Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768140
Title: Reliability, validity and educational use of the Cognitive Abilities Profile
Author: Deutsch, Ruth Marion
ISNI:       0000 0004 7652 7183
Awarding Body: City, University of London
Current Institution: City, University of London
Date of Award: 2017
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Abstract:
The Cognitive Abilities Profile (CAP) (Deutsch and Mohammed, 2010) is a collaborative tool for psychologists and teachers. The CAP is based on principles of Dynamic Assessment (DA) and uses a consultative model for rating pupils' cognitive abilities in various cognitive domains and for planning interventions to facilitate pupils' progress accordingly. The CAP was developed in response to a perceived need for educational psychologists (EPs) to have access to alternative assessments to standardised psychological tests, particularly in the case of learning disadvantaged and ethnic minority pupils. Using DA as one possible approach creates a need for EPs to have access to training and to receive support with the implementation of DA-based intervention methods within local services. However, surveys of EP use of DA indicate limitations in training, inadequate support and difficulties in wider application of DA. In the present work, a quantitative methodology has been used to examine the validity and reliability of the CAP in overcoming the above-noted difficulties in the implementation of DA by EPs. The methodology involved the collection and analysis of data from three groups of EPs, two of which conducted consultations with teachers using the CAP and the third group of EPs used its own choice of consultation methodology and functioned as a control group. The findings of the present work provide evidence of good construct validity of the CAP cognitive domains, adequate inter-rater reliability between CAP users and evidence of advantage for pupils in some areas of functioning between pre- and post-use of the CAP, as validated by independent standardised tests. Analysis of perceptions of EPs of the utility of the CAP, based on the results of feedback questionnaires, addresses issues of user friendliness of the CAP. CAP users agreed on the need for initial training for psychologists and support for practitioners. The findings have implications for adoption of a novel approach in EP and teacher related work.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.768140  DOI: Not available
Keywords: RJ101 Child Health. Child health services
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