Reynolds Intellectual
Assessment Scales (RIAS )
TM
TM
Cecil Reynolds, PhD
Randy Kamphaus, PhD
Acknowledgments
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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, and
Ellen 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, and
Memory Components
Structure
and
Components
of the RIAS
Indexes
1. Guess What (GWH)
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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)
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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)
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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)
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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)
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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)
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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)
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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
Scoring
examples
for the
RIAS Verbal
Memory
subtest:
Sentences
Scoring
examples
for the RIAS
Verbal
Memory
subtest:
Stories
Verbal Memory Subtest Items by Age
6. Nonverbal Memory (NVM)
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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 picture
you saw.”
Nonverbal Memory (NVM)
Nonverbal Memory (NVM)
Example of a
Completed First
Page of the RIAS
Record Form
Example of
Completed
Profile Graphs
From the RIAS
Record Form
Sample Case: ADHD Combined Type
and Reading Disability
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8-year-old boy in special education for
three periods per day and daily
after-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
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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 Descriptors
of Intelligence Test Performance
Interpretation Steps
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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
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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
Verbal Intelligence Index (VIX)
96
Nonverbal Intelligence Index (NIX)
115
Composite Intelligence Index (CIX)
104
Composite Memory Index (CMX)
111
Other Results and Disposition
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Achievement scores ranged from 89 in
mathematics to 94 in spelling
Examinee over-controls emotions and has low
self-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
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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
VRZ
20
25
WHM
54
VRM
48
NVM
33
VIX/NIX/CMX
CIX
66
81
70
84
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 the
RIAS Subtests by Age Group
Reliability
Estimates of
the RIAS
Indexes by
Age Group
Standard
Errors of
Measurement
of the RIAS
Indexes by
Age Group
Stability Coefficients of Scores for the
RIAS Subtests and Indexes for the Total
Test-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
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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
Verbal Intelligence Index (VIX)
92
Nonverbal Intelligence Index (NIX)
104
Composite Intelligence Index (CIX)
98
Composite Memory Index (CMX)
80
Other Results and Disposition
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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 AttentionDeficit/Hyperactivity Disorder
RIAS Scores for Five Groups With
Psychiatric Disorders
Example of
a 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, and
Memory Components
Goodness of Fit Statistics for
Confirmatory Factor Analyses of
Competing Models for the RIAS in 3- to
5-Year-Olds
Goodness of Fit Statistics for
Confirmatory Factor Analyses of
Competing Models for the RIAS in 6- to
11-Year-Olds
Goodness of Fit Statistics for
Confirmatory Factor Analyses of
Competing Models for the RIAS in 12to 18-Year-Olds
Goodness of Fit Statistics for
Confirmatory Factor Analyses of
Competing Models for the RIAS in 19to 54-Year-Olds
Goodness of Fit Statistics for
Confirmatory Factor Analyses of
Competing Models for the RIAS in 55to 94-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
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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 postincident
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
VRZ
44
42
WHM
39
VRM
51
NVM
41
VIX/NIX/CMX
CIX
89
88
87
94
Diagnoses
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Axis I
294.9 Cognitive Disorder due to CVA
316 Stress-Related Physiological Response Affecting Medical Condition
296.23 Major Depressive Disorder, Severe Without Psychotic Features
Axis II
V71.09 No diagnosis
Axis III
Status post CVA in 2000
Hypertension, migraines
Axis IV
Occupational problems (unemployment), problems with primary
support group (conflicts with live-in boyfriend), economic problems
Axis V
Global Assessment of Functioning (GAF) = 30
Resources
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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.
rkamp@uga.edu