Simultaneous ability and the Cognitive Assessment System-2 (2017)

Citation

McGoldrick, K. D. & Goldstein, S. (2017). Simultaneous ability and the Cognitive Assessment System-2. The New York School Psychologist, 35(3), 19–21.

Abstract

School psychologists are increasingly called upon to provide IEP team members with an applied understanding of a student’s neuropsychological/cognitive abilities as part of a comprehensive, school-based assessment.  Understanding strengths and weaknesses in these abilities is essential for eligibility determination, intervention design, and progress monitoring. The Cognitive Assessment System, Second Edition (CAS-2; Naglieri, Das, & Goldstein, 2014), based on the PASS theory developed by Das, Naglieri, and Kirby (1994), is a well-constructed and standardized assessment tool providing a reasoned and reasonable means to assess abilities.  The CAS-2 is based on the four interrelated neuropsychological abilities of Planning, Attention, Simultaneous, and Successive proposed by Luria (1966, 1973).  The PASS theory has been further developed and expanded by Naglieri and his colleagues (e.g., Naglieri, 1999; Naglieri, Das, & Goldstein, 2011; Naglieri & Otero, 2011). The CAS-2 offers a multidimensional assessment of neuropsychological abilities, greatly expanding and defining intelligence. In this article, we will briefly outline current constructs of intelligence, many of which heavily rely on acquired knowledge.  We will provide a brief overview and conceptualization of the CAS–2 with an emphasis on simultaneous ability.  Two case studies of children with strong and weak simultaneous ability will also be presented.

Copyright

Holder: New York Association of School Psychologists

Year: 2017