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“School function,” as used by the School Function Assessment (SFA), refers to a student’s ability to perform important nonacademic functional activities that support or enable participation in the academic and related social aspects of an educational program. The SFA (Coster et al. 1998) is a criterion-based instrument intended to facilitate collaborative program planning as it relates to elementary school students with disabilities. It provides measures of the student’s current level of participation in, and performance on, functional tasks as well as supports needed to perform functional tasks. The content of the SFA covers all major areas of functioning related to the school setting, which includes within and outside classroom settings. Specific attention is given to areas of functioning that may be particularly demanding for students with physical and/or sensory impairments.
The SFA is a judgment-based questionnaire-style...
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Abbreviations
- CP:
-
Cerebral palsy
- LD:
-
Learning disability(ies)
- VABS:
-
Vineland adaptive behavior scales
References
Coster, W. J., Deeney, T. A., Haltiwanger, J. T., & Haley, S. M. (1998). School function assessment. San Antonio: Psychological Corporation/Therapy Skill Builders.
Coster, W. J., Deeney, T. A., Haltiwanger, J. T., & Haley, S. M. (2008). School function assessment: Technical report. San Antonio: Pearson Assessments. Retrieved from http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=076-1615-709&Mode=summary.
Coster, W. J., Mancini, M. C., & Ludlow, L. H. (1999). Factor structure of the school function assessment. Educational and Psychological Measurement, 59, 665–677. https://doi.org/10.1177/00131649921970099.
Davies, P. L., Soon, P., Young, M., & Clausen-Yamaki, A. (2004). Validity and reliability of the school function assessment in elementary school students with disabilities. Physical and Occupational Therapy in Pediatrics, 24(3), 23–43. https://doi.org/10.1300/J006v24n03_03.
Hwang, J., & Davies, P. L. (2009). Rasch analysis of the school function assessment provides additional evidence for the internal validity of the activity performance scales. American Journal of Occupational Therapy, 63, 369–373.
Hwang, J., Davies, P. L., Taylor, M. P., & Gavin, W. J. (2002). Validation of school function assessment with elementary school children. OTJR: Occupation, Participation and Health, 22(2), 48–58.
Pearson Assessments. (2008). Overview of the school function assessment. San Antonio: Pearson Assessments. Retrieved from http://www.pearsonassessments.com/NR/rdonlyres/488D674B-461A-44CD-B1DD-232E77AD0924/0/SFAOverview.pdf.
Piersel, W. C. (2001). Review of the school function assessment. In J. C. Impara & B. S. Plake (Eds.), The fourteenth mental measurements yearbook (pp. 1084–1086). Lincoln, NE: Buros Institute of Mental Measurements.
Reschly, D. J. (1990). Best practices in adaptive behavior. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-II (pp. 29–41). Washington, DC: National Association of School Psychologists.
Sakzewski, L., Boyd, R., & Ziviani, J. (2007). Clinimetric properties of participation measures for 5- to 13-year-old children with cerebral palsy: A systematic review. Developmental Medicine and Child Neurology, 49, 232–240. https://doi.org/10.1111/j.1469-8749.2007.00232.x.
Schafer, W. D. (2001). Review of the school function assessment. In J. C. Impara & B. S. Plake (Eds.), The fourteenth mental measurements yearbook (pp. 1086–1088). Lincoln, NE: Buros Institute of Mental Measurements.
Silverman, M., & Smith, R. O. (2006). Consequential validity of an assistive technology supplement for the school function assessment. Assistive Technology, 18, 155–165. https://doi.org/10.1080/10400435.2006.10131914.
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Strein, W., Kuhn-McKearin, M. (2017). School Function Assessment. In: Volkmar, F. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6435-8_168-5
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DOI: https://doi.org/10.1007/978-1-4614-6435-8_168-5
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