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.

Brief review of fluid reasoning: Conceptualization, neurobasis, and applications.

In the early part of the twentieth century the value of nonverbal tests was initially recognized by Yoakum and Yerkes when they wrote how examinees could fail a verbal test of general ability because of limited skills in English. When these examinees were then tested with a nonverbal test of ability, they often performed well, and therefore this approach avoided "injustice by reason of relative unfamiliarity with English." Measuring cognitive ability with nonverbal measures that do not require verbal skills has been supported now for nearly a century.

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.

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.