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Utility of the PASS Theory and Cognitive Assessment System for Dutch Children With and Without ADHD

Department of Special Education, Heidelberglaan, 1, NL 3584 CS Utrecht, The netherlands, h.vanluit@ fss.uu.nl

Evelyn H. Kroesbergen

Utrecht University

Jack A. Naglieri

School Psychology Program at George Mason University

This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD. The findings showed that children with ADHD in both countries demonstrated relatively low scores on the Planning and Attention scales of the CAS, but average scores on the Simultaneous and Successive scales. These findings are similar to previously published research suggesting that the PASS theory, as operationalized by the CAS, has sensitivity to the cognitive processing difficulties found in some children with ADHD.

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