The CAP (Deutsch and Mohammed, 2010) is an innovative tool for the use of Psychologists for consultation and observation of children. Through creating a shared language for the use of all those involved with a child, it aims to fill a gap between psychologists’ specialist knowledge of child development and cognitive processes, and the experience of classroom teachers (Deutsch & Reynolds, 2000).
The CAP provides psychologists with a structured framework using rating scales for identifying cognitive (thinking skills) needs within a solution focused approach. This leads to setting joint targets for intervention with teachers and others, both in and outside the classroom. The CAP is based on principles derived from dynamic assessment, without necessarily having to engage in 1:1 assessment.
Cognition and Emotion are two sides of a transparent coin (Feuerstein, et al. 2003)
(i) multi – professional work, supporting the goals of the Common Assessment Framework and Formative Assessment
(ii) identifying the interaction between cognition, learning behaviours and emotions. Using a cognitive focus to help address behavioural and emotional needs, thus supporting the goals of the SEAL curriculum.
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