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CAS 2: Rating Scale

Cognitive Assessment System, Second Edition: Rating Scale

Jack A. Naglieri, Ph.D. , J. P. Das , Sam Goldstein, Ph.D.

Provides scores for Planning, Attention, Simultaneous, and Successive scales as well as a Total Score
CAS 2: Rating Scale - Cognitive Assessment System, Second Edition: Rating Scale Manual

Overview

The CAS2: Rating Scale is a norm-referenced measure of behaviors related to cognitive / neuropsychological theory called PASS (Planning, Attention, Simultaneous, and Successive) completed by teachers. The rating scale provides scores for Planning, Attention, Simultaneous, and Successive scales as well as a Total Score. Each PASS Scale as well as the CAS2 Full Scale yields a percentile rank and standard score with a mean of 100 and a standard deviation of 15.

The scores from the CAS2: Rating Scale can be used to (a) support a referral, supportive services, or special placements, (b) supplement a comprehensive evaluation, (c) compare teachers' ratings with test results, (d) help plan and design academic interventions by revealing behaviors and skills the teacher considers problematic or lacking, and (e) monitor the effectiveness of interventions. Results are particularly useful when used as part of a comprehensive evaluation or as a pre-referral/referral tool.

The CAS2: Rating Scale is a norm-referenced measure of behaviors related to cognitive / neuropsychological theory called PASS (Planning, Attention, Simultaneous, and Successive) completed by teachers. The rating scale provides scores for Planning, Attention, Simultaneous, and Successive scales as well as a Total Score. Each PASS Scale as well as the CAS2 Full Scale yields a percentile rank and standard score with a mean of 100 and a standard deviation of 15.

The scores from the CAS2: Rating Scale can be used to (a) support a referral, supportive services, or special placements, (b) supplement a comprehensive evaluation, (c) compare teachers' ratings with test results, (d) help plan and design academic interventions by revealing behaviors and skills the teacher considers problematic or lacking, and (e) monitor the effectiveness of interventions. Results are particularly useful when used as part of a comprehensive evaluation or as a pre-referral/referral tool.

Key Areas Measured



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