Webinars and Videos

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This session offers school psychologists a straightforward approach to using the ‘third method’ for SLD eligibility determination, focusing on classification and remediation. It reviews the effectiveness of traditional IQ and second-generation tests (e.g., CAS2) for SLD identification and socially just assessment. The session emphasizes a step-by-step analysis using PASS theory to measure 'basic psychological processes' aligned with California’s definitions 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)