Performance of 2146 Children Ages 5 to 15 with Learning and Behavioral Dysfunction on the Das Naglieri Cognitive Assessment System

Understanding Low Academic Achievement Based on Pass and Ericksonian Humanistic Therapy

“…A poorer simultaneous appears as a predictor of very low achievers. An excellent simultaneous but not planning, attention, and successive are clearly described in gifted children, which allows us to infer a greater effect of simultaneous on academic performance [20]. Also, poorer planning and the "N" pattern appear as a predictor of behavioral-psychosomatic low achievers (Table 4).…”

“…To date, sufficient evidence has been accumulated of the usefulness of CAS to assess intellectual performance [5], [6], [7], [8] [19], [20]. Two points must be highlighted.…”

“…Low achievers show better scores simultaneous than the control group (Table 3). Remember that simultaneous can compensate for other deficiencies if enough planning is present [20]. Low achievers show average or near average scores in planning, attention, simultaneous and successive (Table 3).…”

“…1). Years ago, we described the "N" pattern as a marker indicator of emotional blockage based on having checked that said pattern disappeared with only emotional intervention [15], [16], [20], [21]. Particularly, planning improves overcoming the simultaneous score and undoing the "N" pattern.…”

“…Thinking can be interpreted in light of the planning, attention, successive and simultaneous (PASS) theory of intelligence [5], [6], [7], [8] [18], [19], [20], [21] and feeling in light of current knowledge of confidence-unconfidence (security-insecurity) processing [16], [22]. In this regard, it is relevant the interrelation between cognition and feeling, and how cognitive processing is subject to the processing of feeling in certain cases [22], [23], [24], [25], [26], [27], [28], [29], [30], [31], [32], [33] to the point that verbal self-reporting can be a cognitive bias [34], [35].…”