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:
Learn more about the RIAS-2
Lack of understanding about language acquisition. Inadequate or inappropriate psychoeducational assessment practices. Restricted access to effective understanding.
The National Association of School Psychologists (NASP) position lists these as some of the reasons why English language learners (ELL) are overrepresented in special education and underrepresented in gifted programs.
In U.S. schools, more than 77% of ELL students speak Spanish. Based on their educational history and exposure to the language and the culture, these students will exhibit different degrees of acculturation and English-language proficiency.
Cognitive assessment that relies on verbal interaction and response in English is naturally unfair for individuals who are still learning the language. Nonverbal assessment is not free from cultural bias, either, and using translations or interpreters is not ideal.
The Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2) evaluates verbal intelligence, nonverbal intelligence, memory, and speeded processing and provides an estimate of general intelligence in under an hour. The new RIAS-2 Spanish Form with Spanish Responses provides correct Spanish-language responses for the RIAS-2 Guess What, Verbal Reasoning, and What’s Missing subtests. Designed for use with Spanish bilingual and ELL students, it allows examinees to answer items in English or in Spanish, providing a practical and more ecologically valid way to test the intelligence of individuals who are still learning English.
Acceptable Spanish responses represent Spanish dialects most commonly spoken in the U.S., including Mexican, Central American, Caribbean, Colonial Spanish, Puerto Rican, Cuban, Venezuelan, Colombian, and Argentinian. The form also includes a new Language Acculturation Meter, a tool that provides a framework for test administration and interpretation.
The goal, after all, is to assess general intelligence, not English-language knowledge or fluency.