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Multidimensional Scaling of the Cognitive Assessment System--Second Edition: Implications for the Structural Validity of PASS Theory and Its Application in School Psychology

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Title: Multidimensional Scaling of the Cognitive Assessment System--Second Edition: Implications for the Structural Validity of PASS Theory and Its Application in School Psychology
Language: English
Authors: Ryan J. McGill (ORCID 0000-0002-5138-0694)
Source: Psychology in the Schools. 2026 63(4):856-866.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Cognitive Processes, Cognitive Tests, School Psychology, Content Validity, Children, Planning, Attention, Age Differences, Multidimensional Scaling, Factor Analysis
Assessment and Survey Identifiers: Cognitive Assessment System
DOI: 10.1002/pits.70132
ISSN: 0033-3085
1520-6807
Abstract: This study applied multidimensional scaling (MDS) to the Cognitive Assessment System--Second Edition (CAS2) to investigate the structural validity of PASS theory (Planning, Attention, Simultaneous, Successive) across two age groups (5-7, 8-18 years) in the normative sample (N = 1342). MDS is a statistical technique that creates a visual map showing similarities and differences between objects in a visual array of the distances between them. Accordingly, MDS offered a spatial representation of subtest relationships, revealing near-perfect model fit for both groups. Results indicated some clustering of Planning and Attention measures, partially supporting prior findings that these constructs may be psychometrically fused. Expressive Attention displayed atypical spatial placement from ages 8 to 18, suggesting factorial complexity beyond those linkages. A radex-like structure emerged, with cognitively complex tasks centrally located and more differentiated configurations observed in older participants, consistent with the developmental mutualism hypothesis. Findings highlight persistent challenges in cleanly separating PASS processes, with implications for CAS2 interpretation and intervention design. MDS proved a valuable complement to factor analysis, offering nuanced insights into test dimensionality and the ongoing debate over the validity of PASS theory.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499390
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This study applied multidimensional scaling (MDS) to the Cognitive Assessment System--Second Edition (CAS2) to investigate the structural validity of PASS theory (Planning, Attention, Simultaneous, Successive) across two age groups (5-7, 8-18 years) in the normative sample (N = 1342). MDS is a statistical technique that creates a visual map showing similarities and differences between objects in a visual array of the distances between them. Accordingly, MDS offered a spatial representation of subtest relationships, revealing near-perfect model fit for both groups. Results indicated some clustering of Planning and Attention measures, partially supporting prior findings that these constructs may be psychometrically fused. Expressive Attention displayed atypical spatial placement from ages 8 to 18, suggesting factorial complexity beyond those linkages. A radex-like structure emerged, with cognitively complex tasks centrally located and more differentiated configurations observed in older participants, consistent with the developmental mutualism hypothesis. Findings highlight persistent challenges in cleanly separating PASS processes, with implications for CAS2 interpretation and intervention design. MDS proved a valuable complement to factor analysis, offering nuanced insights into test dimensionality and the ongoing debate over the validity of PASS theory.
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      – SubjectFull: School Psychology
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