Ja. Naglieri et al., PERFORMANCE OF HEARING-IMPAIRED STUDENTS ON PLANNING, ATTENTION, SIMULTANEOUS, AND SUCCESSIVE (PASS) COGNITIVE PROCESSING TASKS, Journal of school psychology, 32(4), 1994, pp. 371-383
This study examined the relationships among planning, attention, simul
taneous, and successive (PASS) cognitive processing tasks for a sample
of hearing-impaired students. There were 96 students (51 girls, 45 bo
ys), aged 8 years to 16 years 11 months (mean age = 12.4 years, SD = 2
.5 years). Most of the subjects (59%) received instruction through tot
al communication and the remaining 41% students were enrolled in oral
educational programs. The sample students attended a public day school
(73%) or a state residential school for the deaf (27%). The confirmat
ory factorial results demonstrate that the PASS model was supported fo
r this hearing-impaired sample as it has been in previous investigatio
ns involving normally hearing samples. These results support other exp
loratory and confirmatory factorial studies that have shown PASS tasks
to be consistent with expectations.