Das-Naglieri Cognitive Assessment System (CAS) by Jack A. Naglieri, Ph.D., and J. P. Das, Ph.D. This highly regarded battery assesses four kinds of cognitive processing: Planning Attention Simultaneous 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 in individuals between 5 and 17 years of age. 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, mental retardation, and giftedness. The information obtained from the CAS is particularly helpful in assessing special populations. To provide flexibility, the CAS offers two administration options: the Standard Battery, which can be completed in about 60 minutes, and the Basic Battery, which requires just 40 minutes. Both are individually administered and composed of four scales--Planning, Attention, Simultaneous, and Successive. In the Standard Battery there are three subtests in each scale; in the Basic Battery there are just two subtests per scale. Standard scores, scaled scores, percentile ranks, and age equivalents are provided for the four CAS scales and the full battery. Scaled scores are also generated for all subtests. The CAS was standardized on a representative sample of 2,200 children and adolescents, 5.0 through 17.11 years of age. Norms are reported in 4-month age intervals. 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 illustrative 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 mental retardation, 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 tests, 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.