Essentials of CAS2 Assessment

Jack A. Naglieri, Tulio M. Otero, Alan S. Kaufman, Nadeen L. Kaufman

• Publisher: Wiley
• Year: 2017
• Print ISBN: 9781118589274
• eBook ISBN: 9781118876640
• Edition: 1
• Topic: Psychologie
• Subtopic: Recherche et méthodologie en psychologie

The definitive guide to the latest edition of the Cognitive Assessment System

Essentials of CAS2 Assessment is a comprehensive guide to the successful administration of the updated CAS2. Written by leading cognitive assessment experts, the book discusses the latest research and thinking on PASS (Planning, Attention-Arousal, Simultaneous and Successive) theory and includes case studies that demonstrate the use of CAS2 with several types of diagnostic groups and integration with other instruments. A companion website offers additional tools andinformation to help busy professionals make optimal use of the CAS2.

This is the first book to provide comprehensive, step-by-step guidelines for administering, scoring, and interpreting the latest edition of the Cognitive Assessment System (CAS2). While the outcome of the test depends upon the child's performance, the reliability and accuracy of the analysis depends largely upon the performance of the test administrator. Essentials of CAS2 Assessment offers detailed insight on topics such as:

• Fair assessment of diverse populations
• Assessment of children with comorbid conditions
• Changes to the CAS2 rating scale and form
• Nuances of the three-tier model

Each chapter in the book highlights key concepts, bulleted points, and actual test questions. The CAS2 is a valuable tool in the detection of learning disabilities, ADHD, TBI, retardation, and giftedness. Essentials of CAS2 Assessment is the guidebook professionals need to ensure the CAS2 test is applied and analyzed accurately so that the results can be applied to the maximum benefit of the child.

Chapter One
OVERVIEW

In 1905 Alfred Binet published the first edition of what would become, about 100 years later, the Stanford‐Binet V (Roid, 2003). Fifteen years after the first Binet scale, Yoakum and Yerkes published the Army Mental Tests (1920), on which the Wechsler Intelligence scales (originally published in 1939) were largely based. These measures of IQ all contained test questions that have verbal, quantitative, and nonverbal (spatial) content. The view that an intelligence test should include measures that require knowledge of vocabulary and quantitative concepts has been the basis of both group as well as individually administered IQ tests for a century (Naglieri, 2015).

IQ tests took an important evoluationary step when Alan and Nadeen Kaufman published the K‐ABC in 1983. Their approach was revolutionary: take verbal and quantitative measures out of the measurment of ability and use a conceptualization of intelligence to guide the inclusion of subtests. A second evolutionary step in the advancement of intelligence and its measurement was provided in 1997 when Naglieri and Das published the Cognitive Assessment System (CAS). That approach was simlar to the one taken by the Kaufmans in so far as subtests requiring knowledge of vocabulary and arithmetic were excluded. The CAS was unique in that it contained four scales following Luria's (1973) view of four brain‐based abilities. The goal was to provide a new way of defining ability based on a cognitive and neuropsychological theory and develop a test to measure these basic psychological processing abilities. The K‐ABC and the CAS departed from the traditional approach to IQ because of content differences and their strong conceptual basis.

There has been an evolution in thinking about what a test of ability should be. First, there are traditional IQ tests in which verbal and quantiative test questions are an intergral part of the scales. In these instruments, vocabulary, block building, and arithmetic are considered fundamental and important ways to measure ability. More recently these tests have been partitioned in more subscales based on combining subtests into new categories conceptualized from a varieity of models. For example, although Wechsler originally had Verbal and Performance IQ scales, now the Wechsler Intelligence Scale for Children, Fifth Edition (Wechsler, 2014), has scales labeled Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed (see Naglieri, 2016a, for a review of the WISC‐V). The content of the test, however, remains remarkably the same as what was in the Wechsler‐Bellevue 1939 edition.

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DON'T FORGET 1.1

Psychology advanced considerably during the 20th century, especially in the knowledge of specific abilities and the essential cognitive processes that make up intelligence. Our tests of ability should reflect that evolution.

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Rapid Reference 1.1

Stanford‐Binet Scales

1905	First Binet scale is published by Binet and Simon, subsequently revised in 1908.
1909	Goddard translates Binet‐Simon from French to English.
1916	Terman publishes the Stanford revision and extension of the Binet‐Simon scale that is normed on American children and adolescents and is widely used.
1937	Terman and Merrill publish a revision of the 1916 scale called the Stanford‐Binet Intelligence Scale.
1960	Stanford‐Binet, Form LM (Second Edition)
1972	Stanford‐Binet, Form LM (Third Edition)
1986	Stanford‐Binet, Fourth Edition (by Thorndike, Hagen, & Sattler)
2003	Stanford‐Binet, Fifth Edition

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There is a stark contrast between traditional IQ tests and the CAS (Naglieri & Das, 1997) and CAS2 as well as the K‐ABC (Kaufman & Kaufman, 1983) and K‐ABC‐II. The essential difference between CAS (and CAS2) and traditional IQ tests relies on two main points. First, PASS (Planning, Attention, Simultaneous, and Successive) theory (see following discussion) was used to build the test and, second, CAS2 (similar to the CAS) does not have test questions that are better described as knowledge (i.e., information, similarities, vocabulary, comprehension, arithmetic) (see Naglieri & Bornstein, 2003). For these two reasons, CAS2 is not the same as a traditional IQ tests exemplified by the Binet and Wechsler scales. This raises the question: “Why use the CAS and CAS2?”

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Rapid Reference 1.2

Wechsler Scales

1939	Wechsler‐Bellevue, Form I
1946	Wechsler‐Bellevue, Form II
1949	Wechsler Intelligence Scale for Children (WISC)
1955	Wechsler Adult Intelligence Scale (WAIS)
1967	Wechsler Preschool and Primary Scale of Intelligence
1974	WISC‐Revised
1981	WAIS‐Revised
1989	WPPSI‐Revised
1991	WISC‐III
1997	WAIS‐III
2003	WISC‐IV
2008	WAIS‐IV
2014	WISC‐V

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One of the most important services professionals in this field provide is a thorough assessment of a pe...

Table of contents

• Cover
• Title Page
• Copyright
• Table of Contents
• Dedication
• Series Preface
• Preface
• Acknowledgments
• Chapter One: Overview
• Chapter Two: Administration and Scoring of the CAS2, CAS2: Brief, and CAS2: Rating Scale
• Chapter Three: Interpretation
• Chapter Four: Assessment of English Language Learners
• Chapter Five: Intervention
• Chapter Six: Strengths and Weaknesses of CAS2
• Chapter Seven: Clinical Applications of the CAS2
• Appendix A: CAS2 KTEA‐3 Comparisons
• Appendix B: CAS2 and WIAT‐III Comparisons
• Appendix C: CAS2 and WJ‐IV Achievement Comparisons
• Appendix D: CAS2 and Feifer Assessment of Reading (FAR)
• Appendix E: CAS2 and Feifer Assessment of Math (FAM)
• Appendix F: CAS2 and Bateria III
• References
• About the Authors
• Index
• End User License Agreement