This study explored the PASS cognitive processing theory in junior high students (aged 11-15 years) with and without written expression disabilities. Ninety-six students with (n = 48) and without (n = 48) written expression disabilities were administered the Das-Naglieri: Cognitive Assessment System (DN:CAS; 1997) and the writing subtests of the Wechsler Individual Achievement Test (WIAT; 1992). Discriminant analyses were utilized to identify the DN:CAS subtests and composites that contributed to group differentiation. The Planning composite was found to be the most significant contributor among the four composite scores. Subsequent efficiency of classification analyses provided strong support for the validity of the obtained discriminant functions in that the four DN:CAS composite scale scores correctly identified 83% of the students as members of their respective groups.
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