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Association: Name: Children and Adults With Attention-Deficit/Hyperactivity Disorder URL: http://www.chadd.org
Citation: URL: http://www.allacademic.com/meta/p116650_index.html Direct Link: HTML Code:

Naglieri, Jack. "REDEFINING INTELLIGENCE AND ITS RELATIONSHIP TO ASSESSMENT OF ADHD" Paper presented at the annual meeting of the Children and Adults With Attention-Deficit/Hyperactivity Disorder, Renaissance Nashville Hotel and Nashville Convention Center, Nashville, Tennessee, Aug 27, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p116650_index.html>

Naglieri, J. A. , 2004-08-27 "REDEFINING INTELLIGENCE AND ITS RELATIONSHIP TO ASSESSMENT OF ADHD" Paper presented at the annual meeting of the Children and Adults With Attention-Deficit/Hyperactivity Disorder, Renaissance Nashville Hotel and Nashville Convention Center, Nashville, Tennessee <Not Available>. 2009-05-26 from http://www.allacademic.com/meta/p116650_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This workshop will begin with a brief examination of the role of intelligence tests as part of a Psychoeducational assessment of ADHD. The research on traditional IQ tests will be summarized and the use of cognitive tests recommended. Special attention will be paid to the Planning, Attention, Simultaneous, Successive (PASS) theory as operationalized by the Cognitive Assessment System (Naglieri & Das, 1997). This theory and instrument will be described because there has been a line of research that has suggested the sensitivity of this theory to the cognitive weaknesses found for some children who have the combined type of ADHD. Particularly, children with this type of ADHD have had a weakness in Planning. Inattentive type ADHD has been associated with specific failure on the Attention component of the PASS theory. This research will be summarized with the goal of differential diagnosis and academic instructional planning. The workshop will include the examination of cases studies and a summary of research on the use of the PASS theory for selection of appropriate academic interventions. Research that has been conducted with children who are poor in Planning will be summarized. Cognitive intervention for children with a deficit in attention will also be described. The goal of this workshop is to merge theory and practice in an applied context. Audience participation will be encouraged and sharing of cases appreciated.

Social Intelligence Relationship with Communication Apprehension and its Relationship Predictability towards Communication Competence

Who Needs Intelligence? The Effect of Intelligence Information and Assessments on Decision Makers