Present Use
CAS is used for understanding cognitive development of typical and atypical children, as well as cognitive impairment in adults. It has been used for research, diagnosis, and clinical evaluation by several professionals including educational and school psychologists because it provides good guidelines for educational interventions.
Research on the relationship between the CAS and achievement has shown that the PASS processes strongly predict academic achievement in spite of the fact that it does not include vocabulary (Naglieri and Rojahn, 2004). Similarly, CAS tests have been used for understanding, assessment of and intervention with educational problems associated with reading disabilities (Das, 2009 ) such as autism, attention-deficit-hyperactivity disorder (Naglieri, 2005). CAS tests have also been used for clinical evaluation of mental retardation and cognitive changes in ageing (Das, 2003).
Deserving of special mention is the use of CAS tests for fair assessment of minorities (Naglieri, 2005) and First Nation children whose chronic weakness in reading has been identified as a successive processing deficit compounded by poor home literacy (Das, Janzen & Georgiou, 2007) both of which can be improved through PASS-related intervention (Hayward, Das & Janzen, 2007).
Additionally, CAS with supplementary tests has been found useful for research related to executive decision making in management (Das, Kar, & Parrila,1996).
CAS withstands adaptation and translation into other languages. CAS in Dutch, Italian, Japanese, Korean, Spanish (Castillian), Norwegian and Swedish are commercially available. In addition, CAS has been used in Chinese, Greek, Norwegian and Dutch research.
Read more about this topic: Cognitive Assessment System
Famous quotes containing the word present:
“An immoderate fondness for dress, for pleasure, and for sway, are the passions of savages; the passions that occupy those uncivilized beings who have not yet extended the dominion of the mind, or even learned to think with the energy necessary to concatenate that abstract train of thought which produces principles.... that women from their education and the present state of civilized life, are in the same condition, cannot ... be controverted.”
—Mary Wollstonecraft (1759–1797)
“I think that a young state, like a young virgin, should modestly stay at home, and wait the application of suitors for an alliance with her; and not run about offering her amity to all the world; and hazarding their refusal.... Our virgin is a jolly one; and tho at present not very rich, will in time be a great fortune, and where she has a favorable predisposition, it seems to me well worth cultivating.”
—Benjamin Franklin (1706–1790)