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School Function Assessment

School Function Assessment. Emily Gannon Jenny Hasler. Purpose. The School Function Assessment was designed to help identify a student’s strengths and limitations while performing school related functional tasks.

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School Function Assessment

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  1. School Function Assessment Emily Gannon Jenny Hasler

  2. Purpose • The School Function Assessment was designed to help identify a student’s strengths and limitations while performing school related functional tasks. • This information helps identify the areas where intervention is needed and aids in developing program planning for students with different types of disabling conditions.

  3. What is School Function? • Nonacademic Aspects of a School Program • Manipulating books and tools for writing • Moving around classroom or school • Interacting with peers during learning tasks

  4. Three Parts of Test: Part I- Participation: examines the students’ participation levels during six major school activities - Regular or special education classroom - Playground or recess - Transportation to and from school - Bathroom and toileting activities - Transitions to and from classroom - Mealtime or snack time

  5. Three Parts of Test: • Part II- Task Supports: examines types of supports the student is provided with when he/she performs school-related functional tasks. Two types of Task Supports: • Assistance (adult help) • Adaptations (wheelchair, etc.)

  6. Three Parts of Test: • Part III- Activity Performance: examines how the student performs during specific school-related functional activities • Physical Activity Performance • Cognitive/Behavioral Activity Performance

  7. Example Question Maintaining and Changing Positions *Maintains adequate posture for at least ½ hour during classroom instruction. 1=Does not Perform 2=Partial Performance 3=Inconsistent Performance 4= Consistent Performance

  8. SFA • Item type: Likert Scale • Level of measurement: Ordinal- levels of function are arranged in order, but intervals between levels are not of equal size. *children are graded against peers, not against a “norm” for that age/grade.

  9. Directions for taking SFA • The test is administered to 1 or more school officials that know the student well. ( teacher, aide, OT, PT, SLP, or other school persons.) • Only some sections must be completed…but every question in those sections must have an answer.

  10. Scoring • Part I : Participation scale 1- Participation extremely limited. 2- Participation in a few activities 3- Participation in all aspects with constant supervision 4- Participation in all aspects with occasional assistance 5- Modified participation 6- Full participation

  11. Scoring • Part II: Task Supports (Scale for assistance) 1-Extensive assistance 2-Moderate Assistance 3-Minimal Assistance 4-No Assistance

  12. Scoring • Part II :Task Supports (Scale for Adaptations) 1-Extensive adaptations 2-Moderate adaptations 3-Minimal adaptations 4-No adaptations.

  13. Scoring • Part III :Activity Performance Scale for activity performance 1-Does not perform 2-Partial performance 3-Inconsistent Performance 4-Consistent performance

  14. More Scoring • Add numbers in each section to get Raw Score • Scoring tables are in the back of the manual…Criterion and Standard Error Scores are looked up using the Raw Score.

  15. Safety Issues • Stress • Time/Change over time • No Unanswered Questions

  16. Reliability • Reliability is consistency or dependability of scores across different occasions or examiners for assessments • Internal Consistency reflect the extent to which items within a scale are related to one another. • Test- Retest provides a measure that the student’s performance is constant across different testing occasions.

  17. Reliability • The Internal Consistency for the SFA is 0.92-0.98 • Test-Retest- is .82-.98 *(the closer to +1.0 the higher the reliability)

  18. Validity • Content Validity • Items effectively sample the universe of content. • Construct Validity • Measures what the testers are looking for and how valid it is.

  19. Validity • Two content validity studies were completed. -First one rated the comprehensiveness and relevance of the items -Second provided and evaluation of the relevance, comprehensiveness, and usefulness of the items and rating scales. • Construct Validity was tested and was found to have excellent predictive and discriminative power

  20. SFA • Practicality Costs: $175 Includes User's Manual, 25 Record Forms, and 3-8 page Rating Scale Guides • Utility Expensive Training

  21. References • Law, Mary, Baum, Carolyn, and Dunn, Winnie. Measuring Occupational Performance. 2nd Edition. Slack Incorporated, 2005. • Coster, W., Deeney, T., Haltinger, J., & Haley, S. (1998). School Function Assessment User’s Manual. San Antonio, Texas: The Psychological Corporation

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