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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: Essentials of Psychological Assessment
- Sprache: Englisch
The definitive guide to the latest edition of the Cognitive Assessment System
Essentials of CAS2 Assessment is a comprehensive guide to the successful administration of the updated CAS2. Written by leading cognitive assessment experts, the book discusses the latest research and thinking on PASS (Planning, Attention-Arousal, Simultaneous and Successive) theory and includes case studies that demonstrate the use of CAS2 with several types of diagnostic groups and integration with other instruments. A companion website offers additional tools and information to help busy professionals make optimal use of the CAS2.
This is the first book to provide comprehensive, step-by-step guidelines for administering, scoring, and interpreting the latest edition of the Cognitive Assessment System (CAS2). While the outcome of the test depends upon the child's performance, the reliability and accuracy of the analysis depends largely upon the performance of the test administrator. Essentials of CAS2 Assessment offers detailed insight on topics such as:
- Fair assessment of diverse populations
- Assessment of children with comorbid conditions
- Changes to the CAS2 rating scale and form
- Nuances of the three-tier model
Each chapter in the book highlights key concepts, bulleted points, and actual test questions. The CAS2 is a valuable tool in the detection of learning disabilities, ADHD, TBI, retardation, and giftedness. Essentials of CAS2 Assessment is the guidebook professionals need to ensure the CAS2 test is applied and analyzed accurately so that the results can be applied to the maximum benefit of the child.
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Seitenzahl: 494
Veröffentlichungsjahr: 2017
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Table of Contents
Cover
Copyright
Dedication
Series Preface
Preface
Acknowledgments
Chapter One: Overview
Introduction to CAS2
Description of the CAS2 Measures
CAS2
Uses of the CAS2
Theoretical Foundation
Standardization, Reliability, and Validity
Operationalization of PASS Theory in the Three CAS2 Measures
PASS Relationship to Achievement
Race and Ethnic Differences
Detecting Learning Problems
PASS and Academic Interventions
Planning Facilitation
PREP and COGENT
Test Yourself
Chapter Two: Administration and Scoring of the CAS2, CAS2: Brief, and CAS2: Rating Scale
Appropriate Testing Conditions
Administration of CAS2
Scoring the CAS2
Administration of CAS2: Brief
Scoring the CAS2: Brief
Administration of CAS2: Rating Scale
Scoring the CAS2: Rating Scale
Test Yourself
Chapter Three: Interpretation
CAS2 Interpretation
Essential Steps for CAS2, CAS2: Brief, and CAS2: Rating Scale
Advanced Steps for CAS2 Interpretation
Using CAS2 Online
Test Yourself
Chapter Four: Assessment of English Language Learners
Context for Understanding the Need for Fair Assessment with English Language Learners
Understanding Language Development and ELLs
The Challenges of ELL Assessment
Current Options for Testing ELL Students
Case Illustration
Test Yourself
Chapter Five: Intervention
Intervention's Essential Components
Assessment of Reading
CAS2 and Mathematics
Test Yourself
Chapter Six: Strengths and Weaknesses of CAS2
Theoretical
Specific Learning Disability Eligibility
Practical Issues
Nondiscriminatory Assessment
Test Yourself
Chapter Seven: Clinical Applications of the CAS2
Specific Learning Disabilities
Attention-Deficit/Hyperactivity Disorder
Autism
Traumatic Brain Injury
Gifted and Talented Students
Intellectual Disability
Test Yourself
Appendix A: CAS2 KTEA‐3 Comparisons
Appendix B: CAS2 and WIAT‐III Comparisons
Appendix C: CAS2 and WJ‐IV Achievement Comparisons
Appendix D: CAS2 and Feifer Assessment of Reading (FAR)
Appendix E: CAS2 and Feifer Assessment of Math (FAM)
Appendix F: CAS2 and Bateria III
References
About the Authors
Index
End User License Agreement
List of Tables
Chapter One: Overview
Table 1.1 CAS2 Subtests and Composite Scales
Table 1.2 Structure of the CAS Scales and Subtests in Order of Administration
Table 1.3 Practice Effects for the CAS2 PASS, Full Scale, and Supplemental Scale Standard Scores (
N
= 144)
Table 1.4 Practice Effects for the CAS2: Brief and CAS2: Rating Scale
Table 1.5 Average Correlations Between Ability Tests and Achievement Including and Excluding Scales That Require Knowledge
Table 1.6 Standard Score Mean Differences by Race on Traditional and Nontraditional Intelligence Tests
Chapter Two: Administration and Scoring of the CAS2, CAS2: Brief, and CAS2: Rating Scale
Table 2.1 Example Scoring Sentence Questions on the CAS2
Chapter Three: Interpretation
Table 3.1 How PASS Is Measured by the CAS2, CAS2: Brief, and CAS2: Rating Scale
Table 3.2 Categories for CAS2 Scale and Subtest Scores
Table 3.3 Differences Between PASS Scale Standard Scores and the Student's Average PASS Score Required for Significance for the CAS2 Extended and Core Batteries, CAS2: Brief, and CAS2: Rating Scales
Table 3.4 Examples of PASS Profiles and Their Interpretation for CAS2 Extended Battery
Table 3.5 Values Needed for Significance When Comparing the CAS2 or CAS2: Brief with CAS2: Rating Scale
Table 3.6 Values Needed for Significance When Comparing the CAS2 Executive Function Scale With CEFI Teacher, Parent, and Self‐Ratings
Table 3.7 Values Needed for Significance When Comparing Similar Scales on the WISC‐V and CAS2
Table 3.8 Values Needed for Significance When Comparing Similar Scales on the CAS2 and WPPSI‐IV
Table 3.9 Differences Needed When Comparing Subtest Scores to the Child's Mean Within Each PASS Scale for the 12‐Subtest Extended Battery (Ages 5–18 Years)
Table 3.10 Differences Needed When Comparing Two Subtests Scores Within Each PASS Scale for the 8‐Subtest Core Battery
Chapter Five: Intervention
Table 5.1 Balanced Literacy Strategies and PASS for Mixed Dyslexia
Table 5.2 Nelson's CAS2 Scoring
Table 5.3 Nelson's Scores on the KTEA‐III Reading Subtests
Table 5.4 Nelson's Scores on the KTEA‐III Math Subtests
Table 5.5 Nelson's Scores on the KTEA‐III Writing Subtests
Table 5.6 Nelson's Scores on the Feifer Assessment of Reading (FAR)
Chapter Seven: Clinical Applications of the CAS2
Table 7.1 Allen's CAS Standard Scores and Comparisons of Each PASS Score to His Mean (From CAS2 Online Scoring and Report)
Table 7.2 Pre‐ and Post‐Intervention Achievement Raw Scores, Standard Scores, Differences, and Effect Sizes for Allen
Table 7.3 KABC‐II Scores for Anthony
Table 7.4 NEPSY Scores for Anthony
Table 7.5 TEA‐Ch Scores for Anthony
Table 7.6 CAS2 Scores for Anthony
Table 7.7 KTEA‐III Scores for Anthony
Table 7.8 CELF‐4 Scores for Anthony
Table 7.9 Vineland‐II Scores for Anthony
Table 7.10 BASC‐3 Teacher Ratings for Anthony
Table 7.11 BASC‐3 Parent Ratings for Anthony
Table 7.12 PASS Composite Index Scores
Table 7.13 PASS Scale Comparisons
Table 7.14 Stanford‐Binet Intelligence Scales, Fifth Edition (SB‐V) and Vineland II Adaptive Behaviors Scales
Table 7.15 Vineland Adaptive Behavior Scale II
Table 7.16 Analysis of the Variability in Eric's PASS Scale Scores
Table 7.17 Adaptive Behavior Assessment System II (ABAS‐III) Scores for Eric
Appendix A: CAS2 KTEA‐3 Comparisons
Table A.1 Values Needed for Significance When Comparing the CAS2 Extended and Core Battery PASS and Full Scale Scores to All Scores From the KTEA‐3
Appendix B: CAS2 and WIAT‐III Comparisons
Table B.1 Values Needed for Significance When Comparing the CAS2 Extended and Core Battery PASS and Full Scale Scores to All Scores From the WIAT‐III
Appendix C: CAS2 and WJ‐IV Achievement Comparisons
Table C.1 Values Needed for Significance When Comparing the CAS2 Extended and Core Battery PASS and Full Scale Scores to All Scores From the WJ‐IV
Appendix D: CAS2 and Feifer Assessment of Reading (FAR)
Table D.1 Values Needed for Significance When Comparing the CAS2 Extended and Core Battery PASS and Full Scale Scores to All Scores From the Feifer Assessment of Reading (FAR)
Appendix E: CAS2 and Feifer Assessment of Math (FAM)
Table E.1 Values Needed for Significance When Comparing the CAS2 Extended and Core Battery PASS and Full Scale Scores to All Scores From the Feifer Assessment of Math (FAM)
Appendix F: CAS2 and Bateria III
Table F.1 Values Needed for Significance When Comparing the CAS2 Extended and Core Battery PASS and Full Scale Scores to All Scores From the Bateria III
List of Illustrations
Chapter One: Overview
Figure 1.1 PASS Comprehensive System
Figure 1.2 Three Functional Units and Associated Brain Structures
Figure 1.3 Example of a Planning Test
Figure 1.4 Cognitive Processing Structure of a Task That Requires Attention
Figure 1.5 Example of a Task That Requires Attention and Resistance to Distraction
Figure 1.6 Example of a Simultaneous Processing Test
Figure 1.7 Example of a Successive Processing Subtest That Demands Comprehension
Figure 1.8 Scale Profiles Across Ability Tests for Special Populations
Chapter Two: Administration and Scoring of the CAS2, CAS2: Brief, and CAS2: Rating Scale
Figure 2.1 Example of CAS2 and CAS2: Brief Verbal Instructions and Gestures That Accompany Them
Figure 2.2 CAS2 Administration Box for Planned Number Matching
Figure 2.3 Administration Information in the CAS2 Record Form
Figure 2.4 Administration Information in the CAS2: Brief Record Form
Figure 2.5 CAS2 Extended and Core Batteries as Shown on Page 1 of the Record Form
Figure 2.6 CAS2 Planned Connections Subtest Items Administered by Age
Figure 2.7 Example of Strategy Assessment Checklist from the CAS2: Brief Planned Codes Subtest
Figure 2.8 Sequence of Events When Administering the CAS2 Figure Memory Subtest
Figure 2.9 Examples of Figure Memory Items Scored as 1 and 0
Figure 2.10 Recording Time Scores for Planned Connections
Figure 2.11 Ratio Conversion Table for Combining Number Correct and Time or Number Correct, False Detections, and Time
Figure 2.12 Calculation of Ratio Scores for CAS2 Planned Number Matching
Figure 2.13 Calculation of Ratio Scores Using Time, Number Correct, and False Detections
Figure 2.14 Examples of a Completed CAS2 Record Form for Subtest, PASS, and Full Scale Scores
Figure 2.15 Examples of a Completed CAS2 Record Form for Supplemental Scales
Figure 2.16 Example of Excessive Attention Subtest Scoring
Figure 2.17 Scoring Example for CAS2: Rating Scale Attention Items
Figure 2.18 Scoring Example for CAS2: Rating Scale
Chapter Three: Interpretation
Figure 3.1 Three Kinds of Test Items Typically Used in Measures of Ability
Figure 3.2 Steps for Using the Discrepancy/Consistency Method
Figure 3.3 PASS and Achievement Scores for the Discrepancy/Consistency Method
Figure 3.4 From PASS to Fluency
Figure 3.5 Completed CAS2 Record Form Provided by the CAS2 Online Scoring and Interpretive Report Writer
Figure 3.6 Interpretive Report Provided by the CAS2 Online Scoring and Interpretive Report Writer
Chapter Four: Assessment of English Language Learners
Figure 4.1 Alejandro's CAS2 and Achievement Test Results Based on the Discrepancy/Consistency Method
Figure 4.2 Alejandro's Academic Achievement Test Results
Chapter Five: Intervention
Figure 5.1 Student Handout for Thinking Smart—Planning
Figure 5.2 Measure of Mindset: Child & Adolescent Version
Figure 5.3 Measure of Mindset: Teacher & Parent Version
Figure 5.4 Handout for Teachers That Describes Simultaneous Processing
Figure 5.5 Nelson's Discrepancy/Consistency Method of SLD Results
Chapter Seven: Clinical Applications of the CAS2
Figure 7.1 Children 3 to 21 Years Old Served Under IDEA Part B by Type of Disability 2012–2013
Figure 7.2 Allen's Scores Illustrate the PSW Approach to SLD Determination Using the Discrepancy/Consistency Method
Figure 7.3 PASS and Achievement Test Scores for Clark
Figure 7.4 Clark's Scores Illustrate the PSW Approach to SLD Determination Using the Discrepancy/Consistency Method
Figure 7.5 Different Profiles for Those With Autism and ADHD
Figure 7.6 Evaluation Results for Michael at Ages 8 and 10
Figure 7.7 Michael's Neurocognitive and Academic Achievement Results at Age 10
Figure 7.8 IQ Scores for Adolfo
Figure 7.9 Adolfo's PASS and Achievement Scores
Guide
Cover
Table of Contents
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Essentials of Psychological Assessment Series
Series Editors, Alan S. Kaufman and Nadeen L. Kaufman
Essentials of 16PF
®
Assessment
by Heather E. P. Cattell and JamesM. Schuerger
Essentials of ADHD Assessment for Children and Adolescents
by Elizabeth P. Sparrow and Drew Erhardt
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
by David A. Kilpatrick
Essentials of Assessment Report Writing
by Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, and Alan S. Kaufman
Essentials of Assessment with Brief Intelligence Tests
by Susan R. Homack and Cecil R. Reynolds
Essentials of Autism Spectrum Disorders Evaluation and Assessment
by Celine A. Saulnier and Pamela E. Ventola
Essentials of Bayley Scales of Infant Development‐II Assessment
by Maureen M. Black and Kathleen Matula
Essentials of Behavioral Assessment
by Michael C. Ramsay, Cecil R. Reynolds, and R.W. Kamphaus
Essentials of Career Interest Assessment
by Jeffrey P. Prince and Lisa J. Heiser
Essentials of CAS Assessment
by Jack A. Naglieri
Essentials of CAS2 Assessment
by Jack A. Naglieri and Tulio M. Otero
Essentials of Child and Adolescent Psychopathology, Second Edition
by LindaWilmshurst
Essentials of Cognitive Assessment with KAIT and Other Kaufman Measures
by Elizabeth O.
Lichtenberger, Debra Y. Broadbooks, and Alan S. Kaufman
Essentials of Conners Behavior Assessments™
by Elizabeth P. Sparrow
Essentials of Creativity Assessment
by James C. Kaufman, Jonathan A. Plucker, and John Baer
Essentials of Cross‐Battery Assessment, Third Edition
by Dawn P. Flanagan, Samuel O. Ortiz, and Vincent C. Alfonso
Essentials of DAS‐II
®
Assessment
by Ron Dumont, John O.Willis, and Colin D. Elliot
Essentials of Dyslexia Assessment and Intervention
by NancyMather and Barbara J.Wendling
Essentials of Evidence‐Based Academic Interventions
by Barbara J.Wendling and NancyMather
Essentials of Executive Functions Assessment
by GeorgeMcCloskey and Lisa A. Perkins
Essentials of Forensic Psychological Assessment, Second Edition
byMarc J. Ackerman
Essentials of Gifted Assessment
by Steven I. Pfeiffer
Essentials of IDEA for Assessment Professionals
by GuyMcBride, Ron Dumont, and John O.Willis
Essentials of Individual Achievement Assessment
by Douglas K. Smith
Essentials of Intellectual Disability Assessment and Identification
Alan W. Brue and Linda Wilmshurst
Essentials of KABC‐II Assessment
by Alan S. Kaufman, Elizabeth O. Lichtenberger, Elaine Fletcher‐Janzen, and Nadeen L. Kaufman
Essentials of KTEA
™
‐3 and WIAT
®
‐III Assessment
by Kristina C. Breaux and Elizabeth O. Lichtenberger
Essentials of MCMI
®
‐IV Assessment
by Seth D. Grossman and Blaise Amendolace
Essentials of Millon
™
Inventories Assessment, Third Edition
by Stephen Strack
Essentials of MMPI‐A™ Assessment
by Robert P. Archer and Radhika Krishnamurthy
Essentials of MMPI‐2
®
Assessment, Second Edition
by David S. Nichols
Essentials of Myers‐Briggs Type Indicator
®
Assessment, Second Edition
by Naomi L. Quenk
Essentials of NEPSY
®
‐II Assessment
by Sally L. Kemp andMarit Korkman
Essentials of Neuropsychological Assessment, Second Edition
by Nancy Hebben andWilliam Milberg
Essentials of Nonverbal Assessment
by Steve McCallum, Bruce Bracken, and JohnWasserman
Essentials of PAI
®
Assessment
by Leslie C.Morey
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners
by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan
Essentials of Processing Assessment, Second Edition
by Milton J. Dehn
Essentials of Psychological Testing, Second Edition
by Susana Urbina
Essentials of Response to Intervention
by Amanda M. VanDerHeyden andMatthew K. Burns
Essentials of Rorschach
®
Assessment
by Tara Rose, Michael P.Maloney, and Nancy Kaser‐Boyd
Essentials of Rorschach Assessment: Comprehensive System and R‐PAS
by Jessica R. Gurley
Essentials of School Neuropsychological Assessment, Second Edition
by Daniel C.Miller
Essentials of Specific Learning Disability Identification
by Dawn Flanagan and Vincent C. Alfonso
Essentials of Stanford‐Binet Intelligence Scales (SB5) Assessment
by Gale H. Roid and R. Andrew Barram
Essentials of TAT and Other Storytelling Assessments, Second Edition
by Hedwig Teglasi
Essentials of Temperament Assessment
by Diana Joyce
Essentials of WAIS
®
‐IV Assessment, Second Edition
by Elizabeth O. Lichtenberger and Alan S. Kaufman
Essentials of KTEA™ ‐3 and WIAT
®
‐III Assessment
by Kristina C. Breaux and Elizabeth O. Lichtenberger
Essentials of WISC
®
‐IV Assessment, Second Edition
by Dawn P. Flanagan and Alan S. Kaufman
Essentials of WISC‐V
®
Assessment
by Dawn P. Flanagan and Vincent C. Alfonso
Essentials of WJ IV
®
Cognitive Abilities Assessment
by Fredrick A. Schrank, Scott L. Decker, and John M. Garruto
Essentials of WJ IV
®
Tests of Achievement
by Nancy Mather and Barbara J.Wendling
Essentials of WMS
®
‐IV Assessment
by Lisa Whipple Drozdick, James A. Holdnack, and Robin C. Hilsabeck
Essentials of WNV™ Assessment
by Kimberly A. Brunnert, Jack A. Naglieri, and Steven T. Hardy‐Braz
Essentials of Working Memory Assessment and Intervention
byMilton J. Dehn
Essentials of WPPSI™ ‐IV Assessment
by Susan Engi Raiford and Diane L. Coalson
Essentials of WRAML2 and TOMAL‐2 Assessment
byWayne Adams and Cecil R. Reynolds
Essentials of CAS2 Assessment
Jack A. Naglieri, PhDTulio M. Otero, PhD
Copyright © 2017 by John Wiley & Sons, Inc. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
Published simultaneously in Canada.
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Library of Congress Cataloging-in-Publication Data is Available
9781118589274 (Paperback)
9781118705384 (ePDF)
9781118876640 (epub)
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Printed in the United States of America
FIRST EDITION
I would like to dedicate this book to my wife, Kathleen Kryza, who has greatly helped me take the PASS theory to teachers in a way I could never have achieved on my own. With much appreciation and love. I also dedicate this book to my friend and coauthor of the CAS and CAS2, J. P. Das. His contributions over these 30-plus years have had and continue to have a significant impact on the tests we have published and the many children who have been assessed. A final dedication to my parents and grandparents, especially my mother, who taught me the value of persistence and frequently reminded me that “you can be anything you want if you try hard enough.”
—J. A. N.
There are several people I wish to dedicate this book to. First of all, my sincerest gratitude goes to my good friend and colleague Jack Naglieri for his friendship, continued encouragement, professional mentorship, and trust in my understanding of PASS theory as measured by the CAS2 and how to demonstrate its relevance in the trenches of clinical practice. To my friend and colleague Mary Moreno from the University of Puerto Rico, who throughout the years has worked closely with me in providing a variety of workshops on developing interventions based on PASS and demonstrating the use of the CAS and CAS2 with Hispanic/Latino populations. Mary Moreno, along with many of our colleagues and students, was instrumental in the development of the CAS2, Spanish Edition. To my wife, Bernadette, who understood the importance of this project and the time commitments it required. Her loving support helped me to remain on task in spite of our multiple family and social commitments and my tendency to become easily distracted. To my sons, Tulio and Willy, who even though they are adults, I feel the need to be a good example and a source of pride for them. Last, to my mother, who by example showed us never take no for an answer, to persevere patiently even when you think you can't anymore, and when you fall do your best to minimize any damage.
—T. M. O.
Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity.
—George S. Patton
SERIES PREFACE
In the Essentials of Psychological Assessment series, we have attempted to provide the reader with books that will deliver key practical information in the most efficient and accessible style. Many books in the series feature specific instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. Other books, like Essentials of KABC‐II Assessment focus on crucial topics for professionals who conduct assessments—topics such as specific reading disabilities, evidence‐based interventions, or ADHD assessment. For the experienced professional, books in the series offer a concise yet thorough review of a test instrument or a specific area of expertise, including numerous tips for best practices. Students can turn to series books for a clear and concise overview of the important assessment tools, and key topics, in which they must become proficient to practice skillfully, efficiently, and ethically in their chosen fields.
Wherever feasible, visual cues highlighting key points are utilized alongside systematic, step‐by‐step guidelines. Chapters are focused and succinct. Topics are organized for an easy understanding of the essential material related to a particular test or topic. Theory and research are continually woven into the fabric of each book, but always to enhance the practical application of the material, rather than to sidetrack or overwhelm readers. With this series, we aim to challenge and assist readers interested in psychological assessment to aspire to the highest level of competency by arming them with the tools they need for knowledgeable, informed practice. We have long been advocates of “intelligent” testing—the notion that numbers are meaningless unless they are brought to life by the clinical acumen and expertise of examiners. Assessment must be used to make a difference in the child's or adult's life, or why bother to test? All books in the series—whether devoted to specific tests or general topics—are consistent with this credo. We want this series to help our readers, novice and veteran alike, to benefit from the intelligent assessment approaches of the authors of each book.
We are delighted to includeEssentials of the CAS2 in our series. This book offers an innovative approach to understanding intelligence as a set of neurocognitive processes. The authors offer a succinct overview of the CAS2 suite of tests, administration and scoring guidelines, its use with Hispanic/Latino English Language Learners and the development of interventions based on PASS theory. The CAS2 is a valuable tool in the detection of specific learning disabilities, ADHD, TBI, intellectual disability, giftedness, and nondiscriminatory assessment of diverse populations.
Alan S. Kaufman, PhD, and Nadeen L. Kaufman, EdD, Series EditorsYale University School of Medicine
PREFACE
In a 2015 publication entitled, “One Hundred years of intelligence testing: Moving from traditional IQ to second‐generation intelligence tests” (Naglieri, 2015), I suggested that it is time for the field of psychology to embrace a revolutionary step in the assessment of intelligence. This book is designed to help professionals understand why a substantially different approach to defining and measuring ability is so desperately needed and how we can achieve this goal. To illustrate the magnitude of the need we remind the reader that all traditional IQ tests with verbal, quantitative, and nonverbal content are based on the US Army and Beta Tests (Yoakum & Yerkes, 1920) which will be 100 years old in 2017! Cosmetic modifications, extraordinary efforts on the part of the publisher to modernize the test, and extensive methods to reinterpret subtests according to contemporary ideas of intelligence, do not change the fact that the “new” Wechsler (now in its fifth edition) is an antique.
Traditional IQ tests which were originally devised to “aid in segregating and eliminating the mentally incompetent, classify men according to their mental ability, and assist in selecting competent men for responsible positions” (Yoakum, 1921, p. 19) are insufficient for the demands of today for several reasons. First, these tests were not built on any theory of intelligence which is critical for test development and puts undue responsibility on the user to determine what the scores mean. Second, the use of verbal and quantitative tests as measures of ability is hard to justify because the test questions are often virtually indistinguishable from questions on tests of achievement. Third, the fact that these IQ tests demand knowledge of English creates considerable problems for the assessment of those with limited familiarity with English. Fourth, traditional IQ tests also are ineffective for non‐discriminatory assessment and yield inaccurately large racial and ethnic differences. Fifth, these tests have failed to yield profiles for students with specific kinds of learning problems. Finally, IQ test scores continue to have no relevance to instruction. (The evidence for all these limitations is provided in Chapter 1) For years, critics of IQ tests have noted these limitations and argued that measures of intelligence should not be used at all.
Rather than eliminating tests of intelligence in this book we advocate for a revolutionary step in how to conceptualize and measure human cognitive functioning. We will describe an approach that works because it departs considerably from traditional IQ, and rather than rely on a 100‐year‐old concepts, we take a brain‐based approach to defining and measuring essential neurocognitive abilities.
Our neurocognitive approach begins with a theory called PASS, which stands for the following basic psychological processes: Planning, Attention, Simultaneous, and Successive (Chapters 1 & 2). These constructs were described by A. R. Luria and have been widely studied, especially within the field of neuropsychology. Instead of building upon the US Army Mental Tests, our conceptualization of intelligence is based on Luria's understanding of actual brain function. In this book, we will clearly define this four‐dimensional theory and how it has been operationalized in the CAS2. We will also address the administration and scoring of the test, a theory based interpretation method, how to use the PASS scores for assessment of individuals with various kinds of learning problems, and finally how to build or select interventions based on a student's PASS profile (Chapter 7).
Having a theory of human cognitive processes provides a tremendous advantage over traditional IQ. First, starting with a well‐grounded theory provides a clear vision of what needs to be measured. In our case, this means the four PASS constructs, which are easy to describe. Importantly, the definitions guided the development of subtests included in the first and second editions of the Cognitive Assessment System (see Chapters 5 & 6). This means that practitioners do not have the responsibility of figuring out what the test scores mean nor do they have to choose from a list of possible abilities measured by every subtest. The responsibility of the test author is to describe and validate what the test scores measure, not the practitioner. Most importantly, the PASS theory as operationalized by the CAS and CAS2 is well supported by empirical research. In this book, we will show how PASS scores (a) are more predictive of achievement test scores than any other ability test; (b) show distinctive profiles for different children with different disabilities; (c) can be used for SLD eligibility determination consistent with Federal Law; (d) offer the most equitable way to measure diverse populations; and (e) can be readily used for instructional planning and interventions. Thus, we start with a theory (PASS) which is operationalized by a test (CAS2) and has been well validated for the most important tasks that tests of ability should have—understanding the basic neurocognitive processes underlying learning and academic difficulties and providing solutions to maximize learning.
Our overarching goal for this book is to help practitioners better assess the neurocognitive abilities of the students they intend to help. For us, this means using the PASS theory as measured by the CAS2 (as part of a comprehensive assessment process). This also means that this book is a call for the field of cognitive assessment to embrace a revolution in the way we define and measure ability. This requires that practitioners embrace a new way of describing human cognitive functioning that is conceptualized as neurocognitive functions so that we can be instrumental in helping children achieve their greatest potential.
Change is not always easy, and in fact, it requires looking at what we have known and done with a fresh perspective. PASS is an innovative way of thinking about ability, and the CAS2 is a new way to measure neurocognitive abilities. This book provides the scientific evidence to support this approach. We suggest that practitioners manage this necessary transition with the assurance that an evolutionary step in our field is most definitely needed given all we have learned in the past 100 years. As one of our founding fathers, Thomas Jefferson, noted: “I am not an advocate for frequent changes in laws. But laws must go hand in hand with the progress of the human mind. As that becomes more developed, more enlightened, as new discoveries are made, new truths discovered and opinions change, institutions must advance also to keep pace with the times.” Only though revolutionary change can we improve the evaluation of human cognitive function and better serve children and adolescents with learning needs.
Jack A. NaglieriTulio M. Otero
ACKNOWLEDGMENTS
We would like to acknowledge the support that Alan and Nadeen Kaufman showed when they supported the publication of the Essentials of CAS Assessment, and now the Essentials of CAS2 Assessment in the Essentials series. Their recognition of the value of PASS theory as measured by the CAS and CAS2 is a clear endorsement of our efforts to measure neurocognitive processes rather than IQ. We also recognize Andrea F. Lupton for her excellent work with the manuscript, development of the figures and tables, and management of all the other details needed to make this book. The final product was much improved by her expert assistance. We also thank Steve Feifer for his very valuable contribution to the intervention chapter. Special recognition goes to my coauthor Tulio Otero for his outstanding work, excellent insights, and friendship. Finally, we thank all the staff at Wiley for their support and guidance throughout the publication process.
