title: Examination of the structural, convergent, and incremental validity of the Reynolds Intellectual Assessment Scales (RIAS) with a clinical sample.
abstract: Empirical examination of the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 2003a) has produced mixed results regarding its internal structure and convergent validity. Various aspects of validity of RIAS scores with a sample (N = 521) of adolescents and adults seeking psychological evaluations at a university-based clinic were examined. Results from exploratory factor analysis indicated only 1 factor, and confirmatory factor analysis (CFA) indicated that the 1-factor model was a good fit and a better fit than the 2-factor model. Hierarchical factor analysis indicated the higher order, general intelligence factor accounted for the largest amount of variance. Correlations with other measures of verbal/crystallized and nonverbal/fluid intelligence were supportive of the convergent validity of the Verbal Intelligence Index but not the Nonverbal Intelligence Index. Joint CFA with these additional measures resulted in a superior fit of the 2-factor model compared with the 1-factor model, although the Odd-Item-Out subtest was found to be a poor measure of nonverbal/fluid intelligence. Incremental validity analyses indicated that the Composite Intelligence Index explained a medium to large portion of academic achievement variance; the NIX and VIX explained a small amount of remaining variance. Implications regarding interpretation of the RIAS when assessing similar individuals are discussed.
authors.affiliation: Regents' Center for Learning Disorders, University of Georgia, Athens, GA 30602, USA. jmnelson@uga.edu
authors.forename: Jason M
authors.initials: JM
authors.lastname: Nelson
authors.forename: Gary L
authors.initials: GL
authors.lastname: Canivez
mesh_terms: D000293:Adolescent; D000328:Adult; D000368:Aged; D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology / Q000523:psychology; D004522:Educational Status; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D007360:Intelligence; D007361:Intelligence Tests / Q000592:standards* / Q000706:statistics & numerical data; D007859:Learning Disabilities / Q000453:epidemiology / Q000523:psychology*; D008297:Male; D008875:Middle Aged; D015233:Models, Statistical; D011237:Predictive Value of Tests; D011594:Psychometrics; D013334:Students / Q000523:psychology*; D014495:Universities; D014705:Verbal Behavior; D055815:Young Adult