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Das*Naglieri Cognitive Assessment System

Presentation: Morten Hem Gunvor Snnesyn Pedverket Kompetanse, Voss, Norway www.pedverket.no post@pedverket.no
DAFFODIL Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning A multilateral project supported by the European Commission Life Long Learning Programme - 142084-2008-LLP-BE-COMENIUS-CMP - www.daffodilproject.org

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Standardised test tool for inclusion


Theory based assessment of cognitive functions provides tools for inclusive education when the theory is relevant basis for analyzing cognitive functions and learning processes - intervention

Standardised test tool for inclusion


Theory based assessment of cognitive functions provides tools for inclusive education when the assessment gives information about childrens strengths and needs related to the cognitive processes, relevant for school learning tasks.

PASS Theory and CAS Sources


Assessment of Cognitive Processes: The PASS Theory of Intelligence. Das, Naglieri & Kirby, 1994

Cognitive Assessment System Interpretive Handbook. Naglieri & Das, 1997

PASS Theory and CAS Sources

The working brain. An introduction to Neuropsychology A.R. Luria 1973

Luria (1972)
Second Functional Unit Simultaneous and Successive

First Functional Unit - Attention


Luria, A. R. (1970). The Functional organization of the brain. Scientific American, 222, 66-78.

Third Functional Unit Planning

PASS Theory & Application - CAS


Human cognitive functioning includes:
Planning

- The how to, cognitive control, use of processes and knowledge, intentionality (Lurias Third functional unit) Attention - focused cognitive activity (First unit) Simultaneous & Successive - two forms of processing information (Second unit)

PASS Theory
Planning Simultaneous

Output

Attention
Input

Successive

Base of Knowledge

Planning Processing

Planning is a mental process by which the child determines, selects, and uses efficient solutions to problems
problem

solving developing plans impulse control control of processing retrieval of knowledge

Planning Architecture
There is There is Yes Yes a goal a goal Complete Complete the task the task Need Need a plan a plan ? ? No Yes Yes Know Know a plan a plan ? ? No Yes Yes Apply Apply the plan the plan

No Yes Is it Is it working working ? ?

Develop Develop a new plan a new plan Apply the Apply the plan plan

No No

Is the Is the plan plan O.K.? O.K.?

Yes

Planned Codes

A X O A B

B O O C

C X X D

D O X A

Child fills in the codes in the empty boxes Two pages are administered to all children

Planned Codes

A X O A B

B O O C

C X X D

D O X A

Page 2 What is a good plan to complete this page? Note orientation

Attentional Processing

Attention is a mental process by which the person selectively attends to some stimuli and ignores others
focused

cognitive

No Response Response No Response

activity selective attention resistance to distraction

Simultaneous Processing

Simultaneous processing is a mental activity by which the child integrates stimuli into groups
Stimuli

are seen as a whole Each piece must be related to the others

Nonverbal Matrices

Child selects one of the options that best completes the matrix Start:

Ages 5-7: Item 1 Ages 8-17: Item 7


?

Discontinue: After four consecutive items failed


1 2 3 4

Verbal-Spatial Relations

Child selects the picture that answers the question read by the examiner Start:

Ages 5-7: Item 1 Ages 8-17: Item 7

Discontinue: After four consecutive items failed

Which picture shows the arrow pointing to the square in the circle?

Successive

Successive processing is a mental activity by which the person integrates stimuli in a specific serial order
Stimuli

form a chain-like progression Stimuli are not inter-related

Word Series

The child repeats a series of words in the same order the examiner says them Start: 1. Wall-Car

Ages 5-7: Item 1 Ages 8-17: Item 4

Discontinue: After four consecutive items failed

2. ... 10. 11. ... 27.

Shoe-Key Cow-Wall-Car-Girl Dog-Car-Girl-Shoe-Key Cow-Dog-Shoe-Wall-Man-CarGirl-Key-Book

Sentence Repetition

The child repeats sentences spoken by the examiner Start: Item 1 and Discontinue: After four consecutive items are failed
1. The blue is white. ... 10. The red greens the yellow and blues the white. ... 20. The red blues a green pink of yellows, that are brown in the purple, and then tans the gray.

School Work Sheets & PASS Processes

Math Strategies
This work sheet encourages the child to use strategies (plans) in math such as: If 8 + 8 = 16, then 8 + 9 is 17

Word Find
Which PASS processes are involved in this word finding worksheet ?

Simultaneous

How is ... Simultaneous processing facilitated by this work sheet?

Attention
This work sheet has a strong ATTENTION demand because the child has to look for a specific target among many distracting stimuli

Successive

The sequence of the sounds is emphasized in this work sheet

Who has the figure with a triangular shape and a green colour? Who has figures with straight line shapes, the number two, vertical position and a blue colour?

DAFFODIL Dynamic

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DAFFODIL Dynamic

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Assessment for inclusive education The WHY? is more important than the HOW?
Do we assess to discriminate or exclude children? Do we assess to diagnose? Do we assess to create powerful individual education plans and tailored intervention?