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Article library

library of dr. JACK A. naglieri's research and publications. 




Autism


Goldstein, S., Naglieri, J. A., Rzepa, S., & Williams, K. M. (2012). A National Study of Autistic Symptoms in the General Population of School-Age Children and Those Diagnosed with Autism Spectrum Disorders. Psychology in the Schools, 49(10), 1001-1016. doi:10.1002/pits.21650
Goldstein, S., PhD, & Naglieri, J. A., PhD. (2010). The Autism Spectrum Rating Scales: Development and Clinical Utility. Autism Spectrum News,2(3), 17-41. Retrieved from www.mhnews-autism.org
Naglieri, J. A., & Chambers, K. M. (2008). Psychometric Issues and Current Scales for Assessing Autism Spectrum Disorder. In Assessment of Autism Spectrum Disorders (pp. 55-90). The Guilford Press.​
Naglieri, J. A., Chambers, K. M., McGoldrick, K. D., & Goldstein, S. (2018). Psychometric Issues and Current Scales for Assessing Autism Spectrum Disorder. In Assessment of Autism Spectrum Disorders (pp. 26-71). The Guilford Press.



CAS related articles


ADHD


​​Naglieri, J. A., & Rojahn, J. R. (2004). Validity of the PASS Theory and CAS: Correlations with Achievement. Journal of Educational Psychology, 96, 174–181.
Goldstein, S. , & Naglieri, J. A. (2006). The role of intellectual processes in the DSM-V diagnosis of ADHD. Journal of Attention Disorders, 10, 3-8. 
Goldstein, S., & Naglieri, J. A., (2008).The school neuropsychology of ADHD: Theory, assessment, and intervention. Psychology in the Schools, 45, 859-874. 
Goldstein, S., & Naglieri, J.A. (2007). Planning and Attention: What Parents and Teachers Can Do. ​Attention. CHADD: The National Resource of ADHD.

Iseman, J. & Naglieri, J. A. (2011). A Cognitive Strategy Instruction to Improve Math Calculation for Children with ADHD: A Randomized Controlled Study. Journal of Learning Disabilities, 44, 184-195.
Naglieri, J. A., Goldstein, S., Delauder, B. Y., & Schwebach, A. (2006). WISC-III and CAS: Which Correlates Higher with Achievement for a Clinical Sample?” School Psychology Quarterly, 21, 62-76.
 Naglieri, J. A., Goldstein, S., Iseman, J. S., & Schwebach, A. (2003). Performance of Children with Attention Deficit Hyperactivity Disorder and Anxiety/Depression on the WISC-III and Cognitive Assessment System (CAS). Journal of Psychoeducational Assessment, 21, 32-42.
Naglieri, J. A., Salter, C. J., & Edwards, G. H. (2004). Assessment of ADHD and Reading Disabilities Using the PASS Theory and Cognitive Assessment System. Journal of Psychoeducational Assessment.22, 93-105.

Puhan, G., Das, J. P., & Naglieri, J. A. (2007). Separating Planning and Attention. Canadian Journal of School Psychology, 20, 75-83.
Van Luit, J. E. H., Kroesbergen, E. H., & Naglieri, J. A. (2005). Utility of the PASS Theory and Cognitive Assessment System for Dutch Children With and Without ADHD. Journal of Learning Disabilities, 38, 434-439.


CAS & ACHIEVEMENT


​​Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327-336.

Naglieri, J.A. (2001). Do Ability and Reading Achievement Correlate? Journal of Learning Disabilities, 34(4), 304-305.

Naglieri, J.A., & Bornstein, B.T. (2003). Intelligence and Achievement: Just How Correlated Are They? Journal of Psychoeducational Assessment, 21, 244-260.

​​Naglieri, J.A., et al. (2006). WISC-III and CAS: Which Correlates Higher with Achievement for a Clinical Sample? School Psychology Quarterly, 21(1), 62-76.

Van Luit, J.E.H., & Naglieri, J.A. (1999). Effectiveness of the MASTER Program for Teaching Special Children Multiplication and Division. 

Vellutino, F.R. (2001). Further Analysis of the Relationship Between Reading Achievement and Intelligence: Response to Naglieri. Journal of Learning Disabilities, 34(4), 306-310.


​​CASS PASS NEUROPSYCH


Naglieri, Jack & Otero, Tulio. (2011). Cognitive Assessment System: Redefining intelligence from a neuropsychological perspective. Handbook of pediatric neuropsychology. 320-333. 

​Margolis, A., et al. (2013). Using IQ Discrepancy Scores To Examine the Neural Correlates of Specific Cognitive Abilities. The Journal of Neuroscience, 33(35), 14135-14145.
​​

CROSS CULTURAL STUDIES


Cimino, G., & Foschi, R. (2014). NORTHERNERS VERSUS SOUTHERNERS: Italian Anthropology and Psychology Faced With the “Southern Question”. History of Psychology, 1-14.

D'Amico, A., et al. (2012). Differences in achievement not in intelligence in the north and south of Italy: Comments on Lynn (2010a,2010b). Journal of Psychology and Education, 22(1),182-132.

Kroesbergen, E.H., et al. (2010). PASS Processes and Early Mathematics Skills in Dutch and Italian Kindergarteners. Journal of Psychoeducational Assessment, 28(6), 585-593.

​​Naglieri, J. A., Taddei, S., & Williams, K. M. (2013). Multigroup confirmatory factor analysis of U.S. and Italian childrens performance on the PASS theory of intelligence as measured by the Cognitive Assessment System. Psychological Assessment, 25(1), 157-166. 


Exercise and PASS


Davis, C.L., et al (2007). Effects of Aerobic Exercise on Overweight Children's Cognitive Functioning: A Randomized Controlled Trial. American Alliance for Health, Physical Education, Recreation and Dance, 78(5), 510-519. 

Davis, C.L., et al (2011). Exercise Improves Executive Function and Achievement and Alters Brain Activation in Overweight Children: A Randomized, Controlled Trial. Health Psychology, 20(1), 91-98.

Tomporowski, P.D., et.al. (2008). Exercise and Children's Intelligence, Cognition, and Academic Achievement. Educ Psychol Rev, 20(2), 111-131.


Intellectual Disability Study


Naglieri, J.A., & Rojahn, J. (2001). Intellectual Classification of Black and White Children in Special Education Programs Using the WISC-III and the Cognitive Assessment System. American Journal on Mental Retardation, 106(4), 359-367.


Intervention


Das, J. P., Hayward, D. V., Georgiou, G. K., Janzen, T., & Boora, N. (2008). Comparing the effectiveness of two reading intervention programs for children with reading disabilities. Journal of Cognitive Education and Psychology [online], 7(2), 199-222.

Haddad, F.A, et al (2003). Planning Facilitation and Reading Comprehension: Instructional relevance of the PASS Theory. Journal of Psychoeducational Assessment, 21, 282-289.
​Iseman, J.S., & Naglieri, J.A. (2011). A Cognitive Strategy Instruction to Improve Math Calculation for Children With ADHD and LD: A Randomized Controlled Study. Journal of Learning Disabilities, 44(2), 184-195.

Kroesbergen, E.H., et. al (2010). PASS Processes and Early Mathematics Skills in Dutch and Italian Kindergarteners. journal of Psychoeducational Assessment, 1-9.

Mahapatra, S., Das, J. P., Stack-Cutler, H., & Parrila, R., (2010). Remediating Reading Comprehension Difficulties: A Cognitive Processing Approach', Reading Psychology, (31)5, 428-453.

Naglieri, J.A., & Gottling, S.H., (1997). Mathematics Instruction and PASS Cognitive Processes: An Intervention Study. Journal of Learning Disabilities, 30(5), 513-520.

Naglieri, J.A., & Johnson, D. (2000). Effectiveness of a Cognitive Strategy Intervention in Improving Arithmetic Computation Based on the PASS Theory. Journal of Learning Disabilitis, 33(6), 591-597.

Van Luit., J.E.H., & Naglieri, J.A., (1999). Effectiveness of the MASTER Program for Teaching Special Children Multiplication and Division. Journal of Learning Disabilities, 32(2), 98-107.
Winsler, A., & Naglieri, J.A. (2003). Overt and Convert Verbal Problem-Solving Strategies: developmental Trends in Use, Awareness, and Relations With Task Performance in Children Aged 5 to 17. Child Development, 74(3),659-678.
Winsler, A., Naglieri, J.A., & Manfra, L. (2006). Children’s search strategies and accompanying verbal and motor strategic behavior: Developmental trends and relations with task performance among children age 5 to 17. Cognitive Development, 21, 232-248.


Race and Gender Differences


Bardos, A.H, Naglieri, J.A., & Prewett, P.H. (1992). Gender Differences on Planning, Attention, Simultaneous, and Successive Cognitive Processing Tasks. Journal of School Psychology, Inc. 30,293-305.

Naglieri, J.A., & Rojahn, J.R. (2001). Gender Differences in Planning, Attention, Simultaneous, and Successive (PASS) Cognitive Processes and Achievement. Journal of Educational Psychology, 93(2), 430-437.

Naglieri, J.A., et al (2007). Bilingual Hispanic Children’s Performance on the English and Spanish Versions of the Cognitive Assessment System. School Psychology Quarterly, 22(3), 432-448.

​Naglieri, J.A., et al (2005). Black-White Differences in Cognitive Processing: A Study of the Planning, Attention, Simultaneous, and Successive Theory of intelligence. Journal of Psychoeducational Assessment, 23,146-160.

Naglieri, J.A., et al. (2007). Hispanic and non-Hispanic children's performance on PASS cognitive processes and achievement. Intelligence, 35,568-579.
Otero, T.M., Gonzales, L. & Naglieri, J.A. (2012) The Neurocognitive Assessment of Hispanic English-Language Learners With Reading Failure. Applied Neuropsychology: Child, 0,1-9.
Warrick, P.D., & Naglieri, J.A. (1993). Gender Differences in Planning, Attention, Simultaneous, and Successive (PASS) Cognitive Processes. Journal of Educational Psychology, 85(4), 693-701.


Specific Learning Disabilities Identification


Gregg, N. (2006). Book Review: Specific Learning Disabilities and Difficulties and Children and Adolescents: Psychological Assessment Evaluation. Journal of Psychoeducational Assessment, 24, 75-84.

Hale, J. B., Kaufman, A., Naglieri, J. A. and Kavale, K. A. (2006), Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychol. Schs., 43: 753–770. doi:10.1002/pits.20186

ohnson, J.A., Bardos, A.N., & Tayebi, K.A. (2003). Discriminant Validity of the Cognitive Assessment System for Students with Written Expression Disabilities. Journal of Psychoeducational Assessment, 21, 180-195. 

 Naglieri, J.A. (2000). Can Profile Analysis of Ability Test Scores Work? An Illustration Using the PASS Theory and CAS with an Unselected Cohort. School Psychology Quarterly, 15(4), 419-433.

Naglieri, J. A. (2002). Best Practices in Interventions for School Psychologists: A Cognitive Approach to Problem Solving. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV, 1373-1392. Washington, DC: National Association of School Psychologists.

Naglieri, J.A. (2003). Current Advances in Assessment and Intervention for Children with Learning Disabilities. Identification and Assessment Advances in Learning and Behavioral Disabilities. 16, 163-190.

​​Naglieri, J. A. (2011). The discrepancy/consistency approach to SLD identification using the PASS theory. In D. P. Flanagan & V. C. Alfonso (Eds.), Essentials of psychological assessment. Essentials of specific learning disability identification (pp. 145-172). Hoboken, NJ: John Wiley.

​Naglieri, J.A., Goldstein, S. (2011). Assessment of Cognitive and Neuropsychological Processes In J.A. Naglieri, S. Goldstein &  DeVries, M. (Eds.), Learning and Attention Disorders in Adolescence and Adulthood: Assessment and Treatment, Second Edition (137-159).  Hoboken, NJ: John Wiley & Sons, Inc.


Stragety Papers


Winsler, A., Naglieri, J.A., & Manfra, L. (2006). Children's Search Strategies and Accompanying Verbal and Motor Strategic Behavior: Developmental Trends and Relations with Task Performance among Children Age 5 to 17. Cognitive Development. 21(3), 232-248. 



Devereux scales


Naglieri, J.A., Goldstein, S., & LeBuffe, P. (2010). Resilience and Impairment: An Exploratory Study of Resilience Factors and Situation Impairment. Journal of Psychoeducational Assessment. 28, 349-356. 




















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