School Function School Function AssessmentAssessment

Emily GannonEmily Gannon

Jenny HaslerJenny Hasler

PurposePurpose

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

This information helps identify the areas This information helps identify the areas where intervention is needed and aids in where intervention is needed and aids in developing program planning for students with developing program planning for students with different types of disabling conditions. different types of disabling conditions.

What is What is School FunctionSchool Function??

NonacademicNonacademic Aspects of a School Program Aspects of a School Program Manipulating books and tools for writingManipulating books and tools for writing Moving around classroom or schoolMoving around classroom or school Interacting with peers during learning tasksInteracting with peers during learning tasks

Three Parts of Test:Three Parts of Test:

Part I- ParticipationPart I- Participation: examines the students’ : examines the students’ participation levels during six major school participation levels during six major school activitiesactivities

- Regular or special education classroom- Regular or special education classroom

- Playground or recess- Playground or recess

- Transportation to and from school- Transportation to and from school

- Bathroom and toileting activities- Bathroom and toileting activities

- Transitions to and from classroom- Transitions to and from classroom

- Mealtime or snack time- Mealtime or snack time

Three Parts of Test:Three Parts of Test:

Part II- Task SupportsPart II- Task Supports: examines types of : examines types of supports the student is provided with when supports the student is provided with when he/she performs school-related functional he/she performs school-related functional tasks.tasks.

Two types of Task Supports:Two types of Task Supports:

1.1. AssistanceAssistance (adult help) (adult help)

2.2. AdaptationsAdaptations (wheelchair, etc.) (wheelchair, etc.)

Three Parts of Test:Three Parts of Test:

Part III- Activity PerformancePart III- Activity Performance: examines how : examines how the student performs during specific school-the student performs during specific school-related functional activitiesrelated functional activities

Physical Activity PerformancePhysical Activity Performance Cognitive/Behavioral Activity Cognitive/Behavioral Activity

PerformancePerformance

Example QuestionExample Question

Maintaining and Changing Positions Maintaining and Changing Positions *Maintains adequate posture for at least ½ hour *Maintains adequate posture for at least ½ hour

during classroom instruction.during classroom instruction.1=Does not Perform1=Does not Perform2=Partial Performance2=Partial Performance3=Inconsistent Performance3=Inconsistent Performance4= Consistent Performance4= Consistent Performance

SFASFA

Item typeItem type: Likert Scale : Likert Scale Level of measurementLevel of measurement: Ordinal- levels of : Ordinal- levels of

function are arranged in order, but intervals function are arranged in order, but intervals between levels are not of equal size.between levels are not of equal size.

*children are graded against peers, not against a *children are graded against peers, not against a “norm” for that age/grade.“norm” for that age/grade.

Directions for taking SFADirections for taking SFA

The test is administered to 1 or more school The test is administered to 1 or more school officials that know the student well.officials that know the student well.

( teacher, aide, OT, PT, SLP, or other school ( teacher, aide, OT, PT, SLP, or other school persons.)persons.)

Only some sections must be completed…but Only some sections must be completed…but every question in those sections must have an every question in those sections must have an answer.answer.

ScoringScoring Part I : Participation scalePart I : Participation scale

1- Participation extremely limited. 1- Participation extremely limited.

2- Participation in a few activities 2- Participation in a few activities

3- Participation in all aspects with constant 3- Participation in all aspects with constant supervision supervision

4- Participation in all aspects with occasional 4- Participation in all aspects with occasional assistance assistance

5- Modified participation 5- Modified participation

6- Full participation6- Full participation

ScoringScoring

Part II: Task SupportsPart II: Task Supports

(Scale for assistance) (Scale for assistance)

1-Extensive assistance 1-Extensive assistance

2-Moderate Assistance 2-Moderate Assistance

3-Minimal Assistance 3-Minimal Assistance

4-No Assistance4-No Assistance

ScoringScoring

Part II :Task SupportsPart II :Task Supports

(Scale for Adaptations) (Scale for Adaptations)

1-Extensive adaptations 1-Extensive adaptations

2-Moderate adaptations 2-Moderate adaptations

3-Minimal adaptations 3-Minimal adaptations

4-No adaptations. 4-No adaptations.

ScoringScoring

Part III :Activity PerformancePart III :Activity Performance

Scale for activity performance Scale for activity performance

1-Does not perform 1-Does not perform

2-Partial performance 2-Partial performance

3-Inconsistent Performance 3-Inconsistent Performance

4-Consistent performance 4-Consistent performance

More ScoringMore Scoring

Add numbers in each section to get Add numbers in each section to get Raw ScoreRaw Score Scoring tables Scoring tables are in the back of the manual…are in the back of the manual…

Criterion and Standard Error Scores are looked Criterion and Standard Error Scores are looked up using the Raw Score.up using the Raw Score.

Safety IssuesSafety Issues

Stress Stress Time/Change over timeTime/Change over time No Unanswered QuestionsNo Unanswered Questions

ReliabilityReliability

• Reliability is consistency or dependability of Reliability is consistency or dependability of scores across different occasions or examiners scores across different occasions or examiners for assessmentsfor assessments

• Internal Consistency reflect the extent to Internal Consistency reflect the extent to which items within a scale are related to one which items within a scale are related to one another.another.

• Test- Retest provides a measure that the Test- Retest provides a measure that the student’s performance is constant across student’s performance is constant across different testing occasions. different testing occasions.

ReliabilityReliability

The Internal Consistency for the SFA is 0.92-The Internal Consistency for the SFA is 0.92-0.98 0.98

Test-Retest- is .82-.98Test-Retest- is .82-.98

*(the closer to +1.0 the higher the reliability)*(the closer to +1.0 the higher the reliability)

ValidityValidity

Content Validity Content Validity Items effectively sample the universe of content.Items effectively sample the universe of content.

Construct Validity Construct Validity Measures what the testers are looking for and how Measures what the testers are looking for and how

valid it is.valid it is.

ValidityValidity

Two content validity studies were completed.Two content validity studies were completed.--First one rated the comprehensiveness and First one rated the comprehensiveness and

relevance of the itemsrelevance of the items-Second provided and evaluation of the -Second provided and evaluation of the

relevance, relevance, comprehensiveness, and usefulness of comprehensiveness, and usefulness of the items the items and rating scales.and rating scales.

Construct Validity was tested and was found to Construct Validity was tested and was found to have excellent predictive and discriminative have excellent predictive and discriminative powerpower

SFASFA

Practicality Costs: $175 Practicality Costs: $175 Includes User's Manual, 25 Record Forms, and 3-8Includes User's Manual, 25 Record Forms, and 3-8

page Rating Scale Guides page Rating Scale Guides

UtilityUtilityExpensiveExpensive

TrainingTraining

ReferencesReferences

Law, Mary, Baum, Carolyn, and Dunn, Law, Mary, Baum, Carolyn, and Dunn, Winnie. Winnie. Measuring Occupational Measuring Occupational Performance.Performance. 2 2ndnd Edition. Slack Incorporated, Edition. Slack Incorporated, 2005.2005.

Coster, W., Deeney, T., Haltinger, J., & Haley, Coster, W., Deeney, T., Haltinger, J., & Haley, S. (1998). School Function Assessment S. (1998). School Function Assessment User’s Manual. San Antonio, Texas: The User’s Manual. San Antonio, Texas: The Psychological Corporation Psychological Corporation