CAS Test is a comprehensive test developed for the evaluation of cognitive and emotional processes of children between the ages of 5-17, used to determine the characteristics of children's strengths or weaknesses in learning, and to reveal their emotional problems. The scores obtained from the CAS test in subjects such as learning difficulties, attention deficits, and behavioral control in emotional disturbances in cases where the child needs mental support or in situations where he or she is superior are guiding in terms of determining the treatment process or the education to be given (Naglieri & Das, 1997; cited in Eryılmaz, 2008). Test results are calculated individually and standard scores are compared with the child's own results and special interpretations are made (Kaufman, 1994; Naglieri, 1993; Sattler, 1982; cited by Ergin).
CAS Test, PASS, which reinterprets intelligence within the scope of cognitive characteristics. It is derived from the theory. According to the PASS Theory, the cognitive activities of the individual are explained as Planning, Attention, Simultaneous and Consecutive Cognitive Processes.
Planning is a cognitive process that includes programming, controlling and evaluating the behavior of the individual in his mind (Luria, 1966; cited in Eryılmaz). ,2008). This process is an important mental process that a child uses in almost every aspect of his daily life. For example, the child's ability to rank the tasks that need to be done during the day in order of importance, and the ability to think of an alternative when the opposite is the case, shows the functionality of the planning activity of his mind. requires its continuity (cited in Kandemir, 2006; cited in Eryılmaz,2008). Thanks to attention processes and cognitive processing, children can provide the necessary focus on their lessons and homework at school, which brings success. For example, thanks to this process, words are brought together, relationships are established, and sentences are perceived. When more than one stimulus is encountered at the same time, it is ensured that they are seen and interpreted. It allows it to be understood in an immutable sequence. For example, a story becomes meaningful if it is told in a certain order. The mental activity that allows to tell in a row is the Consecutive Cognitive Processes.
Sub-Steps of the CAS Test
CAS Test, Full Scale, PASS (Planning, Attention, Cognitive Processing) Timed, Consecutive) and three subtests of each of these four PASS processes. The CAS Test measures the adequacy of cognitive processing, not intelligence. The Full Scale Score measures the adequacy of an individual's cognitive functions and summarizes his or her general cognitive status. PASS Scales are used to determine whether Planning, Attention, Simultaneous and Successive Processes are cognitively strong or weak. Three subtests that provide a detailed measurement of each cognitive process are as follows:
Planning Scale Subtests: Matching Numbers, Planned Codes, Planned Connections
Attention Scale Subtests: Expressive Attention, Number Finding, Perceptual Attention
Concurrent Cognitive Processing Scale Subtests: Nonverbal Matrices, Verbal Spatial Relationships, Shape Memory
Consecutive Cognitive Processing Scale Subtests: Word Series, Sentence Repetition, Speech Speed for 5-7 years old, Sentence Related Questions for 8-17 years old
The Uses of the CAS Test
Attention, Planning, Simultaneousness from the CAS Test and Successive Cognitive Processing scores show the child's success level and performance in school. Thus, the person applying the test and the family can have information about their child's school success.
It allows the evaluation of the diagnosis by measuring the performance of children diagnosed with Attention Deficit and Hyperactivity Disorder, especially in attention and planning processes.
Concurrently As a result of the test scores and Post-Cognitive Processing tests, information is provided about whether the child has a learning disability.
It is used to identify children who need mental support and to evaluate children with traumatic brain injury.
With the test scores obtained, the child's issues such as problems in social relationships or impulse control disorders are detected and information about the presence of emotional disorders is not known� � provides.
Cognitive processes tested with CAS provide more comprehensive data than traditional intelligence tests. For this reason, it provides accurate results in the identification and evaluation of gifted children.
Intervention Methods
The problems with reading that the child experiences are related to low successive and simultaneous cognitive activity scores, and the PASS Intervention Program (PREP) is applied for this problem. In the PREP program, "Global", which aims to improve word decoding and reading skills, and "word association" methods are used to develop skills such as word explanation. The purpose of these methods is to help the child transfer and disseminate the information he has learned to the general public. The child learns to reach the whole from the part by himself by experiencing the activities. These children are encouraged to be able to express themselves verbally, which enables them to perform the planning processes more easily.
Finally, another method is to combine the practices normally done in the classroom with cognitive activities such as learning and problem solving. it is aimed to improve the subjects (Ashman and Conway, 1993a; cited by Ergin).
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