School Function Assessment _SFA__

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School Function Assessment _SFA__ Powered By Docstoc
					School Function Assessment (SFA):
 Criterion referenced, interview/observation format
 For children in elementary school (ages 5 – 12)
 Both children with disabilities and typically developing children were used in
   standardization sample

Model:                                              SFA:
Level 1: Social Participation                       Participation (1 scale)
Level 2: Task Performance                           Task Supports (4 scales)
Level 3: Activity Performance                       Activity Performance (21 scales)
Level 4: Basic Structures/Processes

Items represent "essential activities" and observable behaviors

Administration Reminders:
 administration should occur once student is familiar with school and school routines
 Parts I, II, III focus on different aspects of functioning and have different rating
  criteria, so read rating scale guide or manual carefully
 ratings are based on student's typical participation, performance, supports
 ratings must be assigned by comparing student to same age/grade peers
 items should be rated in terms of outcome, not process, unless specified in the item
 each item in the scale must be scored to get a total raw score
 designed for integrated or inclusion situations – to use with students in full-time
  special education settings, peer group must be defined




Pediatric Evaluation of Disability Inventory (PEDI):
 Norm-referenced and criterion-referenced
 Ages 6 months to 7.5 years
 Measures both capability (mastery and competence) and performance (level of
   assistance needed); Modifications scale addresses environmental modifications and
   equipment
 3 Primary performance areas: Self-care, Social Functioning, Mobility
 each section (scale) can be administered independent of the others
 intended population: children with physical or physical and cognitive impairments
 not preferred for children with primary disabilities which are behavioral or social,
   whose functional performance fluctuates significantly or whose functional limitations
   are mild-moderate (learning disabled)
School Setting Interview
 Semi-structured interview, designed to assess student-environment fit and need for
   accommodations within a school setting
 Does not yield numerical scores – is not norm-referenced or criterion-referenced
 Intended client is school-age child with physical disabilities who can communicate
   adequately to discuss feelings about and performance in various school settings
 Originally developed in Sweden, and researched with students in public special
   schools in Sweden
 Adapted in the US by Gary Kielhofner, in collaboration with the original author and
   others
 Supported theoretically by the Model of Human Occupation

   14 content areas:
       writing                                reading
       speaking                               remembering things
       doing mathematics                      doing homework
       taking examinations                    going to art, gym and/or music
       getting around the classrooms          taking breaks
       going on fieldtrips                    getting assistance
       accessing the school                   interacting with the staff

   Need for Accommodations form includes questions about past, present and
    (potential) future performance in all content areas, and whether or not
    accommodations are currently being made
   Environmental Accommodations and Interventions form provides for planning
    accommodations, including who is responsible for assisting in these interventions, for
    any content areas in which needs were identified.

				
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