Tag Archives: Cecil Reynolds

A current test of complex processing speed:
Introducing the RIT

The latest test from popular author Cecil R. Reynolds, PhD, the new Reynolds Interference Task (RIT) is a test of complex processing speed that assesses general neuropsychological integrity.  It is suitable for measuring the effects of traumatic brain injury, stroke, dementia, Alzheimer’s disease, and brain tumors. It is also useful as a measure of attention and complex processing speed deficits and as a rapid means of measuring recovery from concussion.

Measurement of speeded processing is popular in psychological testing, and most measures are exceedingly simple. Measuring how quickly one can perform simple tasks that, given unlimited time, almost everyone would complete perfectly is a reflection of speeded processing. The RIT adds a layer of cognitive processing difficulty—inhibition and attention-shifting—to simple tasks, which slows performance and requires extra mental effort, making the tasks more complex and thus more indicative of cognitive flexibility and selective attention.

The RIT features two timed Stroop-style subtests, Object Interference and Color Interference, which combine to provide a Total Score. This provides greater coverage, enhanced consistency, and more reliability than similar measures featuring a single subtest. It was designed to provide continuity of measurement across a wide age range, so it is appropriate for individuals ages 6 to 94 years. The subtests require minimal motor demand and can be administered in just 90 seconds.

Like intelligence and memory assessments, mental speeded processing (or decision speed) can be a crucial contributor to the diagnostic process for a variety of disorders, particularly those associated with compromised neuropsychological integrity.

Conormed with the Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2), the RIT includes a large standardization sample (N = 1,824) representative of the 2012 U.S. Census and includes reliable change and discrepancy scores. It’s the best of all possible psychometric worlds.

For more information, visit www.parinc.com or call 1.800.331.8378.

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New! RAIT-NV helps evaluate intelligence in individuals with limited English-language skills

raitnv_fullFrom the author of the Reynolds Adaptable Intelligence Test (RAIT), the RAIT-Nonverbal (RAIT-NV) can help you quickly evaluate nonverbal, or fluid, intelligence. Ideal for administration with individuals with limited or no language skills, the RAIT-NV reduces confounds found in other nonverbal intelligence measures.

The RAIT-NV:

  • Can be administered individually or in group format. May be used in human resource and related industrial settings, schools, juvenile and adult justice systems, and clinical practices, especially where nonverbal reasoning skills are a premium.
  • Is designed to provide continuity across wide age span.
  • Was examined rigorously to be free of gender and ethnic bias, reducing gender and ethnicity as confounds, particularly important for use with English as a Second Language (ESL) students and adults.

 

Learn more about the RAIT-NV today!

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Five Things to Know About the TOGRA

TOGRAYou may know that the Test of General Reasoning Ability™ (TOGRA™) is a speeded measure of reasoning ability and problem-solving skills. Here are five things you may not know.

  1. The TOGRA is fast—it requires only 16 minutes to administer and 2-3 minutes to score.
  2. The TOGRA gives you flexibility. It can be administered by paper and pencil or via PARiConnect, our online assessment platform; in addition, it can be administered to individuals or groups.
  3. The TOGRA includes two equivalent alternate forms, enabling you to retest and monitor progress without worrying about practice effects.
  4. The TOGRA yields a General Reasoning Index (GRI), a highly reliable score that reflects overall measurement of the general factor of reasoning and problem-solving skill.
  5. The TOGRA offers you support, with training available 24/7 on the PAR Training Portal and a Fast Guide that helps you start administering assessments right away.

Learn more about the TOGRA!

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The RIAS-2 is Now Available on the Training Portal!

Interested in learning more about the new Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2)? Now you can enroll in a free training course on the RIAS-2 through PAR’s Training Portal. Whether you have already purchased the RIAS-2 and want to learn more about it or are looking for more information to help you make your purchase decision, this training course will give you a quick overview of the product, explain what changes were made in this edition, and provide insight into scoring and administration. And, best of all, the Training Portal is always available, so you can get training on your schedule.

The RIAS-2 can be used to assess intelligence and its major components in individuals 3 to 94 years.

To access the Training Portal, use your parinc.com username and password to log in. Don’t have a free account? Register now. Training courses are also available on the Vocabulary Assessment Scales™ (VAS™), the Test of General Reasoning Ability™ (TOGRA™), the Reynolds Adaptable Intelligence Test™ (RAIT™), the Academic Achievement Battery™ (AAB™), and more!

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Assessing Gifted Students: An Interview with Cecil R. Reynolds (Part 1)

Cecil R. Reynolds, co-author of the Reynolds Intellectual Assessment Scales (RIAS) and recently revised RIAS-2, is one of the leaders in the field of gifted assessment. The following is part one of a two-part interview conducted with Dr. Reynolds concerning the use of assessments in gifted and talented programs.

Q: Theoretically speaking, what do you believe would be the most effective way to identify a gifted student?

Cecil Reynolds: I am often asked what tests or other processes should be used to identify children for participation in a gifted and talented program in the schools. My answer is almost always something along the lines of “What are the goals of the program itself?” and “What are the characteristics of the children you wish to identify?” The most important thing we can do is match the children to the program so they have the highest likelihood of success. So, for example, if the program is intended to promote academic achievement among the most academically able students in the school, I would recommend a very different selection process and different tests than if the program was intended to take the most intellectually talented students in the school and provide them with a challenging, engaging curriculum that would enrich their school experience, motivate them to achieve, and allow them to fall in love with something and pursue it with passion. While the students in these programs would overlap, the two groups would not be identical and certainly the academic outcomes would not be the same. But, the point is that we must know what characteristics we need to assess to identify and to place students in programs where they will be successful, and that requires us to first know what it is our program is intended to do.

Q: What are some of the challenges that psychologists and diagnosticians face when attempting to identify a gifted student accurately?

CR: Regardless of the program and its goals for students, the tremendous diversity in the American schools is our greatest challenge. We have an obligation to be fair, and just, and to promote the best in all children, and that is our intention. However, no schools in any country serve the range of backgrounds and abilities such as are served in our schools. The demands upon school staff to be culturally competent in so many areas, and to devise methods of teaching and accurate measures of intelligence, academic outcomes, behavioral outcomes, and school success generally, and to understand and to motivate such a wide array of eager young minds, are just incredible and require a commitment from the school board on down to the teacher aides. Maintaining this commitment and acquiring these competencies are undoubtedly staunch challenges to us all. These challenges can be magnified in the domain of gifted education because how “giftedness” is defined and valued may vary tremendously from one cultural group to another. The biggest concerns I hear from practitioners and diagnosticians center around the lack of proportionate representation of some ethnic minority groups in GT programs and how it can change assessment practices to overcome these issues. The RIAS and RIAS-2 are well suited to assist in identifying more minority students for GT programs since the minority-white differences on mean scores on the RIAS and now RIAS-2 are smaller by about half the differences seen on most traditional intelligence batteries.

Q: A lot has been written about the idea that just because a student has been identified as academically gifted, it does not mean he or she will be successful. Identifying them is simply step one. What things do you find tend to hinder their progress in our schools?

CR: Often it is the mismatch between the program and the student. It is hard to overemphasize the importance of the match between the program goals and methods of achieving them and the students in the program and their characteristics. We simply have to get the right students into the right programs. We also have to attend to students’ motivation to achieve academically as well as focus on study skills, time management, organization skills, listening skills, and other non-intellective factors that go into academic learning. IQ generally only accounts for less than 50% of the variance on academic achievement, and that is one of the many reasons we also developed the School Motivation and Learning Strategies Inventory (SMALSI). Just because a student is bright does not mean he or she knows how to study and learn, has good test-taking skills, or is motivated to engage in school learning—we should assess these variables as well and intervene accordingly.

Come back next week for the second part of this interview!

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Nine more reasons to visit the PAR Training Portal!

We are proud to announce that we have deepened the offerings available from the PAR Training Portal.  

“The Behavior Rating Inventory of Executive Function™, 2nd Edition (BRIEF™2): An Introduction by Peter K. Isquith” is a video featuring Dr. Isquith discussing this new assessment and how it was updated during this revision. “Reynolds Intellectual Assessment Scales™, 2nd Ed. (RIAS™-2): An Overview with Cecil R. Reynolds” is a video featuring Dr. Reynolds discussing the RIAS-2 and what users should know about this revision. Both videos are excellent ways to learn about the key points of the product direct from the authors themselves!

Full-length, interactive training courses on both the BRIEF2 and RIAS-2 will be added to the PAR Training Portal in 2016.

Furthermore, to complement the full-length interactive training course on the Feifer Assessment of Reading™ (FAR™) currently live on the portal, we have added seven pronunciation guides. Each of the seven audio files offers the correct pronunciation for items appearing on subtests from the FAR. These audio presentations are meant to help users learn the most accurate enunciations of items and/or responses.

The PAR Training Portal offers our Customers the unique opportunity to receive training through online presentations that provide an overview of the development, scoring, sample item content, and normative and clinical data of selected assessments. To access the Training Portal, use your parinc.com username and password to log in. Don’t have a free account? Register now.

 

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