PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition.

The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive Assessment System, 2nd Edition. We also discuss validity issues such as equitable assessment of intelligence, using PASS scores to examine a pattern of strengths and weaknesses related to academic variability and diagnosis, and the utility of PASS scores for intervention. We provide summaries of the research that informs our suggestions that intelligence testing should be theory-based, not constrained by the seminal work of test developers in the early 1900s, and neurocognitive processes should be measured based on brain function.

Executive function treatment and intervention in schools.

This selective review article examines treatment and intervention strategies for executive function (EF) deficits within the school environment. We begin by providing a broad definition of EF. We then examine the scope of EF deficits within the school setting and identify profiles of special populations of students who present with such deficits.

Using IQ discrepancy scores to examine the neural correlates of specific cognitive abilities.

The underlying neural determinants of general intelligence have been studied intensively, and seem to derive from the anatomical and functional characteristics of a frontoparietal network. Little is known, however, about the underlying neural correlates of domain-specific cognitive abilities, the other factors hypothesized to explain individual performance on intelligence tests. Previous preliminary studies have suggested that spatially distinct neural structures do not support domain-specific cognitive abilities.

The neurocognitive assessment of Hispanic English-language learners with reading failure.

This study examined the performance of referred Hispanic English-language learners (N = 40) on the English and Spanish versions of the Cognitive Assessment System (CAS; Naglieri & Das, 1997 ). The CAS measures basic neuropsychological processes based on the Planning, Attention, Simultaneous, and Successive (PASS) theory (Naglieri & Das, 1997 ; Naglieri & Otero, 2011c). Full Scale (FS) scores as well as PASS processing scale scores were compared, and no significant differences were found in FS scores or in any of the PASS processes.

Multigroup confirmatory factor analysis of U.S. and Italian children's performance on the PASS theory of intelligence as measured by the Cognitive Assessment System.

This study examined Italian and U.S. children's performance on the English and Italian versions, respectively, of the Cognitive Assessment System (CAS; Naglieri & Conway, 2009; Naglieri & Das, 1997), a test based on a neurocognitive theory of intelligence entitled PASS (Planning, Attention, Simultaneous, and Successive; Naglieri & Das, 1997; Naglieri & Otero, 2011).

Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample.

This study examined age-related changes in complex executive function (EF) in a large, representative sample (N = 2,036) aged 5 to 17 using the Cognitive Assessment System (CAS; Naglieri & Das, 1997a). Relations between complex EF and academic achievement were examined on a sub-sample (N = 1,395) given the Woodcock-Johnson Tests of Achievement-Revised (Woodcock & Johnson, 1989). Performance on the three complex EF tasks improved until at least age 15, although improvement slowed with increasing age and varied some across tasks.

A cognitive strategy instruction to improve math calculation for children with ADHD and LD: a randomized controlled study.

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to encourage development and application of effective planning for mathematical computation, whereas the comparison group received-standard math instruction. Standardized tests of cognitive processes and math achievement were given at pretest.

Exercise improves executive function and achievement and alters brain activation in overweight children: a randomized, controlled trial.

Objective: This experiment tested the hypothesis that exercise would improve executive function.

Design: Sedentary, overweight 7- to 11-year-old children (N = 171, 56% girls, 61% Black, M ± SD age = 9.3 ± 1.

A national study on the development of visual attention using the cognitive assessment system.

Objective: Developmental changes in the performance of children and adolescents are studied using the Cognitive Assessment System (CAS) which is an individually administered test of 4 basic cognitive processes.

Method: The test measures the Planning, Attention, Simultaneous, and Successive (PASS) processes as a theory of intelligence that can provide the framework for an alternative to traditional IQ tests. The CAS, which includes a scale of attention comprising 3 subtests, each of which is presented visually, provides an opportunity to study the development of visual attention for 2,200 children and adolescents aged 5- to 17-years-old who participated in the national standardization sample.

Exercise and Children's Intelligence, Cognition, and Academic Achievement.

Studies that examine the effects of exercise on children's intelligence, cognition, or academic achievement were reviewed and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent research demonstrating the salutary effects of exercise on adults' cognitive functioning, and (c) studies conducted with animals that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates children's executive function (i.e.

Effects of aerobic exercise on overweight children's cognitive functioning: a randomized controlled trial.

The study tested the effect of aerobic exercise training on executive function in overweight children. Ninety-four sedentary, overweight but otherwise healthy children (mean age = 9.2 years, body mass index 85th percentile) were randomized to a low-dose (20 min/day exercise), high-dose (40 min/day exercise), or control condition.

Ipsative comparisons of WISC-IV index scores.

The Wechsler Intelligence Scale for Children-4th Edition (Wechsler, 2003a) yields standard scores for four indexes that can be compared when practitioners examine within-child variability. The test manual provides pairwise comparison tables that clinicians can use to examine the scale variability, but it does not adequately caution them about the statistical pitfalls of multiple pairwise comparisons (e.g.

Utility of the PASS theory and cognitive assessment system for Dutch children with and without ADHD.

This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD.

Race and ethnic differences and human figure drawings: clinical utility of the DAP:SPED.

This study examined race and ethnic differences on the Draw A Person: Screening Procedure for Emotional Disturbance (DAP:SPED; Naglieri, McNeish, & Bardos, 1991) for youths 6 though 17 years of age for 2 matched samples. Samples were drawn from the DAP:SPED nationally representative standardization sample and matched on gender, grade, and school classroom. No statistically significant differences were found for big figure, small figure, or shading item composites.

Relationships between the WISC-III and the Cognitive Assessment System with Conners' rating scales and continuous performance tests.

The aim of this study was to examine the relationships between intelligence, ratings of behavior, and continuous performance test scores for a sample of 117 children aged 6-16 years who were referred to a specialty clinic. The sample was comprised of children who had a primary (45%) or secondary (36%) diagnosis of ADHD. All children were given the Wechsler Intelligence Scale for Children Third Edition (WISC-III), Cognitive Assessment System (CAS), Conners' Continuous Performance Test (CPT), and Conners' Parent and Teacher Rating Scales--Revised, Long Form.

Mathematical learning difficulties and PASS cognitive processes.

This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing.

Psychological testing on the Internet: new problems, old issues.

The Internet has significantly changed the way people conduct business, communicate, and live. In this article, the authors' focus is on how the Internet influences the practice of psychology as it relates to testing and assessment. The report includes 5 broad sections: background and context, new problems yet old issues, issues for special populations, ethical and professional issues, and recommendations for the future.

Comparison of Hispanic children with and without limited English proficiency on the Naglieri Nonverbal Ability Test.

Hispanic children with (n=148) and without (n=148) limited English proficiency were given the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri.

Relationships between psychiatric conditions and behavior problems among adults with mental retardation.

Adults with predominantly severe and profound mental retardation (N = 180) who lived in a developmental center were assessed with the Behavior Problems Inventory and the Diagnostic Assessment for the Severely Handicapped-II. Individuals with self-injurious, stereotyped, or aggressive/destructive behavior had generally higher psychopathology scores than individuals without, and the presence of behavior problems increased the likelihood of almost all psychiatric conditions up to three-fold. Factor analysis revealed that behavior problems tended to be associated with psychiatric conditions conventionally linked with behavior problems.