RADS-2™

Reynolds Adolescent Depression Scale, 2nd Edition

Details

Purpose

Identifies depressive symptoms in adolescents

Authors

William M. Reynolds, PhD

Administration Formats

Print
Digital

Additional Details

Self-Report to Measure Depression in Adolescents

This 30-item self-report measures the four basic dimensions of depression: Dysphoric Mood, Anhedonia/Negative Affect, Negative Self-Evaluation, and Somatic Complaints. The RADS-2 standard scores and associated clinical cutoff score provide an indication of the clinical severity of the individual’s depressive symptoms. A short form, ideal for screening, is also available.  Learn more about the RADS-2 Screening Form.

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Features and benefits

  • A Depression Total score represents the overall severity of depressive symptomatology.
  • An empirically derived clinical cutoff score helps to identify adolescents who may be at risk for a depressive disorder or a related disorder. Data demonstrate the ability of this cutoff score to discriminate between adolescents with major depressive disorder and an age- and gender-matched control group.

Available in Spanish

The RADS-2 Hand-Scorable Test Booklet is also available in Spanish. View or download the new Creation and Use of the RADS-2 and the RCDS-2:SF Spanish Translations white paper here or via the Resources tab above. 

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Photo of Reynolds Adolescent Depression Scale, 2nd Edition
Age Range 11 years to 20 years
Admin Time 5-10 minutes
Qualification Level S

Shop by Kit

RADS-2 Introductory Kit

4955-KT
$279.00
4955-KT
What's Included

RADS-2/RCDS-2 Combination Kit

6938-KT
$498.00
6938-KT
What's Included

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FAQs

What is the technical information of the RADS-2™?

Test structure

  • The six RADS-2 critical items are those that have been identified as being most predictive of a depressive disorder diagnosis.
  • Scores are plotted on a Summary/Profile Form, allowing comparison of elevations across subscales.
  • Administration and scoring are available 24/7 on PARiConnect, our online assessment platform. 

Technical information

  • Standardized with a school-based sample of 3,300 adolescents that was stratified to reflect 2000 U.S. Census statistics for gender and ethnicity.
  • Reliability and validity studies included a school-based sample of more than 9,000 adolescents and a clinical sample of adolescents with DSM-III-R or DSM-IV diagnoses who were evaluated in both school and clinical settings.

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