CAS Test - Cognitive Assessment System
The CAS Test is an intelligence and aptitude test that mentally evaluates children aged 5-17. CAS Test stands for Cognitive Assessment System. This test was standardized and translated into Turkish under the leadership of Istanbul University faculty members. The experts authorized to administer the test are experts who have a practitioner qualification certificate by Istanbul University Continuing Education Center.
CAS is organized in two separate forms for ages 5 - 7 and 8 - 17. Because some subtests cover only the 5 - 7 age range, while others cover only the 5 - 17 age range, while some subtests cover the entire 5 - 17 age range.
Application and Usage Areas of CAS Test
Assessment of children with attention deficit hyperactivity disorder, assessment of children with learning disabilities, assessment of children with intellectual disabilities, assessment of children with traumatic brain injury, assessment of children with severe emotional disorders, assessment of children withCAS (Cognitive Assessment System) Battery Intelligence Test can be applied and used to evaluate children with superior intelligence, identify those with planning problems and predict success.
Attention Deficit and Hyperactivity Disorder
The CAS Test is an appropriate tool for assessing the cognitive processing characteristics of children with attention deficit hyperactivity disorder. The Attention and Planning Scales are particularly important when considering this diagnosis. The Attention Scale allows practitioners to determine how successful the individual is in selective attention, orienting to appropriate stimuli and resisting inappropriate stimuli. The Planning Scale provides a good assessment tool for practitioners to determine how successful children are in organizing cognitive activities and determining their level of self-programming.
Learning Disabilities
The CAS Test is also a suitable tool for assessing the cognitive processing underlying learning disabilities. For example, it can help uncover Sequential Cognitive Processing problems associated with decoding in reading. Simultaneous and Successive Cognitive Processing Scores may be related to reading comprehension. Likewise, it can be used to identify Planning difficulties related to solving math problems.
Intellectual Disabilities
The CAS test is useful in determining the likelihood that a child has an intellectual disability in two ways. First, it provides an assessment that requires very little information that the child has acquired through education. Thus, the child will not fail the tests due to lack of knowledge and his/her natural performance will be fully reflected in the scores. Second, because it allows for the assessment of many different cognitive processes, it can help in differential diagnosis.
Traumatic Brain Injury
Each of the four PASS scales allows the measurement of a wide range of cognitive processes that are vulnerable to traumatic brain injury. Organization, impulse control, attention, problem solving and planning are particularly problematic in children with traumatic brain injury (Savage & Wollcott, 1994) and the CAS covers these cognitive functions.
Those with Serious Emotional Disorders
The CAS test also provides information that can be helpful in the assessment of children with severe emotional disorders. These children's difficulties with behavior control, social problems with others, and impulsivity may be associated with low scores on the Planning scale of the CAS test.
Gifted Children
All four scales of the CAS allow for the assessment of the cognitive processes necessary for the assessment of giftedness. The CAS provides a comprehensive measure of cognitive processing and can identify individuals who are superior in cognitive areas that cannot be measured by traditional intelligence tests. Due to the broader range of functions measured, it can identify children who are superior in a wider variety of areas than those identified by traditional tests.
People with Planning Problems
The CAS provides a systematic and structured method for assessing the child's level of planning and organization (Weyandt & Willis, 1994). Planning subtests are sensitive to the child's organization of activities, use of appropriate strategies, impulsivity, regulation of behavior, and assessment.
Predicting Success
CAS aims to predict children's academic achievement. Each of the four PASS scales is associated with success and failure in specific areas of academic performance. The Full Scale Standard Score is the best predictor of basic achievement. The standard scores for each of the four PASS scales are also associated with specific areas of academic performance