RCMAS-2

Holland Crowe,
Carlyn Morones, &
Annie Sperr
Summary
● A brief self-report measure designed to be useful in understanding and intervention of anxiety
problems that students experience
● 49 yes-or-no questions
● Takes 10-15 minutes to complete
● Can be administered individually or in a group
● Items are written to be understood by anyone with a 2nd grade reading level or above
● Ideal for routine screening and progress monitoring
● $146 for online version and paper version
● The first 10 questions are the short-form of the assessment
Target Audience
● 6-19 years old
○ Different scoring for different age groups
■ 6-8 years old
■ 9-14 years old
■ 15-19 years old
Key Psychometrics
● Total score reliability: 0.92
● Scale score reliability: 0.75-0.86
● Validity scores should be relatively stable across time
○ There is no validity for the short-form version
● Norms are based on an ethnically diverse sample of over 2,300 individuals
Applications & Uses
● To assess the level and nature of anxiety
● Figure out one's social/performance anxiety
● Diagnose anxiety for determining eligibility for special education services
● Teachers can use it to determine levels of anxiety in their students
● Can be used to individualize intervention strategies
Administration and Scoring
● Level C qualification for administration and scoring
● Items the assessment measures:
○ Defensiveness (DEF)
■ Indicates whether the respondent is willing to admit to everyday imperfections that are commonly
experienced
○ Total anxiety (TOT)
■ High total score indicates high overall anxiety level
○ Physiological anxiety (PHY)
■ High score suggests that the child experiences the physiological responses that often accompany
anxiety
○ Worry (WOR)
■ High score suggests the respondent is afraid, nervous, or in some manner over sensitive to
environmental pressures
○ Social anxiety (SOC)
Level C Qualification
Impressions
● Useful for screening purposes and individualizing intervention strategies
● Initial understanding of how to score is confusing
○ Gets easier with practice
● There’s no place on the scoring sheet to record observations of behavior during the assessment
● Biased responses due to self-reporting
● Overall useful and valuable in school settings
Questions?
Thank you!