Comparison of the factor structure of the Reynolds Intellectual Assessment Scales (RIAS) in a typically-developing and mixed clinical group of Canadian children
| dc.contributor.author | Irwin, Julie K. | |
| dc.contributor.supervisor | Kerns, Kimberly A. | |
| dc.date.accessioned | 2011-11-22T19:47:46Z | |
| dc.date.available | 2011-11-22T19:47:46Z | |
| dc.date.copyright | 2011 | en_US |
| dc.date.issued | 2011-11-22 | |
| dc.degree.department | Department of Psychology | |
| dc.degree.level | Master of Science M.Sc. | en_US |
| dc.description.abstract | Objective. This thesis examines the extent to which an intelligence test, the Reynolds Intellectual Assessment Scales (RIAS), aligned with the Carroll-Horn-Cattell theory of intelligence in children ages 4-18 who are either typically-developing or who have a variety of clinical impairments. Other aspects of the RIAS’s construct validity were also evaluated, including its relationship with the Wechsler Intelligence Scales for Children – Fourth Edition (WISC-IV) and whether the RIAS measures intelligence in the same way in typically-developing children as in children with traumatic brain injury (TBI). Methods. Confirmatory factor analysis was used to evaluate the fit of one-factor (g) and two-factor (Verbal Ability and Non-Verbal ability) models in each sample. Configural and measurement invariance of each model were evaluated across the typically-developing group and a group of children with TBI. Correlations between scores on the RIAS and WISC-IV were examined in a group of children with clinical disorders. Results. The two-factor model fit the data of both groups while the one-factor model provided good fit to only the typically-developing group`s data. Both models showed configural invariance across groups, measurement invariance of the two-factor model, and partial measurement invariance of the one-factor model (What`s Missing subtest unconstrained), but scalar invariance was not established for either model. RIAS’s verbal subtests and indexes correlated with theoretically consistent WISC-IV indexes but the RIAS’s nonverbal subtests and indexes did not correlate highly with WISC-IV performance subtests. All RIAS index scores were higher than WISC-IV index scores. Conclusions. Evidence for the interpretability of the NIX and VIX as separate indexes was not found. The VIX is a valid index of crystallized abilities but the NIX does not adequately measure fluid intelligence. The CIX appears to provide a valid measure of g, but may be overly reliant on verbal abilities. The RIAS has significant validity issues that should limit its use in making important decisions. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/3681 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights.temp | Available to the World Wide Web | en_US |
| dc.subject | Reynolds Intellectual Assessment Scales | en_US |
| dc.subject | RIAS | en_US |
| dc.subject | Validity | en_US |
| dc.subject | psychometric properties | en_US |
| dc.subject | children | en_US |
| dc.subject | Canadian | en_US |
| dc.subject | factor structure | en_US |
| dc.subject | WISC-IV | en_US |
| dc.subject | clinical | en_US |
| dc.title | Comparison of the factor structure of the Reynolds Intellectual Assessment Scales (RIAS) in a typically-developing and mixed clinical group of Canadian children | en_US |
| dc.type | Thesis | en_US |