Defining and Validating the Concept of Neurodiversity using the PASS Theory
Defining and Validating the Concept of Neurodiversity using the PASS Theory
/ Vol 8-Nº 2 jul-dic 2025 /
Tulio M. Otero, PhD. *1 and Jack A. Naglieri, PhD. 2
ABSTRACT
Objective. Neurodiversity is increasingly recognized as a way of understanding natural variations in human cognitive functioning, particularly in individuals with conditions such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and specific learning disabilities (SLD), and intersects significantly with the field of school neuropsychology. School neuropsychology focuses on understanding and addressing the neurological and cognitive factors influencing learning and behavior in educational settings.
Method. This paper explores the theoretical origins of neurodiversity and emphasizes the need for empirically grounded methods to assess cognitive differences.
Results. The Planning, Attention, Simultaneous, and Successive (PASS) theory of intelligence offers a neurocognitive model for identifying individual cognitive profiles. Operationalized through the Cognitive Assessment System (CAS and CAS2), the PASS theory enables the measurement of intra-individual variability across cognitive processes. Data from normative samples reveal that approximately onethird of children show significant diversity among PASS scale scores, providing objective support for the neurodiversity construct. Additionally, analysis of scale profiles in children with ASD, ADHD, and SLD reveals distinct cognitive processing patterns consistent with theoretical expectations.
Conclusion. These findings highlight the utility of the PASS framework in understanding and supporting neurodivergent learners. By moving beyond global intelligence scores, the PASS theory facilitates a more nuanced, person-centered approach to assessment and intervention, aligning with contemporary perspectives on inclusion and individualized support.
1 Faculty, School of Behavioral Sciences, California Southern University, Practicing School Neuropsychologist, email: braindoctmo@gmail.com
2 George Mason University (Retired), email: jnaglieri@gmail.com
*Corresponding author:
Correspondence concerning this article should be addressed to:
Dr. Tulio M. Otero, 1032 Reserve
Dr. Elgin, IL 60124.
Email: braindoctmo@gmail.com
Keywords:
Neurodiversity, PASS theory, Cognitive Assessment System, ADHD, autism, learning disabilities, intra-individual variability
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