Although several definitions of intelligence have been set forth for over a century, the definition of intelligence as a constellation of neurocognitive processes such as Planning, Attention, Simultaneous and Successive processes is unique and theory driven. There is a growing need for neurocognitive measures to evaluate and explain function, to facilitate prognosis, and most importantly guide intervention. Luria's PASS theory offers a blueprint for defining the basic neurocognitive processes underlying human performance, behavior and intelligence. Appreciation and application of this processing model as a framework for assessment is an essential tool necessary to not only understand children's learning and behavior, but to guide and develop effective intervention.