.2003.10.001 Reynolds Intellectual Assessment Scales. By Cecil R. Reynolds, Randy W. Kamphaus. Lutz, FL: Psychological Assessment Resources, 2003 326 Test review / Archives of Clinical Neuropsychology 19 (2004) 325–328 reliability coefficients ranged from .90 to .95 for the six RIAS subtests and from .94 to .96 for the four RIAS indexes. Test–retest reliability of the four index scores ranged from .83 to .91. Interscorer reliability for the six subtests was very high and ranged from .95 to 1.00. 3. Validity 4. Clinical groups During the standardization process of the RIAS, 507 individuals, in 15 different clinical groups, were identified and their scores recorded. The purpose of the data collection was to supplement validation of RIAS by investigating trends in intelligence and memory that would be expected with these groups and would support the use of the RIAS as a measure of intelligence. The 15 different clinical groups were categorized under broader groupings (i.e., organic syndromes and related groups, learning disabilities, ADHD groups, and psychiatric groups). The primary theme that emerged from the data collection was that all of the various clinical groups demonstrated some level of cognitive impairment. The findings were generally consistent with patterns that have been discussed in related literature (Kaufman, 1994; Sattler, 2001). 5. Memory assessment The authors are to be commended for including a measure of memory in the RIAS but they are cautious in warning the user that memory tested is not comprehensive. The memory test is co-normed with the RIAS measures of intelligence, which makes it possible for comparing and contrasting test scores. While this working memory measure is useful, the memory component could have been broadened with inclusion of a delayed recall component. Perhaps such a Utilizing theory-based, logical-based, and empirically based, construct validity, factor analysis, and correlations with other measures of intelligence and academic achievement, it appears that the RIAS meets the Standards (1999), which supports the interpretation of the test scores. The verbal subtests assessed aspects of crystallized intelligence that depend upon vocabulary and language comprehension, while the non-verbal subtests assessed spatial ability and reasoning. The two memory subtests (verbal memory and non-verbal memory) assess short term or working memory and rely upon recall of sentences or stories and recall or recognition of visual images. Factor analysis of the RIAS yields a two-factor solution involving a verbal and non-verbal domain across age, gender, and ethnic groups. The relationship between RIAS performance was evaluated across the entire normative group (i.e., aged 3–94 years) and found to follow developmental trends. Correlations with other measures, including the WISC-III, WAIS-III, and the Wechsler Individual Achievement Test (WIAT) were calculated. The RIAS indexes correlate between .60 and .78 with the WISC-III Full Scale IQ and .70 and above with the WAIS-III Full Scale IQ. The RIAS verbal intelligence index correlates .73 with the WIAT Composite scores. Test review / Archives of Clinical Neuropsychology 19 (2004) 325–328 327 component could have been presented as an addendum or as an optional measure to the test. It is hoped that some future investigator may use the existing data and test parameters for expansion of the memory component. 6. Reynolds Intellectual Screening Test (RIST) 7. Impressions The authors have compiled a theoretically and psychometrically sound test of intelligence. The manual that accompanies the test is impressive in its organization and content and is written in a style that makes it appropriate for the clinical psychologist, neuropsychologist, researcher, and school psychologist. With elimination of a dependence on motor coordination and visual-motor speed components, dependence on reading, and avoidance of items that would show differential item functioning associated with gender or ethnicity, the RIAS is easily adaptable and usable in a clinical or school setting. With increased pressures on practitioners in the schools, clinical, or research settings, time, cost, and efficiency must be considered in the provision of services. The RIAS substantially lessens the time to assess intelligence without compromising statistical integrity. The RIAS offers a working memory component, which is co-normed with intelligence, although, in my opinion, having a delayed memory component would have been a valuable addition to the measure. The development of a measure that is appropriate for ages 3–94 years, allows for continuity of measurement across all of th (...truncated)