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ERIC Number: ED413696
Record Type: Non-Journal
Publication Date: 1997
Pages: 32
Abstractor: N/A
Reference Count: N/A
PASS Model Processes of Children with Emotional Disability.
Daley, Christine E.; Nagle, Richard J.; Onwuegbuzie, Anthony J.
The cognitive styles of 40 children (ages 8-17) with serious emotional disturbance (SED) were investigated via their performance on Planning-Attention-Simultaneous-Successive (PASS) model tasks as represented by the Das-Naglieri Cognitive Assessment System (CAS). In the study, the children with SED and 40 typical children were administered the 14 subtests of the CAS Standardization Edition. The two groups were matched according to age, race, and sex. Findings revealed significant differences between the two groups, in favor of controls, across the four PASS model scales and 12 of the 14 CAS subtests, which demonstrated that the children with SED had consistent cognitive weaknesses relative to the controls. Cluster analysis of the performance of children with SED yielded a two-profile solution, which suggested the presence of a subgroup that was higher functioning and had attention disorders, and a lower functioning, more disturbed subgroup. Overall results from the study indicate the CAS appears to provide a promising alternative to traditional assessment measures in acquiring a better understanding of the cognitive characteristics of children with SED, the nature of their abilities and disabilities, and appropriate strategies for the students' academic remediation. (Contains 74 references.) (Author/CR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Cognitive Assessment System