Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 107 p.; also includes graphics. Includes abstract and vita. Advisor: Antoinette Miranda, College of Education. Includes bibliographical references (p. 94-107).

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 46-52).

Reading disability, as the most commonly diagnosed learning disability, continues to pose a tenacious problem to teachers, practitioners and researchers. In an effort to understand the causes of reading disability, voluminous research has been undertaken over the past decades to pinpoint its causes or developmental stumbling blocks. One approach, the Planning, Attention, Simultaneous, and Successive processing (PASS) model, combines neuropsychological theory with elements from cognitive psychology. Based on this model, the Cognitive Assessment System (CAS), as well as methods of intervention for reading disability were developed. Although many studies have been conducted that investigated reading disability in terms of PASS cognitive processes, the final version of the CAS and its predictive utility with respect to reading disability has not been explored to date. The present study aimed to investigate the utility of the CAS, administered at the beginning of grade 1, to predict reading proficiency at the end of grade 1. The sample was comprised of 119 “average” (i.e., belonging to the general population) grade 1 students from schools of the Calgary Board of Education (CBE). The Basic Battery of the CAS was administered to the children in the sample at the beginning of grade 1, as well as four reading subtests of the Woodcock-Johnson Tests of Achievement – Third Edition (WJ-III ACH) at the end of grade 1. The WJ-III ACH yielded a cluster score for basic reading and one for reading comprehension. Correlational and regression analyses were used to address the first aim of this study, namely to explore the relationship between students’ scores on the CAS and their later reading proficiency. To this end, the children’s CAS Full Scale scores and WJ-III ACH cluster scores were subjected to a hierarchical regression analysis, whereby age, gender, and - xviii - SES were kept constant by entering them first in the equation. Next, the relationship between students’ PASS scale scores and the CAS subtest scores respectively and scores on the WJ-III ACH Basic Reading and Reading Comprehension Cluster scores was explored by means of stepwise regression analysis. To improve on the generalizability of results, the regression analyses were conducted on a randomly drawn analysis sample consisting of 80% of the sample, and cross-validated on the remaining 20% of the sample. The second aim of the present study was to ascertain whether clusters could be identified on the basis of CAS performance as well as levels of reading proficiency. To this end, the children’s CAS FS scores, PASS scale scores, and CAS subtest scores were subjected to cluster analyses. The investigation of aim 1 yielded some encouraging results, in that it was found that, together with the covariates: • The CAS FS emerged as a moderately strong predictor of both basic reading and reading comprehension; • Successive processing, in particular the Word Series subtest, significantly predicted basic reading skills; • Successive and simultaneous processing, particularly the Nonverbal Matrices and Sentence Repetition subtests, were significant predictors of reading comprehension; The second aim, which explored the relationship between patterns of CAS cognitive processes and their relationship with reading proficiency, yielded: • Two clusters with distinctly different PASS scale scores and with significant differences between their levels of reading proficiency. Higher PASS scales scores, particularly on the Attention and Planning scales, were associated with higher reading proficiency scores. • Four clusters with distinctly different CAS subtest scores that were also associated with distinctly different levels of reading performance. Good - xix - reading proficiency was associated with good CAS performance, whereas weaker reading proficiency was linked to weaker CAS performance. Biographical variables, such as age and SES were found to be related to performance on the CAS and reading proficiency, while gender did not emerge as an important predictor variable. The present study demonstrated the usefulness of the CAS, particularly its Successive and Simultaneous scales, as potential early predictor of reading disability. An exploration of the relationship between patterns of CAS cognitive processes and later reading proficiency also yielded encouraging and interesting results.

The purpose of this study was to examine the ability of the Cognitive Assessment System (CAS) and the NEPSY, A Developmental Neuropsychological Assessment, to differentiate between the subtypes of Attention Deficit/ Hyperactivity Disorder (AD/HD). The CAS and NEPSY are neuropsychological instruments which provide norms for AD/HD children in general. This study examined the performance of the two subtypes of AD/HD on the CAS and NEPSY. In addition, this study examined the performance of the two AD/HD groups on the Screening Test for Auditory Processing Disorders (SCAN). Since AD/HD children tend to have difficulty with language, the SCAN was used to determine if any of the AD/HD subjects had auditory processing difficulties that might impact their performance on the CAS and/or NEPSY subtests. The sample consisted of 118 children between the ages of 8 and 12 years of age. Using the DSM-IV criteria, the children were diagnosed as having three types of AD/HD: A Predominantly Hyperactive-Impulsive Type (AD/HD-HI), a Predominantly Inattentive Type (AD/HD-I) and a Combined Type The subtypes were also identified by the Attention Deficit Disorders Evaluation Scale-Home Version (ADDES-H). Only two subtypes, AD/HD-I and AD/HD-C, were identified by the ADDES-H. There were not enough AD/HD-HI subjects to include in the study. Therefore, this study focused on the AD/HD-I and AD/HD-C subtypes. A binomial logistic regression analysis was conducted on the AD/HD-I and AD/HD-C subtypes with selected subtests of the NEPSY and the four PASS Scales of the CAS. Results indicated a significant difference between the AD/HD-I and AD/HD-C groups on the Tower subtest of the NEPSY and the Planning Scale of the CAS. The Tower and the Planning Scale are both purported measures of executive functioning; however, results of the Planning Scale were in an unexpected direction. No significant difference was found between the two AD/HD groups on the other subtests examined. The results of the SCAN analysis suggested there were no significant differences in auditory processing between the two AD/HD groups. Recommendations for future research are discussed.

The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all students to determine simultaneous and successive processing proficiency. Independent samples t-tests were conducted to determine processing differences between LDB and NLDA; LDB and NLDB; and NLDB and NLDA. Significant simultaneous and successive cognitive processing differences between LDB and NLDB were not found. These results appear consistent with the existing literature, and call into question the effectiveness of the current definition of LD to discriminate between LD and non-LD students.

The difficulties experienced by children in their middle school age resemble problems with emotional intelligence. It is increased by cultural differences between the child, therapist and social environment. This research problem led to a culturally sensitive Gestalt play therapy intervention programme, to enhance primary school children's emotional intelligence. An intervention was developed, applied and the outcomes thereof studied. The outcomes relate to play therapy techniques, emotional intelligence and cultural sensitivity. The researcher made use of applied research, and thus focused on solving the social problem as stated above, and making a contribution to real life issues. A literature study, related to the concepts of the unit of analysis showed the following: The primary school child has high energy levels and presents concrete reasoning abilities. His self-esteem is based on good interpersonal relationships and achieving tasks. Emotions and other physical and cognitive systems are interdependent. Emotional intelligence is the awareness, management and control of emotions, relate to the functions of the frontal lobes and also to the requirements of a healthy individual according to Gestalt therapy. Culture is connected to the field in Gestalt theory. Cultural sensitivity in this research study meant an attitude of acceptance of cultural differences. Gestalt therapy is based on holism, which includes the environment or field. Gestalt play therapy in a group context was found to be an effective way to teach emotional intelligence skills in a culturally sensitive way to primary school children. The intervention programme was applied to pilot- and research groups, compiled from children who were assessed with the Das-Naglieri Cognitive Assessment System (Naglieri and Das, 1997a) and who presented weaker frontal lobe processes in relation to their other cognitive skills. The outcomes of the research study identified the most effective Gestalt play therapy techniques, which are: The healing therapeutic relationship The use of experiential learning The Gestalt principle of "biding one's time" The study also delivered some unsuspected outcomes namely a relation between right-hemisphere processes and emotional intelligence. This study is still open for further research relating to the concepts discussed above, the intervention programme as well as the unsuspected outcomes. / Social Work / D.Diac.

The difficulties experienced by children in their middle school age resemble problems with emotional intelligence. It is increased by cultural differences between the child, therapist and social environment. This research problem led to a culturally sensitive Gestalt play therapy intervention programme, to enhance primary school children's emotional intelligence. An intervention was developed, applied and the outcomes thereof studied. The outcomes relate to play therapy techniques, emotional intelligence and cultural sensitivity. The researcher made use of applied research, and thus focused on solving the social problem as stated above, and making a contribution to real life issues. A literature study, related to the concepts of the unit of analysis showed the following: The primary school child has high energy levels and presents concrete reasoning abilities. His self-esteem is based on good interpersonal relationships and achieving tasks. Emotions and other physical and cognitive systems are interdependent. Emotional intelligence is the awareness, management and control of emotions, relate to the functions of the frontal lobes and also to the requirements of a healthy individual according to Gestalt therapy. Culture is connected to the field in Gestalt theory. Cultural sensitivity in this research study meant an attitude of acceptance of cultural differences. Gestalt therapy is based on holism, which includes the environment or field. Gestalt play therapy in a group context was found to be an effective way to teach emotional intelligence skills in a culturally sensitive way to primary school children. The intervention programme was applied to pilot- and research groups, compiled from children who were assessed with the Das-Naglieri Cognitive Assessment System (Naglieri and Das, 1997a) and who presented weaker frontal lobe processes in relation to their other cognitive skills. The outcomes of the research study identified the most effective Gestalt play therapy techniques, which are: The healing therapeutic relationship The use of experiential learning The Gestalt principle of "biding one's time" The study also delivered some unsuspected outcomes namely a relation between right-hemisphere processes and emotional intelligence. This study is still open for further research relating to the concepts discussed above, the intervention programme as well as the unsuspected outcomes. / Social Work / D.Diac.