Although several studies have shown that planning, attention, simultaneous, and successive (PASS)... more Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes—operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)—are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior performance in reading and mathematics. We used the standardization sample of CAS (n = 1210) and further identified children with superior reading (n = 62) and mathematics (n = 73) performance on Woodcock–Johnson Tests of Achievement–Revised (Woodcock & Johnson, 1989). Results of the initial regression analyses showed that the PASS processes were significant predictors of superior reading and mathematics performance. Next, a classification and regression tree approach showed that the PASS scores could classify superior or not‐superior readers a...
In this article the authors present several justifications in favor of the position that the cons... more In this article the authors present several justifications in favor of the position that the constructs of planning and attention as described in the planning, attention, simultaneous, and successive (PASS) theory of information processing are separate but interdependent processes. There are two parts to the article. The first part comprises a discussion of issues on the need for separating planning and attention and provides evidential validity by reviewing some selected studies. The second part reexamines a factor-analytic study that has questioned the separation of planning and attention processes. The reexamination showed a negligible statistical difference between the proposed three-factor model and the previously established four-factor model. Because the evidential validity of the four-factor model seems reasonably strong, the authors conclude by suggesting that there is little reason to choose the three-factor model that combines attention with planning.
This selective review article examines treatment and intervention strategies for executive functi... more This selective review article examines treatment and intervention strategies for executive function (EF) deficits within the school environment. We begin by providing a broad definition of EF. We then examine the scope of EF deficits within the school setting and identify profiles of special populations of students who present with such deficits. A focus is placed on the developmental trajectory that both EF and the frontal lobes follow and how this drives the selection and effectiveness of treatments and interventions at particular "critical periods" throughout a child's academic career. Direct and indirect school-based diagnostic assessment methods to identify EF deficits in students will be briefly reviewed. Against that background, various treatment methods and intervention strategies to remediate both cognitive and affective EF deficits within the confines of the school setting will be presented. Individual and group intervention strategies will be presented as will their current acceptance within the scientific community and applicability to the educational arena. The importance of incorporating school-based neuropsychological assessment methods that aid in the differential diagnosis of academic and behavioral difficulties directly related to EF will also be discussed, as the accurate identification of these impairments is necessary to facilitate data-based decision making when selecting the most appropriate interventions following a developmental model in educational settings. Topics addressing EF treatment modalities and research-based interventions for clinical and school-based practitioners to consider within educational settings will also be presented as suggestions for future research with pediatric populations.
Executive function (EF) has come to be an umbrella term used for a diversity of hypothesized cogn... more Executive function (EF) has come to be an umbrella term used for a diversity of hypothesized cognitive processes, including planning, working memory, attention, inhibition, self-monitoring, self-regulation, and initiation carried out by prefrontal areas of the frontal lobes.
This study examined decline in cognitive functions in individuals with Down syndrome (DS) over th... more This study examined decline in cognitive functions in individuals with Down syndrome (DS) over the age of 40 in comparison to participants of the same age and comparable mental handicap without Down syndrome (NonDS). Both DS (n = 32) and NonDS (n = 31) samples were divided into “younger” (40–49 years) and “older” (50–62) groups. Cognitive processes were examined by
Pearson correlations between standard scores on the WISC-R and Woodcock-Johnson tests for 77 lear... more Pearson correlations between standard scores on the WISC-R and Woodcock-Johnson tests for 77 learning disabled subjects (M age = 9.5 yr.) showed Reading, Mathematics, and Written Language scores were positively and significantly related to the Verbal subtest scaled scores and Verbal IQs. Scores on Reading and Mathematics were similarly related to the WISC-R Full Scale IQs. The practical significance of these findings is discussed.
Although several studies have shown that planning, attention, simultaneous, and successive (PASS)... more Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes—operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)—are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior performance in reading and mathematics. We used the standardization sample of CAS (n = 1210) and further identified children with superior reading (n = 62) and mathematics (n = 73) performance on Woodcock–Johnson Tests of Achievement–Revised (Woodcock & Johnson, 1989). Results of the initial regression analyses showed that the PASS processes were significant predictors of superior reading and mathematics performance. Next, a classification and regression tree approach showed that the PASS scores could classify superior or not‐superior readers a...
In this article the authors present several justifications in favor of the position that the cons... more In this article the authors present several justifications in favor of the position that the constructs of planning and attention as described in the planning, attention, simultaneous, and successive (PASS) theory of information processing are separate but interdependent processes. There are two parts to the article. The first part comprises a discussion of issues on the need for separating planning and attention and provides evidential validity by reviewing some selected studies. The second part reexamines a factor-analytic study that has questioned the separation of planning and attention processes. The reexamination showed a negligible statistical difference between the proposed three-factor model and the previously established four-factor model. Because the evidential validity of the four-factor model seems reasonably strong, the authors conclude by suggesting that there is little reason to choose the three-factor model that combines attention with planning.
This selective review article examines treatment and intervention strategies for executive functi... more This selective review article examines treatment and intervention strategies for executive function (EF) deficits within the school environment. We begin by providing a broad definition of EF. We then examine the scope of EF deficits within the school setting and identify profiles of special populations of students who present with such deficits. A focus is placed on the developmental trajectory that both EF and the frontal lobes follow and how this drives the selection and effectiveness of treatments and interventions at particular "critical periods" throughout a child's academic career. Direct and indirect school-based diagnostic assessment methods to identify EF deficits in students will be briefly reviewed. Against that background, various treatment methods and intervention strategies to remediate both cognitive and affective EF deficits within the confines of the school setting will be presented. Individual and group intervention strategies will be presented as will their current acceptance within the scientific community and applicability to the educational arena. The importance of incorporating school-based neuropsychological assessment methods that aid in the differential diagnosis of academic and behavioral difficulties directly related to EF will also be discussed, as the accurate identification of these impairments is necessary to facilitate data-based decision making when selecting the most appropriate interventions following a developmental model in educational settings. Topics addressing EF treatment modalities and research-based interventions for clinical and school-based practitioners to consider within educational settings will also be presented as suggestions for future research with pediatric populations.
Executive function (EF) has come to be an umbrella term used for a diversity of hypothesized cogn... more Executive function (EF) has come to be an umbrella term used for a diversity of hypothesized cognitive processes, including planning, working memory, attention, inhibition, self-monitoring, self-regulation, and initiation carried out by prefrontal areas of the frontal lobes.
This study examined decline in cognitive functions in individuals with Down syndrome (DS) over th... more This study examined decline in cognitive functions in individuals with Down syndrome (DS) over the age of 40 in comparison to participants of the same age and comparable mental handicap without Down syndrome (NonDS). Both DS (n = 32) and NonDS (n = 31) samples were divided into “younger” (40–49 years) and “older” (50–62) groups. Cognitive processes were examined by
Pearson correlations between standard scores on the WISC-R and Woodcock-Johnson tests for 77 lear... more Pearson correlations between standard scores on the WISC-R and Woodcock-Johnson tests for 77 learning disabled subjects (M age = 9.5 yr.) showed Reading, Mathematics, and Written Language scores were positively and significantly related to the Verbal subtest scaled scores and Verbal IQs. Scores on Reading and Mathematics were similarly related to the WISC-R Full Scale IQs. The practical significance of these findings is discussed.
Uploads
Papers by Jack Naglieri