Webinars and Videos

---

IQ tests have been associated with a troubling aspect that has contributed to the perpetuation of racial inequality and harm in communities of color. This conversation will center on the concepts of test equity and bias.  

Presenters: John Kelly, PhD, Jack A. Naglieri, PhD, and Tulio Otero, PhD 

Presentation was sponsored by Education for Change Public Schools in Oakland, CA  

During an event on April 24, Dr. Jack A. Naglieri delivered the presentation, PASS Neurocognitive Profiles for 2E Gifted Students with Dyslexia, Autism  and ADHD: Implication for Assessment and Instruction, on his extensive experience and approach to supporting twice-exceptional (2e) students. With over forty years of expertise in the field, Dr. Naglieri primarily focused on his groundbreaking work in the field of psychology and intelligence measurement. He provided insights into his suite of tests and publications, which play a crucial role in identifying and understanding these unique students.  

This event organized by the National Association for Gifted Children (NAGC) specifically focused on the needs of twice-exceptional (2e) students. The symposium brings together educators, researchers, parents, and professionals in the field of gifted education to explore and discuss strategies, research, and best practices for supporting 2e students. 

In this session the role IQ tests have played in the identification of gifted students is explained. That is, the tests used for group and individual evaluation are contaminated with knowledge, which leads to lower scores for under-privileged students and creates a social justice problem as noted 100 years ago by Yoakum and Yerkes in their book Army Mental Tests. 

Presented at the NASP 2021 Virtual Convention, February 2021. 

For more information about the Naglieri General Ability Tests, Click here

Research evidence will be presented from the following assessment tools and resources:

Yoakum, C. S., & Yerkes, R. M. (Eds.). (1920). Army mental tests. Henry Holt and Company. 

In this NASP sponsored webinar Dr. Naglieri discusses the limitations of traditional IQ tests. You will learn about research which illustrates the Strengths and limitations of traditional IQ and interpretation methods to make them better. 

Research evidence will be presented from the following assessment tools and resources:

Yoakum, C. S., & Yerkes, R. M. (Eds.). (1920). Army mental tests. Henry Holt and Company. 

Naglieri, J.A. & Otero, T.M. (2017). "Essentials of CAS2 Assessment." Wiley.

Cognitive Assessment System: Second Edition (CAS2™) Naglieri, J.A., Das, J.P., & Goldstein, S. (2014). ProEd.

In this webinar the rational and research support of the PASS theory and the Cognitive Assessment System- 2nd Edition are presented.

Research evidence will be presented from the following assessment tools and resources:

Naglieri, J.A. & Otero, T.M. (2017). "Essentials of CAS2 Assessment." Wiley.

Naglieri, J. A., & Pickering, E. B. (2003). Helping Children Learn: Intervention handouts for use in school and at home. Paul H. Brookes Publishing.

Cognitive Assessment System: Second Edition (CAS2™) Naglieri, J.A., Das, J.P., & Goldstein, S. (2014). ProEd.

This session provides a straightforward way school psychologists can use the so called ‘third method’ for SLD eligibility determination to both classify and remediate specific learning disabilities.This will include a brief look at the research on the effectiveness of traditional IQ and second-generation tests (i.e. the CAS2) for SLD identification and socially just assessment. Emphasis will be placed on a step-by-step analysis illustrated using PASS theory to measure ‘basic psychological processes’ in a manner consistent with California’s current definition of SLD and Dyslexia.

Research evidence will be presented from the following assessment tools and resources:

Naglieri, J.A. & Otero, T.M. (2017). "Essentials of CAS2 Assessment." Wiley.

Naglieri, J. A., & Pickering, E. B. (2003). Helping Children Learn: Intervention handouts for use in school and at home. Paul H. Brookes Publishing.

Cognitive Assessment System: Second Edition (CAS2™) Naglieri, J.A., Das, J.P., & Goldstein, S. (2014). ProEd.

In this session, the need to assess behaviors and PASS cognitive processes when conducting an evaluation of individuals how may have Autism is presented. Emphasis is placed on comparing behavioral signs of Autism to a nationally representative sample and research that shows how students with ASD, ADHD and SLD differ on the ASRS and CAS2 PASS profiles. 

Research evidence will be presented from the following assessment tools and resources:

Naglieri, J.A., & Goldstein, S. (2009). Autism Spectrum Rating Sales™ (ASRS®). MultiHealth System.

Naglieri, J.A. & Otero, T.M. (2017). "Essentials of CAS2 Assessment." Wiley.

Cognitive Assessment System: Second Edition (CAS2™) Naglieri, J.A., Das, J.P., & Goldstein, S. (2014). ProEd.

In this MHS sponsored presentation, Dr. Jack Naglieri will describe a five-dimensional model of Executive Function (EF) that can be used to guide the composition of a comprehensive assessment of EF. This will include assessing EF from (1) observable behaviors (e.g., CEFI), (2) a measure of intelligence (using PASS theory), (3) social-emotional skills (e.g., DESSA), (4) academic skills strengths and needs (e.g., FAR and FAM), (5) and the impairment that may result (e.g., RSI). Intervention methods will be discussed throughout the presentation. Benefits include a broad view of EF that can be used to guide assessment and instruction that improves academic and life skills. 

Research evidence will be presented from the following assessment tools and resources:

The  Comprehensive Executive Function Inventory (Naglieri & Goldstein, 2013) 

The Comprehensive Executive Function Inventory—Adult (Naglieri & Goldstein, 2017)

The PASS neurocognitive theory (Cognitive Assessment System, 2nd ed.; Naglieri, Das, & Goldstein, 2014)

Social-emotional skills (Devereux Student Strength Assessment; LeBuffe, Shapiro, & Naglieri, 2010)

Academic skills (Feifer Assessment of Reading and Math; Feifer, 2015, 2017)