RIAS - REYNOLDS INTELLIGENCE SCALE

RIST- REYNOLDS BRIEF INTELLIGENCE TEST

DATA SHEET:

RIAS Name: Reynolds Intelligence Scale- RIAS.

Authors: Cecil R. Reynolds and Rndy W.

Kamphaus.
Origin: PAR (Psychological Assessment
Resources), Florida United States, 2003.
Spanish adaptation: Pablo Santamaria
Fernandez, Irene Fernandez Pinto, 2009.
Application: single.
Age of application: from 3 to 94 years.
Duration: approx. 40 min. for application
complete intelligence and memory tests, only
the intelligence test 30 min.
Purpose: evaluation of intellectual capacity
and memory in children, adolescents and
adults.
Scale: representative Spanish sample with
2,065 subjects from various regions, scales by
age ranges in T score. percentiles and IQ.

Material: Manual, RIAS recording booklet,

stimulus booklet 1, 2 and 3.

RIST Name: Reynolds brief intelligence test - RIST.

Authors: Randy W. Kamphaus and Cecil R.

Reynolds.
Origin: PAR (Psychological Assessment
Resources), Florida United States, 2003.
Spanish adaptation: Pablo Santamaria
Fernandez, Irene Fernandez Pinto, 2009.
Application: single.
Age of application: from 3 to 94 years.
Duration: approx. 15 min.
Purpose: Brief measure of intelligence.
Scale: representative Spanish sample with
2,065 subjects from various regions, scales by
age ranges in T score. percentiles and IQ.
 Material: Manual, RIAS notebook, stimulus
notebook 1.

STRUCTURE AND COMPONENTS OF THE RIAS

N INDEXES DESCRIPTION
o.
1. General Intelligence The GI index is a synthetic estimate of general
Index (GI) intelligence or g. It is the result of the sums of the T
scores of the 4 tests that make up the verbal
intelligence index (IV) and the non-verbal
intelligence index (INV).
2. Verbal Intelligence The IV index is a synthetic estimate of verbal
Index (IV) intelligence conceived as verbal reasoning and
reflects the crystallized functions. It is equal to the
sum of the T scores of the guessing tests (ad) and
verbal analogies (An)
3. Riddles (ad) From a set of between two and five clues, the
subject must deduce what objective or concept they
refer to.
Measures verbal reasoning, vocabulary, language
development, and general available knowledge and
information.
4. Verbal analogies (An) The subject listens to a statement whose basic form
is that of a verbal analogy and is asked to respond
with one or two words that complete the idea or
phrase. It measures verbal analytical reasoning
ability, but with less demand for vocabulary and
general knowledge than guessing.
5. Non-verbal The INV, which is conceived as non-verbal
intelligence index reasoning, reflects fluid intellectual functions. It is
equal to the sum of the T scores of the two non-
verbal intelligence tests: categories (Ca) and
Incomplete Figures (Fi)
6. Categories (Ca) The subject is presented with a sheet containing
between five and seven drawings and is asked to
identify which of them is left over because it is
different from the rest, the one that is incongruent
with the others. It measures non-verbal reasoning,
spatial amplitude, visual representation, it is a form
of inverse non-verbal analogy.
7. Incomplete Figures The subject is shown a drawing that is missing some
(Fi) key or logically coherent element and asked to
identify the omitted element. It requires
visualization, total analysis of the element and
deduction of the missing element.
8. General Memory The MI is a synthetic estimate of verbal and non-
 Index (IM) verbal memory functions as a whole. It is the result
of the sum of the T scores of the verbal memory
(Mv) and non-verbal memory (Mnv) tests.
9. Verbal memory (Mv) Based on the age of the subject, a series of phrases
or short stories are read aloud that must then be
remembered by the subject. It evaluates the ability
to encode, briefly store and recall verbal material
within a meaningful context where there are clear
and evident associations.
10. Non-verbal memory It contains a series of items that consists of the
(Mnv) presentation of a visual stimulus for five seconds,
followed by the presentation of a set of drawings
among which the subject must identify the target
stimulus presented previously. It evaluates the
ability to encode, store and recognize concrete and
abstract pictorial stimuli outside a meaningful
framework.

Board

1. Scheme of verbal descriptors of the execution in the RIAS

Verbal descriptor Intelligence test score range

Considerably below average < 69

Moderately below average 70-79
Below average 80-89
On average 90-109
Above average 110-119
Moderately above average 120-129

INDEX/SUBINDCE AND TEST ABILITY

IG: General intellectual ability to reason by
making logical inferences or deductions based
on regular or coherent patterns.
IV: Ability to deduce or infer relationships and
apply available knowledge to solve problems
using words and following the language's own
system of rules; this includes the use of
language comprehension skills.
INV: Ability to accurately perceive, manipulate, or
transform images and spatial patterns to other
visual configurations or positions.
IM: Ability to pay attention to a stimulus, register
it in immediate memory, and remember or
 recognize the stimulus later.

CRITERIA FOR THE ADMINISTRATION, CORRECTION AND INTERPRETATION OF THE RIAS:

VERBAL INTELLIGENCE

Riddles (Ad)

Riddles (verbal test, a classic measure of crystallized intelligence). It assesses verbal reasoning
along with vocabulary, language development, and general available knowledge and information.
Instructions:

"Listen carefully. “Now I am going to read you a riddle and you will have to answer it.”

. Examples: 1.

It is round, it bounces and it is used to play, what is it? 2.

It is mainly made of wood, it has strings and is played with a bow, what is it? 3.

It tells you the days and months of the year, it is usually hung on the wall and changes every year,
what is it?

Verbal analogies (An)

The subject listens to an incomplete sentence in which a relationship is established between

words that he or she must complete. This test measures verbal analytical reasoning ability, but
with a lower demand for vocabulary and general knowledge than Riddles. Instructions

: "Listen carefully.

Now I am going to read you a phrase that you will have to

finish".

Examples: 1.

A book is for studying as a ball is for... 2.

Mouth is to face as knee is to... 3.

Cabin is on the boat and bedroom is on the...

NON-VERBAL INTELLIGENCE

Categories (Ca)
Categories (non-verbal test, closely related to the evaluation of fluid intelligence). The subject is
presented with a sheet containing between 5 and 7 drawings and is asked to identify which of
them does not go with the others. This test measures non-verbal reasoning, it also requires the
use of visual ability, visual imagination. Instructions:

“Look at this drawing. Tell me what's left over because it's different from the rest.

Point it out.”

Examples: 1.

incomplete figures

The subject is presented with a picture that represents an object or a situation and must detect
which element is missing. This test evaluates non-verbal reasoning in which the individual must
form a representation of what is presented, analyze its

Gestalt

and deduce the missing essential element. Instructions:

“I'm going to show you some

drawings. Everyone is missing something. Take a good look at them and tell me what

missing from the drawing.”

Examples:

MEMORIES Verbal memory

Some short phrases or stories are read to the individual that the subject must remember.
Afterwards, they are asked to repeat the phrase or story that has been told to them. This task
assesses the ability to encode, short-term store, and return verbal material within a meaningful
context where clear and evident associations exist. Instructions:

"Listen carefully. Now

I'm going to read you a story. When I finish reading it, you will have to repeat it to me. do it

best you can.”

Example: María arrived late to school because her father's car had a flat tire. His teacher

He told him: “It's okay, these things happen.”

Non-verbal memory
It contains series of items that consist of the presentation of a visual stimulus for 5 seconds
followed by the presentation of a set of drawings among which the subject must identify the
target stimulus. It evaluates the ability to encode, store and recognize concrete and abstract
pictorial stimuli outside a meaningful framework. Instructions

: “In this first sheet

Look at this drawing, look at it carefully." Instructions: "Now, on this second sheet, point to the
drawing that is the same as the one you have seen

before".

SPECIFIC APPLICATION RULES

start rule

All examinees, regardless of their ages, begin the test with the example item, which may be
repeated if deemed necessary. Regardless of the result in the example, the application will begin
with the element corresponding to the subject's age.

basal level

For a subject's score to be reliably estimated, a baseline level of

two consecutive elements

successful. It is important that the first two elements corresponding to their age are applied (even
if the first one fails). Please note that the return rule cannot be applied to three and four year old
children.

return rule

If the subject does not correctly answer the first two elements corresponding to his or her age
(both), the previous elements will be applied in descending order until two consecutive answers
are obtained, which will be the subject's basal level. You will begin by applying the item
immediately preceding the one corresponding to your age, continuing in this descending order
until you obtain two consecutive correct answers. Once the basal level is obtained, return to the
point where you left the application of the test and continue applying the next item,

unless the termination rule (three

CRITERIA FOR THE ADMINISTRATION, CORRECTION AND INTERPRETATION OF THE RIAS:

consecutive incorrect answers)

I know

had previously fulfilled

in the items already applied, in which case the application of this test would be terminated and
the next test would be carried out.

Termination rule

The test is completed when an examinee obtains a score of zero on three consecutive items,
excluding the example item.

CORRECTION

If the response to any of the elements applied has not been noted, it is important to indicate in
the booklet what the reason was (e.g. e.g., NR =No response; NS =I didn't know; SC = Pointed
correctly; YES= Indicated incorrectly; NT = Not completed within established time limits). Likewise,
those responses to elements that must later be reviewed to decide what score to assign them, it is
also recommended that they be coded (e.g. e.g., with the letter P to indicate that it is pending
review to decide what score to assign). These notes can later facilitate the review of the
performance of the subject evaluated for both a quantitative and qualitative assessment.