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    RCFT Manual With Scoring PDF Free

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    2 Test Materials and Use TEST MATERIALS ‘The Rey Complex Figure Test materials consist of the Professional Manual, the laminated RCFT Stimulus Card, and the 16-page RCFT'Test Booklet. RCFT Stimulus Figure Many variations of Rey’s original complex figure have appeared in the literature. Lezak printed the stimulus figure in both her 1983 and 1995 texts. [tis rot uncommon for investigators and journal publish- ersto publish the stimulus figure that was used to col- lect research data, Prior to this publication, Rey's original complex figure has not been available com- mercially. Given this, professionals who wished to use Rey's stimulus figure had to rely on photocopies of an “original,” with successive generations of copies exhibiting increasing distortion from the origi- nal. Some professionals have generated professional- quality reproductions of Rey's original figure (Stern et al, 1994; Waber & Holmes, 1985, 1986), but an inspection of these figures reveals slight differences in size and line quality. The stimulus figure used in this manual is intended to be a computer-renclered replica of Rey's original publication (1941). The normative data pre- sented in this manual were collected using the RCFT Stimulus Card. Use of a different complex figure stimulus may render normative comparisons invalid and may affect the validity and utility of the obtained results. The complex figure is presented in portrait orientation on an 812 by 11 inch sheet. The figure is printed on thick card stock and is laminated to ensure durability RCFT Test Booklet The RCFT Test Booklet is a 16-page booklet that provides all forms necessary to administer and score the RCFT. The first page of the test booklet provides blanks to record the respondent’s demographic infor- mation, to record the obtained raw scores and associ- ated standardized scores, and to profile selected RCE scores. Page 2 provides spaces to record perti- nent background, referral, and behavioral informa- tion. Page 3 is used for scoring the respondent's Copy, Immediate Recall, and Delayed Recall repro- ductions, as well as the Recognition trial. Pages 4, 5, and 6 provide spaces for the administrator to draw along simultaneously with the respondent and to make notes during the Copy, Immediate Recall, and Delayed Recall trials, respectively. Pages 7 through 10 are perforated and contain the 24 items of the Recognition trial. Pages 11 through 16 are perforated and are used to record the respondent's reproductions for each of the drawing trials APPROPRIATE POPULATIONS ‘The RCFT has been standardized and normed for use with adults ranging from 18 through 89 years of age. Caution should be used when interpreting RCFT performance for respondents aged 80 through 89 years, because of the small number of individuals in the normative sample in this age range. Respondents should have normal or corrected visual acuity t0 see the stimulus figure and hearing sufficient to compre~ hend the test instructions. ‘The administration proce- dure may be altered slightly to secommodate the needs of a specific situation. Among clinical popula- ‘ions with known or suspected brain dysfunction, these requirements may not be fully mat. In such cases, the reliability and validity of the RCFT data will depend on the clinical skill and expertise of the examiner, PROFESSIONAL REQUIREMENTS Any trained person with a background in psycho- logical testing may serve as an examiner. However, the administration, recording, and scoring procedures detailed in this manual should be carefully studied and mastered by the examiner before the RCFT is used in 2 clinical setting. Training and supervision in these procedures should be provided by a qualified doctoral-level psychologist. Consistent with the guidelines given in the ‘Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 1985), clini cal interpretation of the RCFT requires professional taining and expertise in clinical psychology, neu- ropsychology, or both. The utility and validity of the RCFT as a clinical measure of cognitive ability are directly related to the professional’s background and Knowledge, as well as to the mastery of the informa- tion contained in this manual. Interpretation of RCET Scores for clinical or diagnostic purposes should not be attempted without a clear understanding of brain- behavior relationships and the medical and psycho- Jogical factors that affect them. ADMINISTRATION ‘The RCFT consists of four separate tasks, First, the respondent views the complex figure stimulus card and copies the figure omto a blank sheet of paper. Afier the respondent indicates he or she has com. pleted the Copy drawing, the stimulus figure and the drawing are immediately removed from view. Three minutes of unrelated verbal activity follow. The Immediate Recall trial is administered next. This involves the respondent drawing the figure from ‘memory on a blank sheet of paper. Then, 30 minutes after the respondent completed the Copy trial, he or 1 Delayed Recall trial by again day, ‘om memory. The respondent con, sion trial immediately after egy,” call trial. The Recognitioy pleting the Delged es a ney on _ ee distrcsors: The respondent indicateg of the 24 recognition items he or she recog. vt tvs from the sims figure. In addition os ras eats the examiner will need a #2 pen. a Siac for the respondent's use and a stop, cr gch o digital watch to record the length of time Teguired to copy the stimulus figure, ‘As was noted in chapter 1, administration prog dures that use different delay intervals between copy and immediate recall trials and between copy ang delayed recall tials have appeared in the literature as well as in clinical practice (Knight et al., 1994, Lezak, 1995; Meyers & Meyers, 1995). Some admin. istration protocols omit an immediate recall trial, Previous research has indicated that different admin. istration procedures affect RCFT performance (Loring et al, 1990), It should be emphasized thatthe normative data for the RCFT were collected using a 3-minute delay interval between Copy and Immedi Recall, and a 30-minute delay interval between Copy and Delayed Recall. Deviation from this procedure may affect the validity and utility of the obtained results she completes th ing the figure fr pletes the Recozni General Guidelines Administration should take place in a quiet room with illumination adequate for viewing the RCFT Stimulus Card. The testing environment should be comfortable and free from distraction. A table or desk and two chairs—one for the examiner and one for the Fespondent—are required. The table or desk should Provide ample space for arranging the stimulus figure and the reproduction sheets and should be free of extrancous materials. Ideally, the examiner should sit directly across from the respondent so that the exam dag sah accurately follow along with the respondent’ drawing. A clipboard to hold the test booklet is also desirable in order to shield the test booklex from the pebanden’s view. dt is imperative thatthe respondent prio to administration, the examiner should Top appopeat® rapport with the respondent, This develop iy necessary when testing older subjects is et should not be interrupted or disturbed The sul ie administration. Some respondents, espe- sain with brain dysfunction, may find the ey especially challenging and frustrating, RFT ePr may be encouraged and praised for their ‘put not for theit dravsings. The respondent is to erase, but he or she should never trace ted peru ore given asraght edge or ruler to use in drawing. use of Colored Markers ‘Many professionals use colored pencils, pens, or fetesip markers when administering the RCT in edes to capture organizational and Sequential aspects of performance. Most suggest that the color of the tnarker should be changed when the respondent com- pletes a section of the drawing (Lezak, 1995) However its felt that several disadvantages are asso- ciated with this practice. First, clinical experience suggests that some respondents, especially those with moderateto-severe brain dysfunction, are overly dis- tracied by the requirement to switch markers. The ability to switch markers easily may also be influ- enced by impaired fine-motor control, depth percep- tion, and so forth. Second, it is very difficult to vali- dote guidelines adequately for when markers should bo switched. Switching markers also takes additional administration time, making it problematic given the finding that the time it takes to copy the stimulus fig ure discriminates between brain-injured patients and normal subjects (Meyers & Lange, 1994). Based on these considerations, the procedure of altemating colored markers is not used in the RCFT, Rather, a #2 black lead pencil with a sharp point is used. Clinicians who wish to record the organiza tional and sequential aspects of the respondent's reproductions may follow along with the respondent and simultaneously draw the figure on the separate sheet of paper provided in the test booklet. efforts. Administration Directions Prior to beginning the testing session, detach pages 7 through 16 from the RCFT Test Booklet by tearing along the perforations. Record the respon- dent's name, identification number, and the date of testing in the spaces provided on each sheet. Pages 7 through 16 should be kept out of the respondent's view. Seat the respondent at the table so that he or she i across from and directly facing the examiner. Enter the respondent's demographic information in the spaces provided on page 1 of the test booklet. Obtain and record any referral and background information on page 2. Copy Trial Locate page 15 and 16 of the test booklet, labeled Copy trial. Center this sheet in front of the respondent in portrait orientation (i.e., with the long side of the paper running vertical to the respondent), blank side (Page 15) facing up. Next, locate the laminated RCFT Stimulus Card and place this directly above the Copy trial response sheet, also positioned in portrait orien- tation, Locate page 4 of the test booklet and position it so that no part of the test booklet can be viewed by the respondent. Hand a #2 pencil to the respondent, then point to the stimulus card and say, xt, point t0 ynse sheet and . sat figure onto this ” Point back to the stimulus card and ‘would know that this is the says figure you drew. Do a good job.” After the respondent indicates that he or she understands the nature of the task, begin timing the drawing as the respondent starts copying the figure. ‘The instructions may be repeated or paraphrased as often as necessary to ensure that the respondent ‘understands the task. The respondent's effort may be ‘encouraged, should he or she have difficulty with the task. However, no additional hints or cues about the figure may be given. The respondent is permitted to erase, but he or she may never trace the figure or be given a straight edge or ruler to use in drawing. Page 4 of the test booklet provides an area for the examiner to draw along with the respondent, record- ing an exact duplicate of the respondent’s drawing, noting the sequence and organization of the reproduc~ tion, AS this process-oriented and qualitative informa- tion is not formally included in the RCFT, the specifics of this procedure are left to individual exam- iners based on personal preference and prior training, ‘Some examiners use a system of numbers and arrows to indicate the exact sequence and drawing strokes employed by the respondent. ‘The respondent may rearrange the Copy tri#l Tesponse sheet and the stimulus card according (© Lan sonal preference. However, the respondent should a Tolate either the response sheet or the stimulus a ‘more than 25 degrees from the portrait orientation. this occurs, correet the respondent by placing the Tesponse sheet, stimulus card, or both back in the ‘Proper orientation. If the respondent rotates either ‘the: ‘Fesponse sheet or stimulus card a second time, do not Correct him or her, but do note this rotation in the test booklet for later reference. ‘When the respondent is finished copying the fig- lure, immediately remove both the stimulus card and the response sheet from view, Note the length of time (in seconds) required to copy the figure and record this in the space provided on page 4. Record the time of day that the Copy trial was completed in the space Provided on page 4. As the Immediate and Delayed Recall trials are measures of incidental visuospatial Memory, the respondent should not be told this is a smemory test or that he or she will be asked later to draw the figure from memory. Immediate Recall ial ‘The Immediate Recall trial is administered 3 min- Utes after the Copy trial is completed. Administer a verbal task to the respondent in the intervening 3 min- lutes, such as time estimation, controlled verbal flu- ency, temporal orientation, or even a clinical iner- ‘View. Tasks involving visuospatial stimuli, suchas the Benton Judgment of Line ‘Orientation (BJLO; Benton, Hannay, & Varney, 1975) or the Visual Reprodction Subtest of the WMS-R, should not be administered between the Copy and the Recognition trials. It is important that the subject is engaged and atively per. forming a verbal task during the delay interval Locate page 13 and 14 of the test booklet, labeled Immediate Recall Trial. Center this sheet in front of the respondent in portrait orientation, blank side (Page 13) facing up. Next, locate page 5 of the test booklet and position it so that no: ‘Part of the test book- let may be viewed by the respondent. After i2penco te wesonten hab tage _ had you copy a figure. I would like you to draw - that figure again, but this time from memory.” Point to the blank response sheet and say, “Draw that ‘figure here.” Record the time of day that the Immediate Recall trial commenced in the 4 pace pro- vided on page 5 ners may wish (0 record timing a rae he respondent requires to produce te Recall drawing. Unlike the Copy tig immedi onal procedure, and this time inter! total score in the RCFT. The directions i a simplified a8 necessary 10 ensure t. ante understands the nature of the i aoe srrdent’s effort may be eNCOUraged, sho one pave difficulty with the task. Howe, ‘i ae oral eves or hints about the stimulus Fig ae cen, Page 5 of the test booklet provides a ve examiner to draw along with the respon, in aaiilar manner 28 Was GSCUSSd aboye for ear trial. Again, this procedure is optional yg Oa derived from itis not formally scoreq jy * in te respondent is finished drawing the fy ure, immediately remove the response sheet fom view: If desired, note the length of time (in second) requited to draw the figure, and record this in the space provided on page 5. The respondent should nay be told that he or she will be asked later to draw the igure from memory. Recall Trial opel Recall trial is administered 30 min. utes after the Copy trial (not the Immediate Recal srial) is completed. Administer verbal tasks to the respondent during the interval between completion of the Immediate Recall trial and the Delayed Recall vial, Tasks involving visuospatial stimuli should not be administered between the Copy trial and the Delayed Recall trial. It is important that the respon dent is engaged and actively performing a verbal task ring the delay interval i Locate page 11 and 12 of the test booklet, labeled Delayed Recall Trial. Center this sheet Glectly infront of the respondent in a portrait orien- tation, blank side (page 11) facing up. Next, locate Page 6 of the test booklet and position it so that no Patt of the test booklet may be viewed by the respon- dent. Hand a #2 pencil to the respondent and say,°A ‘hort time ago, Thad you eopy a figure. { would 2 2ou to draw that figure again, but this time from memory.” Point to the blank response sheet ‘Some examiners may want to record the length of time the respondent requires to produce the delayed recall drawing. Unlike the Copy trial, this is an optional procedure, and this time interval is not a for- mal score in the RCFT. The directions may be repeated and simplified as necessary to ensute that the respondent understands the nature of the task, and the respondent may be encouraged, should he or she have difficulty with the task. However, no additional cues or hints about the stimulus figure may be given Page 6 of the test booklet provides an area for the examiner to draw along with the respondent in the manner discussed previously for the Copy trial, Again, this procedure is optional, and information

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