WISC-IV VS. RIAS: Will the Real IQ Please Stand Up!!

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WISC-IV VS. RIAS Will the Real IQ Please Stand
Up!!

• A 2-year study comparing the two IQ instruments.

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HYPOTHESIS

• RESEARCHER HYPOTHESIZED THAT THE RIAS WOULD SCORE
  HIGHER GIVEN THE ADDITIONAL PSYCHOMOTOR
  PROCESSING AND WORKING MEMORY FACTORS ON THE
  WISC-IV.

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• PLEASE REFER TO THE GAI DATA AND SUPPLENTAL
  TABLES FOR WISC-IV UPDATES.
• ADDITIONALLY, BOTH INSTRUMENTS MEASURE DIFFERENT
  CONSTRUCTS. THEREFORE, WE ARE MEASURING SIMILAR
  YET DIFFERENT ASPECTS OF COGNITION. SQUARE FEET
  VS. CUBIC FEET THINKING.

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WISC and RIAS Verbal Comparisons

• WISC
• 3 Subtests
• General fund of knowledge
• Verbal associative reasoning
• Vocabulary expressive language
• Moral judgment, common sense, independent thinking

• RIAS
• 2 Subtests
• General fund of knowledge
• Verbal associative reasoning
• Vocabulary one-word responses

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WISC and RIAS Comparisons Performance IQ

• WISC
• 3 Subtests
• Nonverbal associative and categorical reasoning
• Analyze and synthesize abstract visual
  information

• RIAS
• 2 Subtests
• Nonverbal associative and categorical reasoning
• Deduce essential elements missing in pictures
  from gestalt

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WISC and RIAS Comparisons Working Memory

• RIAS
• 0 Subtests
• Not part of the CIX

• WISC
• 2 Subtests measuring attention, concentration,
  sequencing, and short-term auditory memory

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WISC and RIAS Comparisons Processing Speed

• RIAS
• 0 Subtests
• Timed nonverbal tasks involving cognitive
  efficiency and speed w/o paper and pencil

• WISC
• 2 Subtests
• Graphomotor processing speed involving timed
  paper and pencil tasks
• Visual-motor coordination
• Concentration and visual memory

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DESIGNRandom Select Selection

• Select fine Psychologists from St. Johns County
  school district randomly selected students
  ranging from 6-16 years of age and administered
  both the WISC-IV and RIAS IQ instruments. All
  students were referred by the CST.
• Abundance of data from the 2005-06 SY.
  Psychologists gave raw data to researcher to
  tabulate.

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DESIGN

• ONLY THE AGE OF THE STUDENTS WAS USED AS
  PREDICTOR VARIABLE. AGES RANGED FROM 6-16.
  MAJORITY OF STUDENTS WERE IN THE 7 YR. OLD
  THROUGH 10 YR. OLD RANGE.

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RACE AND GENDER NOT USED FOR COMPARISONS GIVEN
LIMITED NUMBER

• Only less than a handful of minority African
  American and Hispanics tested.
• Gender not a major contributing factor on how
  data is to be used.

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Pearson Correlation Coefficient

• The Full Scale IQs and the Factor Scores will be
  compared to check for correlation coefficients.
• WESSA.NET was used as the software program to
  calculate Pearson Product Moment Correlation
  Coefficients.

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TOTAL N 121

• BREAKDOWN BY AGE
• N Number
• 6 YEAR OLDS 09
• 7 YEAR OLDS 18
• 8 YEAR OLDS 33
• 9 YEAR OLDS 32
• 10 YEAR OLDS 18
• 11 YEAR OLDS 02
• 12 YEAR OLDS 02
• 13 16 YEAR OLDS 07
• ___________________________________
• TOTAL SAMPLE N 121

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Correlations Between the RIAS Index Scores and
the WISC-III IQ Scores Reynolds Manual pg.
105.
WISC-III IQ WISC-III IQ WISC-III IQ WISC-III IQ WISC-III IQ WISC-III IQ WISC-III IQ WISC-III IQ
Verbal IQ Performance IQ Working Memory Processing Speed FSIQ
RIAS Index Mean IQ Mean IQ Mean IQ Mean IQ Mean IQ Mean IQ
108.2 104.6 ------ ------ 107.8
VIX 102.1 .86 ---- ---- ---- ----
NIX 101.0 ---- .33 ---- ---- ----
CIX 100.3 ---- ---- ---- ---- .76
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Pearson Correlations Between the RIAS Index
Scores and the WISC-IV Factor Scores Ages 6 16
(N 121)
WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ
Verbal Comprehension Perceptual Organization Working Memory Processing Speed FSIQ
RIAS Index Mean IQ Mean IQ Mean IQ Mean IQ Mean IQ Mean IQ
96.2 95.8 89.7 90.7 92.2
VIX 99.9 .83 ---- ---- ---- ----
NIX 104.1 ---- .54 ---- ---- ----
CIX 101.6 ---- ---- .62 .45 .79
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Pearson Correlations Between the RIAS Index
Scores and the WISC-IV Factor Scores Primary
Grade Ages 7 9 (N 83)
WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ WISC-IV IQ
Verbal Comprehension Perceptual Organization Working Memory Processing Speed FSIQ
RIAS Index Mean IQ Mean IQ Mean IQ Mean IQ Mean IQ Mean IQ
99.0 100.0 91.7 93.4 95.6
VIX 102.5 .83 ---- ---- ---- ----
NIX 105.4 ---- .42 ---- ---- ----
CIX 103.7 ---- ---- .58 .36 .75
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Limitations of Study

• The sample was taken from students already
  referred for assessment. Approximately 90 were
  referred for Special Needs/reevals and 10 for
  Gifted evaluation.
• Majority of sample from 7-10 year old range.
  Older MS/HS population not adequately represented
  in sample.
• Majority of sample Caucasian and from Middle
  Class SES. Minorities and/or Low SES not
  adequately represented.

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CONCLUSIONS

• RIAS tends to score approximately 10 points
  higher than the WISC-IV on global cognitive
  ability measure.
• Strongest correlations between RIAS VIX and
  WISC-IV VC of .83 followed by RIAS CIX and
  WISC-IV FSIQ of .79 correlation.
• Weakest link between RIAS CIX and WISC-IV PS of
  .45 correlation.

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IMPLICATIONS

• The range of scores among all age groups tends to
  favor the RIAS in regards to scoring higher on
  both ends of the distribution. This may influence
  ESE placement decisions.
• Working Memory and Processing Speed tends to
  depress the WISC FSIQ by approximately 4 points.
  This may influence ESE placement decisions.
• Even though RIAS scores higher on all measures
  and through all age groups, both instruments
  correlate fairly well with a high degree of
  confidence when comparing global IQ scores. This
  indicates fairly good reliability and validity.

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FUTURE RECOMMENDATIONS

• Assess minority populations and compare results
  with current data.
• Assess Low SES w/o regard for race and compare
  with current data.
• Assess middle and high school students to a
  larger extent.
• Assess pre-K students with WPPSI-III and RIAS and
  compare data.

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Excerpt from Dr. Cecil Reynolds e-mail ..

• It is clear the difference is really in the
  nonverbal sections of the tests, just as we have
  argued for some time.  The WISC-IV in my view
  confounds nonverbal intelligence with a host of
  tangentially related factors (speed confounded
  with motor for example, and the differential
  acquiescence of kids .. to work as quickly as
  they can, etc.), especially for referral samples
  wherein you also see a far higher incidence of
  mild motor issues.  I think the RIAS gives a more
  accurate view of NV intelligence for these kids
  and that seems to be your conclusion as wellwe
  do not see this difference in nonreferred
  samplesrandom samples of normal kids score at
  about the same level on both.     
• Cecil R. Reynolds, PhD
• Professor of Educational Psychology
• Professor of Neuroscience