The Learning Disabilities Association of America (LDA) recently published Specific Learning Disabilities Evaluation Principles and Standards, introducing a comprehensive framework for the assessment and identification of students with specific learning disabilities (SLD). These standards are a valuable resource for educators, psychologists, policymakers, and anyone interested in and involved with enhancing the quality of education and support for individuals with specific learning disabilities. 

The primary goal of this new framework is to encourage a transition from a one-size-fits-all approach to a more individualized and research-informed evaluation process that promotes better understanding, increased collaboration, and tailored interventions for students with SLD. 

These new principles and standards expand upon the existing mandates of the Individuals with Disabilities Education Act (IDEA) by providing a more comprehensive and interdisciplinary approach to evaluating and supporting students with SLDs. 

These guidelines emphasize collaborative evaluation teams involving professionals from various fields, including psychology, education, and medicine. They extend beyond the previous focus on identification and delve into personalized interventions that cater to each student's unique academic, linguistic, social, emotional, and behavioral needs. Additionally, these updated principles highlight the importance of cultural and linguistic diversity that have not been explicitly addressed in prior IDEA mandates.

The SLD landscape 

LDA research sheds light on the educational landscape for students with specific learning disabilities, revealing that they constitute 32% of the student disability population (National Center for Education Statistics, 2023). The research also reveals the persistent challenge of low student achievement; specifically, the latest National Assessment of Educational Progress (NAEP) data indicates a substantial disparity between students with disabilities and their peers without disabilities. According to 2022 NAEP data: 

• 70% of fourth graders with disabilities scored below basic levels in reading, compared to 32% of their peers without disabilities. 
• There is an average gap of 38.5% between students with disabilities and students without disabilities who scored below basic in fourth- and eighth-grade reading. 
• There is a 36% difference in the number of students with disabilities scoring below basic levels in fourth- and eighth-grade math compared to students without disabilities.
• 64% of eighth graders with disabilities scored below basic compared to 25% of their peers without disabilities. 
• 72% of eighth graders with disabilities scored below basic in math, whereas only 33% of their peers without disabilities did the same. 
• 53% of fourth graders with disabilities scored below basic in math compared to 20% of their peers without disabilities. 

Additionally, this research underscores significant inequity for students with SLD, especially those from Black/African American, Latinx, or Indigenous backgrounds. These students are disproportionately marginalized in the areas of identification, intervention, and instructional processes compared to White students. 

Given this data, the team from LDA determined it was necessary to develop new principles and standards that not only identify the cause of learning differences but potential interventions.

The seven principles of SLD evaluation 

LDA created the new standards using seven foundational principles to create a common set of values among stakeholders with respect to SLD evaluation. These principles are: 

• Interdisciplinary: Evaluations should be a collaborative process informed by multiple disciplines that have relevance to SLD. 
• Research-informed: SLD evaluation should be informed by the most up-to-date research, using valid and credible methods. 
• Consequentially valid: The result of SLD evaluations should be positive outcomes, whether an SLD diagnosis is made or not. The evaluation should result in greater clarity surrounding a child’s learning challenges and how best to support them. 
• Dynamic and iterative: The evaluation, intervention, and follow up should be an iterative process. It is fluid, ongoing, and continual. 
• Whole-child focused: Evaluations should result in a whole-person view, meaning that the information should be used in a comprehensive way that includes not just the cognitive perspective. 
• Strengths-based: Equal attention should be paid to an individual’s academic and personal strengths as to their difficulties. 
• Universally benevolent: All individuals should be treated equally regardless of circumstance, culture, limitations, differences, or difficulties. The process must be used to benefit students no matter what the outcome.

Eight standards for SLD evaluation 

Using these principles, the LDA team established the following standards for SLD evaluation. 

1. Interdisciplinary collaboration: The standard emphasizes the importance of multidisciplinary collaboration among educators, psychologists, parents, and other professionals in conducting holistic SLD assessments. By involving various stakeholders such as psychologists, educators, speech pathologists, counselors, parents, and students themselves, this advocates for an interdisciplinary process. This approach ensures a holistic understanding of student's strengths and needs, promoting a more comprehensive assessment and intervention strategy. 
2. A continuum of evaluation: SLD evaluation should be ongoing and iterative. Using assessment data, implementing targeted interventions, and employing progress monitoring techniques should create an atmosphere where diagnosis and interventions are being continually refined in order to be bidirectional and iterative. 
3. Research-supported practice: This standard emphasizes the importance of content-specific research and the use of high-quality assessment tools. 
4. Culturally informed: Evaluators should gather information on the student’s home language, their level of proficiency in the language of instruction, and make informed decisions on using assessments in the language the individual is most proficient in. 
5. Embraces strengths: Evaluations should be holistic, taking into account the multiple domains and focusing on character strengths and motivations in addition to academics.
6. Supported through comprehensive professional development: Professionals involved in evaluation should be up-to-date on the latest research and best practices. 
7. Holistic understanding regardless of identification criteria: The goal of evaluation should be to understand a holistic view of the individual as a learner. Recommendations should be specific to the learner’s cognitive, social–emotional, and executive function strengths. 
8. Leads to improved outcomes: The results of the evaluation should always be to create improved educational outcomes with actionable steps to improve academic and social–emotional functioning.

About this research 

The researchers involved in creating the principles and standards pursued a comprehensive strategy that interwove historical context, global viewpoints, and scholarly research. Their approach involved dissecting the progression of terms and definitions connected to SLD, delving into historical shifts in perspectives, and emphasizing the pivotal role of cognitive assessments in SLD evaluations. 

By integrating these insights, the LDA constructed a holistic model for the SLD evaluation process. This model encompasses guiding principles, assessment components, and avenues for future enhancements—the methodology aimed to establish a dynamic framework accommodating the evolving landscape of SLD evaluation practices and insights. 

LDA’s research highlights pivotal aspects of the evolution in identifying SLDs. These findings illuminate the shift toward a more inclusive, adaptable, and personalized approach to assessing and addressing learning challenges. This includes transforming SLD terminology globally in response to the growing importance of interdisciplinary teamwork and adopting innovative response-to-intervention (RTI) methods.

Summary of research findings 

The Specific Learning Disabilities Evaluation Principles and Standards is a comprehensive guide aligned with well-established research and practices in SLD evaluation. 

This research underscores the critical importance of incorporating qualitative and quantitative research methodologies while accounting for individuals' cultural and linguistic contexts. The outcomes of this research have the potential to significantly enhance the understanding and refinement of SLD evaluations, ultimately leading to more equitable and efficient interventions and support mechanisms for those grappling with specific learning disabilities. 

The outlined principles and standards offer evaluators a structured framework for conducting thorough and valid assessments of individuals with suspected SLD. An integral aspect of this approach involves employing diverse assessment methods from various data sources. 

Notably, the research advocates utilizing multiple assessment approaches, encompassing standardized tests, observations, interviews, and questionnaires. As a result of this multifaceted methodology, an individual's strengths, weaknesses, and distinct learning requirements can be comprehensively identified. 

Further elevating the significance of this work is its emphasis on the need to incorporate an individual's cultural and linguistic background during SLD evaluations. This inclusion fosters culturally responsive assessment practices that consider the influence of one's cultural heritage and linguistic proficiency on one's learning and academic accomplishments. 

The implications of these research findings extend to practitioners, policymakers, and researchers entrenched in the domain of SLD evaluation. This study provides important guidance to improve evaluations for people with learning disabilities, ensuring a fair and effective assessment process.

References 

McHale-Small, M., Tridas, E., S., Cárdenas-Hagan, E., Allsopp, D.H., van Ingen Lauer, S., Scott, K.,& Elbeheri, G. (2023). Specific Learning Disabilities Principles and Standards. Learning Disabilities Association of America. ldaamerica.org 

National Assessment of Educational Progress (NAEP). 2023 National Report Card. https://www.nationsreportcard.gov/

For more than 20 years, PAR has taken part in a week-long campaign to raise funds for United Way Suncoast. 

Last week was our 2023 fundraising drive; PAR staff spent the week learning more about the impact United Way has on the Tampa Bay community while taking part in team challenges and interdepartmental games. We are thrilled that we had 100% staff participation and exceeded our fundraising goal—raising $120,969 in staff contributions to benefit those in need. 

In the Tampa area, United Way aims to break the cycle of generational poverty through initiatives targeted at education, literacy, financial education, disaster services, neighborhood programs, and strategic community partnerships. 

We were fortunate to have leaders of our local United Way as well as representatives from partner agencies visit our offices this week to share the impact our donations have had on our community. 

Want to learn more about how you can help United Way where you live? Visit unitedway.org. 

One of PAR’s core values is to give back to our community. Learn more about some of the ways we do that throughout the year.

Suicide is a major mental health concern that devastates lives and causes unimaginable pain. Its impact devastates individuals, families, and communities. Suicide rates have been rising globally, yet it is a complex and multifaceted issue. Suicide Prevention Awareness Month, honored each September, holds significant importance in bringing attention to this public health concern. 

The current state of suicide 

According to the World Health Organization, more than 700,000 people die by suicide every year, making it the second leading cause of death among young people ages 15 to 29 years old. According to the most recent numbers from the Centers for Disease Control and Prevention, there has been a 37% increase in suicide rates over the past two decades in the United States. And certain populations are at a higher risk—according to the National Alliance on Mental Illness, the annual prevalence of serious thoughts of suicide are evident in 45% of LGBTQ youth. Individuals in the LGBTQ community, as well as veterans and members of Indigenous communities face unique challenges that contribute to their increased vulnerability to suicide.

Some key facts on suicide from the National Alliance of Mental Illness (NAMI) include:

• 79% of people who die by suicide are male, even though more women than men attempt suicide.
• Suicide is the 12th leading cause of death in the U.S. 
• Nearly 50% of people who die by suicide had previously been diagnosed with a mental health condition. Yet, research shows that 90% may have experienced symptoms of a mental health condition.

The importance of suicide prevention awareness 

Suicide Prevention Awareness Month plays a vital role in challenging the stigma surrounding suicide and mental health. By fostering open conversations and promoting awareness, mental health professionals can create a supportive environment where individuals feel comfortable seeking help. Awareness initiatives also aim to educate the public to more easily recognize warning signs and encourage intervention.

Promoting awareness and involvement 

In the realm of mental and public health, suicide stands as a formidable adversary that demands our immediate attention. Suicide is a topic that many people do not feel comfortable addressing, even if they sense someone may be struggling. Here are five ways you can promote awareness and engage in honest and public conversations about suicide:

1. Utilize social media: Social media platforms can serve as powerful tools to promote Suicide Prevention Awareness Month. Share informative content, infographics, and resources, and encourage others to engage and spread awareness within their own networks. In addition, promoting resources such as the 988 Suicide & Crisis Lifeline can help others become aware of where they can turn if they are in need of help. 
2. Organize webinars and workshops: Hosting webinars and workshops that focus on suicide prevention can be an effective way to reach a broader audience. Collaborate with other mental health experts, community leaders, and organizations to talk about risk factors, protective factors, and strategies for support. 
3. Collaborate with schools and universities: Engaging educational institutions in awareness campaigns can help get the word out to a considerable number of young people. Mental health professionals can conduct presentations, workshops, and training sessions for students, teachers, and staff to equip them with knowledge and resources for early intervention. 
4. Partner with local community centers: Community centers serve as hubs for social interaction and support. Mental health professionals can collaborate with these centers to organize events, support groups, and counseling services during Suicide Prevention Awareness Month. 
5. Share personal stories: Sharing individual experiences and stories of recovery can be a powerful way to create empathy and understanding. Mental health professionals can encourage clients or former clients to share their journeys, providing hope and inspiration to others who may be struggling.

Conclusion 

Suicide Prevention Awareness Month serves as a crucial reminder of the importance of addressing suicide as a public health issue. It is essential to raise awareness, promote understanding, and facilitate early intervention. By collaborating with communities, schools, and other organizations, we can collectively work toward reducing the stigma surrounding mental health and providing support to those in need. 

More resources 

American Foundation for Suicide Prevention 

The Jason Foundation 

The 988 Suicide & Crisis Hotline 

National Alliance on Mental Illness (NAMI)

One of PAR’s core values is to give back to the community. Throughout the year, our staff members volunteer their time to benefit many charitable organizations in the Tampa Bay area. Here’s a look at some of the activities and events PAR staff have participated in recently.  

PAR staff partnered with Feeding Tampa Bay to support their Mega-Pantry program in both April and July. The Mega-Pantry distributes fresh fruits and vegetables, bread, dry goods, and more in a drive-through-style event to those in our community who are experiencing food insecurity. This program is held several times per week in various locations around Tampa. PAR staff members spend an afternoon sorting food, directing traffic, and loading hundreds of cars with enough food to feed each family for a week. 

PAR staff continued our yearly tradition of participating in United Way’s Week of Caring. PAR volunteers donated their entire day to helping a local family’s housing dreams come true as they helped Habitat for Humanity to build a home in one of its new neighborhoods in the Tampa area. 

Throughout the spring, volunteers from PAR gathered donations to benefit mandatory reporter training through Mary Lee’s House. Mary Lee’s House is Hillsborough County’s first and only Child Advocacy and Protection Center. Mandatory reporter training is an important way that Mary Lee's House helps advocate to prevent child abuse. The donations provided during the training are meant to be small tokens of appreciation for the critical role mandatory reporters play in keeping our community's children safe. 

PAR staff participated in the Camp Circle of Love send-off event for Lifepath Hospice in mid-April. Each of the children and teens being sent to camp have lost a loved one. The 70 campers returned on Sunday after a weekend filled with laughter, games, and new friendships. 

In June, PAR employees and their families raised money for the American Heart Association (AHA) during our annual Bowling for Hearts event. The AHA focuses on helping people lead healthier lives and addressing the risks of cardiovascular diseases and stroke. The AHA is the nation’s leader in providing lifesaving CPR education and funds research in a variety of areas focused on cardiovascular health. PAR was proud to raise funds again this year for the AHA. 

We are so grateful to be able to give back to our community with our time, energy, and resources. To learn more about what we are doing to make a difference in the Tampa Bay area, visit our Community PARtners page.

When staff members at PAR are developing a new test, several rounds of data are collected in order to be sure that the test is measuring what it has intended to measure and that it represents the appropriate populations accurately. Data collection occurs all across the U.S. to help us gather that information. Multiple stages of data collection are crucial to test development. Learn more about the different stages of data collection and what is entailed in each step. 

Pilot 

The pilot stage of data collection is when preliminary data is gathered on a proposed measure with a small sample. The goal of pilot data collection is often to make decisions about item selection, and to determine any aspects of the test that may need alteration prior to standardization. Data collectors provide valuable feedback to PAR staff during this stage regarding the administration of the test and ways it can be improved. 

Standardization 

Standardization involves gathering data using the proposed measure with a larger, representative sample to create norms used by clinicians to score and interpret results upon the test’s publication. PAR uses Census-based norming to ensure our samples are proportionally representative of the demographics of the United States. Each examinee is evaluated for age/grade, sex, race/ethnic group, and participant’s or parent’s educational attainment in addition to their responses to the assessment. PAR’s data collection staff monitor the data closely to ensure each geographic region of the United States is represented. The standardization stage of a project provides additional data collection opportunities to gather reliability data through interrater and test–retest cases, as well as validity data using concurrent measures. 

Clinical groups 

Specific clinical groups may be recruited to serve as clinical comparison samples in data collection.. These clinical cases may require additional documentation from the data collector. The clinical populations recruited vary depending on the construct the test intends to measure. 

Get involved! 

Interested in becoming a data collector for an upcoming project? Have access to a specific clinical group that needs more research? Learn more about how you can PARtner with PAR. 

Want to learn more about data collection and standardization? PAR staff members recently addressed this topic on The Testing Psychologist podcast. Tune in here.

Ever wonder how PAR gets the information needed to standardize our tests? We rely on data collectors all across the U.S. to help us gather that information. Data collectors are crucial to test development because they help us find the clinical, standardization, and reliability samples needed to create our assessment products. If you have an interest in contributing to the field in a meaningful way, you might be just the person to help us create our next instrument! 

Who can be a data collector? 

Most of our data collectors are clinical psychologists, school psychologists, psychometrists, speech and language pathologists, and other clinicians. PAR follows the American Psychological Association’s (APA) Guidelines for Psychological Assessment and Evaluation, a system of qualification levels that guides decision-making about who can purchase, administer, and interpret tests (APA, 2020). Anyone administering assessments must be well trained in standardized administration protocols, ethics, and demonstrate competency in practice. For data collection, requirements differ by test. Most projects require a PAR qualification level of B or C. 

What is involved in data collection? 

Data collectors are responsible for finding participants and are compensated on a per-case basis that varies by project. PAR does not pay participants directly, although we can provide gift cards for your participants at your request, deducted from the total amount per case. For most projects, there is no minimum number of reservations required. However, we do set a maximum number of cases that can be accepted from any one examiner/site so that we can ensure geographic diversity in our samples. 

Data collectors submit required demographic information for the participants they intend to test. It is necessary for data collectors to provide accurate demographic information. PAR uses Census-based norming, and we must ensure all demographic groups are appropriately represented. The data collection team at PAR will make a reservation for each participant based on demographics provided. Once a reservation has been made, materials will be provided to data collectors to begin testing. 

Each project is slightly different, ranging from completing rating scales online to administering performance-based tests in person. The general process involves obtaining informed consent from the participant, administering the test, and submitting the data and materials to PAR. 

Do data collectors receive compensation? 

Yes, they do! We are incredibly grateful for our data collectors and try to demonstrate this via prompt payment. PAR offers data collectors an option for either cash payments or credit toward PAR products and have provisions for compensating examinees. 

How do I get involved? 

It’s easy! Simply visit our Partner with PAR page and follow the directions listed under, “How do I become a data collector for PAR?” 

Want to learn more about data collection and standardization? PAR staff members recently addressed this topic on The Testing Psychologist podcast. Tune in here.

The changing landscape of workplaces has drawn heightened attention to the needs and expectations of employees nationwide regarding the issues of work–life balance and mental health support. 

The recent survey by the American Psychological Association (APA) sheds light on the prevalence of toxic workplaces and their detrimental impact on mental health. Of the data coming out of this survey, most startling was the revelation that 19% of workers reported their workplace as somewhat or very toxic. Even more alarming, those in such environments are three times more likely to suffer mental health harm at work than those individuals who are in nontoxic settings. 

This blog discusses the importance of these findings, what employers can do in light of this data, and the role mental health providers can play in supporting individuals facing toxic work situations.

Understanding the impact of a toxic work environment 

The APA survey brought to light the destructive toll a workplace can have on an individual’s mental well-being. 

According to the survey, more than one in five workers revealed they've suffered mental health harm at work. Even worse, reported cases of harassment have jumped from 14% in 2022 to 22% in 2023. More than two-thirds of employees report experiencing workplace stress in the last month, with 57% reporting negative impacts that are associated with burnout. 

Other notable findings from the survey include:

• Discrimination is a serious problem, with 22% of respondents saying they witnessed discrimination in their current workplace and 15% saying they have experienced it themselves. 
• Employees are still concerned about the impact of disclosing a mental health condition to their employer, with 43% responding that they worry about the impact it might have on them in the workplace. And 55% of employees believe that their employer thinks their workplace is mentally healthier than it actually is. 
• Different job types face different kinds of challenges. Employees working in customer or client-facing roles may deal with verbal abuse whereas 10% of manual laborers reported being subjected to physical violence.

No matter the field, it is clear that employers need customized strategies to combat toxicity in various work environments.

Proactive steps for employers 

To foster a supportive and mentally healthy work environment, employers can take several proactive measures to combat toxicity and promote mental health: 

• Promote psychological wellbeing. Organizations must prioritize mental wellbeing as part of company culture and offer benefits that support that. Keep your team informed about available mental health resources and openly promote a healthy lifestyle. Among employees who reported being unsatisfied with the mental health support provided by their employer, 57% intend to look for a new job within the next year. 
• Encourage time off. It's crucial to create a culture that supports breaks and time off. By giving employees a chance to recharge, you can prevent them from burnout and keep the team thriving. Only 40% of respondents report that their time off is respected. 
• Foster a positive work culture. Create a positive environment that embraces respect, empathy, diversity, and open communication. Nurture a culture where everyone feels valued and appreciated. Provide objective and subjective resources—both tangible benefits and cultural support. 
• Avoid micromanaging. More than 40% of workers report feeling micromanaged during their workday. Of those who feel micromanaged, they report increased levels of workplace stress. 
• Combat discrimination and harassment. Prioritize strict antidiscrimination and antiharassment policies. Training for all staff increases awareness and sensitivity. Make it clear there is zero tolerance for discrimination and set up confidential channels for reporting incidents so anyone who is experiencing this can report it. 
• Offer work–life harmony. Promote work–life balance by offering flexibility where possible and giving employees a sense of autonomy over their work. Respondents who said they were satisfied with their level of control over how, when, and where they do their work were much more likely to report that their overall mental health level is good or excellent (79%) compared with those who reported being unsatisfied with their level of control (44%). 
• Establish connection and community. Fostering a sense of belonging among employees is crucial. Employers can organize team-building activities, create employee resource groups, and host social events to strengthen bonds and create a supportive network within the workplace. 
• Provide opportunities for growth. Offering career development programs, training, and mentorship opportunities is vital. Employees who see growth prospects within the organization are more likely to stay engaged and satisfied, reducing turnover and promoting overall wellbeing.

The role of mental health providers 

For mental health providers, it's essential to address the challenges faced by individuals who are working in toxic environments. Some notable numbers from the survey: individuals who reported a toxic workplace were more than twice as likely to report that their overall mental health was fair or poor than those who did not report a toxic workplace (58% versus 21%). Of those who reported working in a toxic environment, 76% also conveyed that their work environment has a negative impact on their mental health. 

Here are some strategies you can use with individuals who are experiencing workplace stress that impacts their mental health: 

• Identify workplace-related stressors. Mental health providers should be vigilant in recognizing signs of workplace-induced stress, anxiety, and depression during therapy sessions. Understanding the work environment helps tailor interventions effectively to address specific challenges. For example, employees working for nonprofit and government organizations were more likely to report a toxic workplace than those in private industry, whereas those in upper management were less likely to report a toxic workplace than individual contributors or front-line workers. 
• Validate and empathize. Clinicians should validate and empathize with individuals experiencing toxic workplaces, helping them recognize that their experiences are real and valid. 
• Provide coping strategies. Equipping individuals with coping mechanisms to manage workplace stress and navigate difficult situations is crucial. Techniques such as mindfulness, boundary setting, and self-care can significantly improve wellbeing. 
• Address trauma. Mental health providers play a vital role in supporting those affected by workplace violence or harassment, aiding in trauma processing and resilience building. Providing a safe space for expression and healing is paramount. 
• Advocate for self-care. Promote the importance of self-care, whether that means encouraging individuals to find an outlet through exercise, hobbies, or spending quality time with loved ones to offset workplace stress. 
• Encourage connection. Although most workers are satisfied with their workplace relationships (89%), more than a quarter of employees report feelings of loneliness or isolation. Nearly 94% of workers say it is important that their workplace be a place where they feel they belong. 
• Explore career alternatives. Dealing with a toxic workplace can be tough. If it's getting to be too much, mental health providers can guide individuals to explore new career options or even help them consider changing career paths. 
• Collaborate with employers. Providers can consult with employers to develop customized mental health support programs. This collaboration ensures the organization addresses the specific needs of its workforce, creating a more targeted and effective approach.

What now? 

The results of the APA survey underscore how widespread the problem of workplace stress has become and emphasize what a toll a toxic workplace takes on mental health. Although workplaces tend to be one of the greatest areas of stress, they can also drive change by emphasizing the importance of self-care and wellbeing. Those involved in the mental health field can provide support to individuals who are experiencing workplace stress but also need to be cognizant of their own workplaces, as well. It's time to shape healthier work environments that empower everyone to thrive. 

Need help hiring and developing your team? Let InVista help! 

Further resources 

American Psychological Association. (May 2023). 2023 Work in America Survey.

U.S. Surgeon General’s Framework for Workplace Mental Health & Well-Being. (2022).

The Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2), assesses intelligence and its major components. In addition to providing a full-scale IQ battery for less time and less cost than similar measures, the RIAS-2 is ideal for use as a stand-alone intellectual assessment or as part of a larger battery to diagnose specific disorders, such as intellectual disabilities or learning disabilities. The RIAS-2 can also be used to determine educational placement for gifted students. 

RIAS-2 Score Report now available! 

The RIAS-2 Score Report is now available as a standalone report via PARiConnect. The score report provides raw scores and T scores for the subtest and index scores, as well as confidence intervals, percentile ranks, and subtest and index profiles. View an example of the new RIAS-2 Score Report. 

Client Feedback now included with the Interpretive Report! 

In addition to what is included in the RIAS-2 Score Report, the RIAS-2 Interpretive Report offers composite norm-referenced interpretations, subtest interpretations, a discrepancy score summary table, discrepancy interpretations, feedback and recommendations based on composite scores and discrepancy information, as well as recommendations for additional testing. The Client Feedback Report is now automatically included when you run the Interpretive Report. View an example of the RIAS-2 Interpretive Report. 

Already had interpretive reports in your PARiConnect account? Your inventory has been updated to include the addition of the feedback report. 

Choose the report that suits your needs 

With this update to the RIAS-2 product offerings, you can more easily choose the report that best suits your clinical needs and your budget. 

Why the RIAS-2? 

The RIAS-2 helps you complete more evaluations in less time. School and clinical psychologists seeking to measure intelligence can also rely on the RIAS-2 for: 

• Accuracy—a low emphasis on motor demand makes the RIAS-2 a more precise measure of general intelligence. 
• Clarity—the RIAS-2 substantially reduces or eliminates dependence on motor coordination and visual–motor speed to provide a more accurate assessment of intelligence. “The RIAS-2 was constructed carefully to avoid as many such confounds as possible leading to a more direct measure of intelligence that is not clouded by fine motor issues, academic learning disabilities, or attentional and other noncognitive factors,” said coauthor Cecil R. Reynolds, PhD. 
• Speed—the RIAS-2 is faster to administer than similar measures—all eight subtests take less than an hour to administer and score. 
• Savings—the RIAS-2 is less than half the cost of some competitors.

Learn more about the RIAS-2 

• Psychologists have come to rely on the RIAS-2 for remote administration. 
• RIAS-2 coauthor Cecil R. Reynolds, PhD, offers insight into the development of this test of intelligence.

PARiConnect, our online assessment platform, can help you expand your reach when doing research! 

Expand your geographic reach 

By using PARiConnect, our digital assessment platform, you can email HIPAA compliant links directly to research participants. This enables you to complete research assessments online, expanding your geographic reach to areas you may not be able to use otherwise. This also allows you easier access to observer and collateral research data without requiring additional individuals to make the trip to your data collection site. 

Reduce unused assessment costs 

If you email an assessment link to a participant who decides not to complete it, PARiConnect allows you to easily revoke the link and reuse that assessment with another participant. You won’t have to pay for an unused assessment like you might with a paper form, saving you money typically lost on unused assessments. 

Improve data integrity 

When participants enter their own data, it reduces the time needed for data entry and reduces the possibility of data entry errors. PARiConnect offers settings to prevent skipping questions, so you can reduce the risk of missing data. Furthermore, you can review completion time to be sure your participants put forth appropriate effort. This can reduce the amount of time and energy needed to enter and check data, freeing up your financial and physical resources for other tasks. 

Integrate efficiently with your work 

The PARiConnect system allows you to download item-level assessment data to a CSV excel spreadsheet that is formatted to integrate with statistics software such as SPSS for ease of data processing and analyzation. 

Let PARiConnect help you increase your geographic reach, expand your subject numbers, reduce attrition, lower assessment and travel costs, and decrease the burden of data collection. 

Learn more about PARiConnect today! 

Need assistance selecting assessments for your research? Learn more about all the ways PAR can help! Check out this video on using PAR assessments in research settings. 

Learn more about PAR’s training and research discounts!

Did you know PAR offers training and research discounts to qualified customers? As we look toward the upcoming school year, we want to remind professors and educators about some of the programs we offer when you use PAR-published products in your courses and research studies.   

Educational Training Discount  

This 40% discount is offered for professors and educators engaged in training in college and university courses that are using PAR products. These courses should be for graduate students who are learning to use assessment products. Instructors must apply for the discount each year using this form.   

University Partnership Program (UPP)  

As an extension of our Educational Training Discount program, we offer additional benefits to our professors who join our UPP program. UPP members can look to PAR for dedicated assistance to help you decide which tests fit best into your syllabus. In addition to concierge service, UPP members are offered benefits such as free test kits when adopting a new PAR product in your training course and free uses of PARiConnect for students. Instructors interested in joining the PAR UPP program can complete the Educational Training Discount Form and email it to upp@parinc.com to inquire about additional benefits.  

Clinical Training Discount   

This 20% discount is reserved for organizations involved in internships, clinical practicum, and post-doctoral programs, usually involving training outside of the university setting. The trainer must submit a form as well as a formal letter on letterhead providing information about their program and the number of students enrolled yearly.   

Graduate Student Research Discount  

This 40% discount is designed for graduate students using PAR products in their master’s thesis or dissertation research. Students would need to send in their completed form with their supervisor’s signature. The student or the university can pay for the materials, but the form must accompany the order.   

Research Support Discount   

This program is available to professors and researchers who use PAR products in their research studies. This 40% discount is available on PAR proprietary products and applies to both digital and print products. Contact Customer Support to inquire about the application guidelines.  Questions about what program works best for you?  Send an email to upp@parinc.com and we can help you find the right program for your needs! 

Questions about which program works best for you? Send an email to upp@parinc.com.