Validation of Reynolds Intellectual Assessment Scales Second Edition in Normal and Gifted Children in Tehran

Subject Areas : Adolescent health

Behnoosh Zeynalizadeh ¹ , غلامعلی افروز ^{2 *} , Massod Gholamali Lavasani ³

1 - Ph.D. candidate in Psychology, group Exceptional Children, University of Tehran Science and Research, Tehran, Iran, [e-mail]
2 - (Corresponding author), Professor, Department of Psychology, University of Tehran, Tehran, Iran, Email: [e-mail] Tel: [phone]
3 - Associate Professor, Department of Psychology, University of Tehran, Tehran, Iran. [e-mail]

Received: 2024-08-19 Accepted : 2024-09-10 Published : 2024-09-12

Keywords: intellectual Abilities, Reynolds Intellectual Assessment Scales, Validation,

Abstract :

Abstract Introduction: Given that the second version of the Reynolds Cognitive Assessment Scales is an advantageous tool in terms of comprehensive assessment of cognitive dimensions, duration of performance, independence from visual-motor and reading speed, and easy performance conditions, the aim of this study was to validate the second version of the Reynolds Cognitive Assessment Scales in children in Tehran. Research Method: This descriptive-correlational study involved a sample of 82 children aged 3 to 6 years from Tehran, selected using a convenience sampling method. The second version of the Reynolds Intellectual Assessment Scales was translated, adapted, and administered to the sample. The Stanford-Binet Intelligence Test was also concurrently administered to the sample. Following the administration, 30 participants who scored significantly above the mean on the Stanford-Binet were selected as a gifted group. Then the data were analyzed using Pearson correlation and independent t test. Findings: Convergent validity was examined using Pearson's correlation coefficient, which revealed a high correlation between the two scales. To assess diagnostic validity, the mean scores of the normal and gifted groups were compared using an independent samples t-test. The results indicated significant differences between the normal and gifted groups on all subscales ('Guess what', 'Verbal Reasoning', 'Odd-item out', 'What is Missing', 'Verbal Memory' and 'Nonverbal Memory) except for Speeded Processing Index subscales ('Speeded Naming Task' and 'Speeded Picture Search'). Conclusion: The findings of this study suggest that this instrument is a suitable tool for assessing various dimensions of cognitive abilities.

References:

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