IntroductionThe Das-Naglieri cognitive assessment system (CAS) developed in 1997 by Naglieri and Das conceptualizing on the works of the AR Luria PASS model theory, represents an analytical measurement of abilities cognitive based on the neuropsychological construct. The PASS theory, an acronym for planning, attention, simultaneous and successive, focuses on the neuropsychological foundation in which human cognitive processing and intelligences are based on the functional brain and mental activities of input, processing and output (Das, 1999). The endorsement of the PASS theory continues to support the understanding of human intelligence as it relates to cognitive abilities. Psychometric component The CAS is a standardized test aimed at capturing the essence of cognitive abilities by placing emphasis on brain functioning and cognitive processes. Psychometric properties for the CAS include standardization based on sampling of 2,200 children aged 5 to 17 years. Standardization was based on random sampling using the 1990 US Census where diverse population norms are branched by race, sex, region, educational background, environmental context, and parental education level (Reynolds & Fletcher-Janzen , 2003). Additionally, instrument normalization is reported at four-month intervals (Naglieri & Das, 2010). The tool is available in two versions, the standard battery which takes 60 minutes to complete and the basic battery, which is a shorter version of the standard battery and only takes 40 minutes to complete. For psychometric measurement validity, the PASS and Full Scale (FS) scales are used. The psychometric measurement for the CAS involves obtaining raw scores from each subtest and c... center of paper... development of instructional training are questionable. Ethical concerns related to the use of the CAS for educational and remedial purposes concern the reliability of the score interpretation and the effectiveness of the categorization of cognitive deficiencies. For example, the simultaneous process emphasizes the grouping of related stimuli using the cognitive task of information integration. Naglieri and Goldstein (2009) argued that concurrent processing engages in visuospatial perspective by relying on visual memory which may show cognitive weakness in reading comprehension or verbal concepts. The complication of interpreting and profiling an individual with weaknesses in reading comprehension or cognitive deficiencies in word grouping based on the concurrent CAS subscale involves neglecting phonological skills as a means of diminishing reading skills (Aaron, 2002).