ERIC Number: EJ1063651
Record Type: Journal
Publication Date: 2015-Jul
Reference Count: 12
Test Review: Naglieri, J. A., Das, J. P., & Goldstein, S. (2014). Cognitive Assessment System-Second Edition (2nd Ed.)
McGill, Ryan J.
Journal of Psychoeducational Assessment, v33 n4 p375-380 Jul 2015
The Cognitive Assessment System-Second Edition (CAS2) is an individually administered measure of cognitive ability designed for children and adolescents ages 5 through 18 years. The measure, authored by Jack A. Naglieri, J. P. Das, and Sam Goldstein, was published by Pro-Ed in 2014 and is the first revision of the Cognitive Assessment System (CAS; Naglieri & Das, 1997). The CAS2 is designed to measure basic psychological processing abilities, resulting largely from the work of Russian neuropsychologist A. R. Luria. Luria (1973) suggested that the brain processes stimuli largely on the basis of interactions between different functional units. From the Lurian perspective, individual units cannot function without input from other units, and thus, the integration of cognitive processing as a whole is vital to understanding brain functioning (Naglieri & Otero, 2012). The CAS2 operationalizes the Lurian framework using the Planning, Attention, Simultaneous, and Successive (PASS) model of cognitive processing. Although beyond the scope of the present review, interested readers are encouraged to consult Das, Naglieri, and Kirby (1994) for an in-depth review of the PASS model. According to the authors, the CAS2 can be administered in clinical and research settings and can be used to diagnose learning strengths and weaknesses, as well as provide relevant information to clinicians for the correct diagnoses of ADHD, specific learning disability, intellectual disability, and traumatic brain injury. In addition, the measure is designed to identify intra-individual (idiographic) as well as normative (nomothetic) cognitive strengths and weaknesses via composite and subtest scores. As a result of these features, the CAS2 is potentially a useful measure for assessment professionals (e.g., school psychologists) who engage in high stakes assessments that result in eligibility decisions for special education and related services. The CAS2 revision plan specified a number of specific goals including improving the reliability and validity of the measure, updating norms, as well as item modifications to diversify presentation formats across the measures. This review found the test materials to be of exceptional quality and administration of the CAS2 is relatively easy to master once users become familiar with the emphasis on strategy assessment for the Planning tests and the overall gestalt of the PASS theory of cognitive functioning.This present review of the CAS2 is largely positive.
Descriptors: Cognitive Tests, Children, Adolescents, Cognitive Processes, Scoring, Test Reliability, Test Validity, Test Norms
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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Identifiers - Assessments and Surveys: Cognitive Assessment System