This highly regarded battery assesses four kinds of cognitive processing: Planning; Attention; Simultaneous; and Successive.
Planning and Attention are related to various cognitive disorders and brain injuries; Simultaneous processing reflects the ability to integrate various stimuli and understand logical relationships; and Successive processing involves sequential ordering. By examining these four skill areas, the CAS provides a thorough assessment of cognitive functioning. It is widely used for differential diagnosis, achievement/ability comparisons, determination of cognitive strengths and weaknesses, and identification of ADHD, traumatic brain injury, learning disabilities, intellectual disabilities, and giftedness. The information obtained from the CAS is particularly helpful in assessing special populations.
An Interpretive Handbook that accompanies the CAS provides additional resources for examiners, including detailed interpretive strategies and implications for intervention. It describes several research-based instructional programs directly linked to CAS scales. Two case reports, each with a narrative interpretation of CAS results, are also presented. Easy-to-read tables help you evaluate the significance of ability/achievement discrepancies and intra-individual differences in scale and subtest scores. In addition, the handbook reports research demonstrating the battery’s validity with special populations (students with intellectual disabilities, learning disabilities, giftedness, attention deficits, or traumatic brain injuries).
Carefully constructed and widely accepted, the CAS is appropriate for diverse groups of children and adolescents. Compared to traditional IQ scores, CAS results show substantially smaller differences between African American and White students. Because it is so broadly applicable, the CAS is a popular choice for diagnosis, eligibility determination, instructional planning, and progress monitoring.
This highly regarded battery assesses four kinds of cognitive processing: Planning; Attention; Simultaneous; and Successive.
Planning and Attention are related to various cognitive disorders and brain injuries; Simultaneous processing reflects the ability to integrate various stimuli and understand logical relationships; and Successive processing involves sequential ordering. By examining these four skill areas, the CAS provides a thorough assessment of cognitive functioning. It is widely used for differential diagnosis, achievement/ability comparisons, determination of cognitive strengths and weaknesses, and identification of ADHD, traumatic brain injury, learning disabilities, intellectual disabilities, and giftedness. The information obtained from the CAS is particularly helpful in assessing special populations.
An Interpretive Handbook that accompanies the CAS provides additional resources for examiners, including detailed interpretive strategies and implications for intervention. It describes several research-based instructional programs directly linked to CAS scales. Two case reports, each with a narrative interpretation of CAS results, are also presented. Easy-to-read tables help you evaluate the significance of ability/achievement discrepancies and intra-individual differences in scale and subtest scores. In addition, the handbook reports research demonstrating the battery’s validity with special populations (students with intellectual disabilities, learning disabilities, giftedness, attention deficits, or traumatic brain injuries).
Carefully constructed and widely accepted, the CAS is appropriate for diverse groups of children and adolescents. Compared to traditional IQ scores, CAS results show substantially smaller differences between African American and White students. Because it is so broadly applicable, the CAS is a popular choice for diagnosis, eligibility determination, instructional planning, and progress monitoring.
