The Reynolds Adolescent Depression Scale-2: Short Form (RADS-2: SF) (2008) is used to assess and screen adolescents between 11 and 20 years old for depression and also assesses the severity of depressive symptoms. The RADS-2: SF is an abbreviated version of the Reynolds Adolescent Depression Scale-2nd Edition (RADS-2), and items on the short form were selected from the original version. Items were based on the DSM-III diagnostic criteria for major depressive disorder and dysthymic disorder, along with symptoms from the Research Diagnostic Criteria for Affective Disorders (Mental Measurements Yearbook, 2010). Six critical items from the RADS-2 were used for the RADS-2: SF because of their excellent ability to discriminate clinically depressed from non-clinically depressed adolescents. The remaining four items were selected to reflect further on mood, loss of interest, and irritability/anger.
Qualification Level: B; school counseling professionals can administer and interpret this assessment.
Format and Administration
The assessment is given in paper-and-pencil format. The RADS-2: SF is a 10-item self-report instrument written at a 3rd grade reading level, and takes 2-3 minutes to administer and complete. It can be administered at an individual level as well as in a group setting, which can serve as a useful tool for school counselors and school psychologists with limited time, in assessing the occurrence of depression in students within the school. Examinees are to select which statement best describes their feelings in regards to the 10 statements/items. The four options are, “Almost never, Hardly ever, Sometimes, or Most of the time.”
Sample/Norm
A sample of 3,300 adolescents was drawn from the initial standardization sample of 9,052 adolescents from 7 states in the United States and one Canadian province. The normative-comparison sample of 3,300 adolescents ranged from ages 11 to 20 years old, and had a normal distribution of male and female adolescents. The sample reflected the 2000 U.S. Census proportions on ethnicity (Mental Measurements Yearbook, 2010). Adolescents were evenly grouped in age categories of early adolescence (11-13 years old), middle adolescence (14-16 years old), and late adolescence (17-20 years old). Norms, raw scores, and standard deviations were determined for gender and age categories. T-score means and standard deviations were identified according to gender and ethnicity. Two clinical samples were also included as the norm-comparative sample; the first clinical sample consisted of 101 adolescents of which 27% met the criteria for major depressive disorder, and the other consisted of 70 adolescents identified by school-based screenings for depression (Mental Measurements Yearbook, 2010).
Scoring and Interpretation
RADS-2: SF provides a Total score, which acts as a global assessment of the severity of depressive symptomatology (Mental Measurements Yearbook, 2010). Scoring takes less than a minute, and a Total raw score, T score, and percentile rank is given. Interpretation is based on cutoff scores and percentile ranks, which are used to identify examinees whose scores demonstrate clinical depressive symptoms that warrant further evaluation (Mental Measurements Yearbook, 2010).
A cutoff of 61 (T- Score)/23 (Raw score), indicates symptoms of depression.
Psychometric Properties
Overall, the RADS-2: SF has strong reliability and validity and is psychometrically sound. Internal consistency for the non-clinical normative group was .84, and was .90 with the clinical group, both indicating good correlations between the different items in assessing depression. The test-retest reliability over a 2-week period was .82 for both the non-clinical comparative sample and clinical sample, indicating moderately strong test-retest reliability. The content validity is also very good, and stressed the symptom sampling and the degree to which each item relates to the overall test. The symptom content is consistent with the DSM-IV symptoms of major depressive disorder, but only includes four of the nine diagnostic criteria (Mental Measurements Yearbook, 2010). In regards to criterion-related validity, the RADS-2: SF has high correlation with the Hamilton Depression Rating Scale (.80) and Beck Depression Inventory (.80). The RADS-2: SF is a one-dimensional screening measure for depression in adolescence. Convergent and discriminatory validity demonstrate positive correlations with depression, suicidal ideation/behavior, hopelessness, and negative correlations with measure of self-esteem and self-concept (Mental Measurements Yearbook, 2010).
Developmental Considerations
Irritability is a common symptom expressed by depressed adolescents. Adolescence is a time of abundance and change of hormones and physical maturity. As a result, irritability is not uncommon during adolescence but an increase in irritable mood and anger can be an indication of depression. A professional must consider the developmental maturity of the adolescent during evaluation.
Cultural Considerations
No alternate language versions are available for this assessment so caution must be used when interpreting the results of an examinee whose native language is not English. Ethnicity and gender were taken into account for this assessment and norms were established based on gender and ethnicity, which serves as strength for the norm-comparison. Unfortunately, the two clinical samples were highly represented by Caucasians, and serves as a weakness to compare to other races and ethnicities. Social-economic status was not accounted for within the sample, along with geographical locations, which are variables that may effect the sample. The instrument can be read aloud if examinees have trouble reading the questions or have certain learning disabilities.
*To purchase the RADS-2: SF manual, kits, forms and booklets, click here.
Qualification Level: B; school counseling professionals can administer and interpret this assessment.
Format and Administration
The assessment is given in paper-and-pencil format. The RADS-2: SF is a 10-item self-report instrument written at a 3rd grade reading level, and takes 2-3 minutes to administer and complete. It can be administered at an individual level as well as in a group setting, which can serve as a useful tool for school counselors and school psychologists with limited time, in assessing the occurrence of depression in students within the school. Examinees are to select which statement best describes their feelings in regards to the 10 statements/items. The four options are, “Almost never, Hardly ever, Sometimes, or Most of the time.”
Sample/Norm
A sample of 3,300 adolescents was drawn from the initial standardization sample of 9,052 adolescents from 7 states in the United States and one Canadian province. The normative-comparison sample of 3,300 adolescents ranged from ages 11 to 20 years old, and had a normal distribution of male and female adolescents. The sample reflected the 2000 U.S. Census proportions on ethnicity (Mental Measurements Yearbook, 2010). Adolescents were evenly grouped in age categories of early adolescence (11-13 years old), middle adolescence (14-16 years old), and late adolescence (17-20 years old). Norms, raw scores, and standard deviations were determined for gender and age categories. T-score means and standard deviations were identified according to gender and ethnicity. Two clinical samples were also included as the norm-comparative sample; the first clinical sample consisted of 101 adolescents of which 27% met the criteria for major depressive disorder, and the other consisted of 70 adolescents identified by school-based screenings for depression (Mental Measurements Yearbook, 2010).
Scoring and Interpretation
RADS-2: SF provides a Total score, which acts as a global assessment of the severity of depressive symptomatology (Mental Measurements Yearbook, 2010). Scoring takes less than a minute, and a Total raw score, T score, and percentile rank is given. Interpretation is based on cutoff scores and percentile ranks, which are used to identify examinees whose scores demonstrate clinical depressive symptoms that warrant further evaluation (Mental Measurements Yearbook, 2010).
A cutoff of 61 (T- Score)/23 (Raw score), indicates symptoms of depression.
Psychometric Properties
Overall, the RADS-2: SF has strong reliability and validity and is psychometrically sound. Internal consistency for the non-clinical normative group was .84, and was .90 with the clinical group, both indicating good correlations between the different items in assessing depression. The test-retest reliability over a 2-week period was .82 for both the non-clinical comparative sample and clinical sample, indicating moderately strong test-retest reliability. The content validity is also very good, and stressed the symptom sampling and the degree to which each item relates to the overall test. The symptom content is consistent with the DSM-IV symptoms of major depressive disorder, but only includes four of the nine diagnostic criteria (Mental Measurements Yearbook, 2010). In regards to criterion-related validity, the RADS-2: SF has high correlation with the Hamilton Depression Rating Scale (.80) and Beck Depression Inventory (.80). The RADS-2: SF is a one-dimensional screening measure for depression in adolescence. Convergent and discriminatory validity demonstrate positive correlations with depression, suicidal ideation/behavior, hopelessness, and negative correlations with measure of self-esteem and self-concept (Mental Measurements Yearbook, 2010).
Developmental Considerations
Irritability is a common symptom expressed by depressed adolescents. Adolescence is a time of abundance and change of hormones and physical maturity. As a result, irritability is not uncommon during adolescence but an increase in irritable mood and anger can be an indication of depression. A professional must consider the developmental maturity of the adolescent during evaluation.
Cultural Considerations
No alternate language versions are available for this assessment so caution must be used when interpreting the results of an examinee whose native language is not English. Ethnicity and gender were taken into account for this assessment and norms were established based on gender and ethnicity, which serves as strength for the norm-comparison. Unfortunately, the two clinical samples were highly represented by Caucasians, and serves as a weakness to compare to other races and ethnicities. Social-economic status was not accounted for within the sample, along with geographical locations, which are variables that may effect the sample. The instrument can be read aloud if examinees have trouble reading the questions or have certain learning disabilities.
*To purchase the RADS-2: SF manual, kits, forms and booklets, click here.