VIDEO ONLY: Jack Naglieri, Ph.D. and Tulio Otero, Ph.D.; Using PASS theory as the road to equitable neurocognitive assessment

Level of Activity: Intermediate Abstract: In this workshop, Equitable Assessment Practices for Racially, Culturally, and Linguistically Diverse Students are addressed via presenting Planning, Attention- Arousal, Simultaneous and Successive (PASS) theory as measured by the Cognitive Assessment System-Second Edition (CAS2). The focus is on accurate, equitable assessment, and identification of several disabilities (e.g., SLD, ADHD, etc.) and students who are learning English. A review of the current science in test interpretation, case studies of PASS profiles, comparisons to achievement using the Discrepancy Consistency Method, and interventions are provided. Objectives: 1. Describe/discuss PASS theory. 2. Cite the validity of cognitive tests and interpretation 3. Discuss the difference between no test bias and equity. 4. Explain how a brain-based approach to cognitive assessment is a fairer approach for diverse students. 5. Identify possible interventions