Series Preface xiii Preface xv Acknowledgments xix One Overview 1 Introduction to CAS2 7 Description of the CAS2 Measures 9 CAS2 9 Uses of the CAS2 19 Theoretical Foundation 20 Standardization, Reliability, and Validity 29 Operationalization of PASS Theory in the Three CAS2 Measures 33 PASS Relationship to Achievement 33 Race and Ethnic Differences 36 Detecting Learning Problems 39 PASS and Academic Interventions 41 Planning Facilitation 42 PREP and COGENT 44 Test Yourself 46 Two Administration and Scoring of the CAS2, CAS2: Brief, and CAS2: Rating Scale 49 Appropriate Testing Conditions 49 Administration of CAS2 61 Scoring the CAS2 71 Administration of CAS2: Brief 81 Scoring the CAS2: Brief 85 Administration of CAS2: Rating Scale 86 Scoring the CAS2: Rating Scale 86 Test Yourself 88 Three Interpretation 93 CAS2 Interpretation 94 Essential Steps for CAS2, CAS2: Brief, and CAS2: Rating Scale 97 Advanced Steps for CAS2 Interpretation 106 Using CAS2 Online 119 Test Yourself 128 Four Assessment of English Language Learners 129 Context for Understanding the Need for Fair Assessment with English Language Learners 129 Understanding Language Development and ELLs 130 The Challenges of ELL Assessment 132 Current Options for Testing ELL Students 134 Case Illustration 141 Test Yourself 145 Five Intervention 147Jack A. Naglieri and Steven Feifer Intervention's Essential Components 148 Assessment of Reading 159 CAS2 and Mathematics 164 Test Yourself 179 Six Strengths and Weaknesses of CAS2 181 Theoretical 182 Specific Learning Disability Eligibility 185 Practical Issues 186 Nondiscriminatory Assessment 188 Test Yourself 191 Seven Clinical Applications of the CAS2 193 Specific Learning Disabilities 193 Attention-Deficit/Hyperactivity Disorder 211 Autism 229 Traumatic Brain Injury 234 Gifted and Talented Students 240 Intellectual Disability 244 Test Yourself 255 Appendix A CAS2 KTEA-3 Comparisons 257 Appendix B CAS2 and WIAT-III Comparisons 261 Appendix C CAS2 and WJ-IV Achievement Comparisons 265 Appendix D CAS2 and Feifer Assessment of Reading (FAR) 269 Appendix E CAS2 and Feifer Assessment of Math (FAM) 271 Appendix F CAS2 and Bateria III 273 References 277 About the Authors 289 Index 291
JACK A. NAGLIERI, PHD, is Research Professor at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. With J.P. Das, he is well known for the PASS theory of intelligence and its application using the Cognitive Assessment System. TULIO M. OTERO, PHD, is Associate Professor at The Chicago School of Professional Psychology, where he teaches in both the school psychology and clinical psychology programs. He is a practicing school psychologist and consultant with a specialization in clinical neuropsychology, is past president of the Hispanic Neuropsychological Society, and co-author of the Spanish edition of the Cognitive Assessment System, 2nd Edition.