Assessment Tool Summary and Critique FORM BASIC OVERVIEW Title School Function Assessment Authors Coster, W., Deeney, T., Haltiwanger, J., & Haley, S. Year of Latest 1998; Published by Harcourt Assessment Inc., P.O. Box 599700, San Antonia, edition TX 78259 Ages Kindergarten 6th grade – Intended Students receiving special education; all disability groups; caters to those with pop/diagnostic more severe, and multiple disabilities groups Purpose Criterion-referenced tool for evaluating child performance, level of participation, and need for level of participation in six assistance in school activities. The student’s major school activity settings: regular or special education classroom, playground or recess, transportation to and from school, bathroom and toileting activities, transitions to and from class, and mealtime or snack time is addressed. Primary Questionnaire; completed by regular persons familiar the child’s performance such as or special education teachers, related service providers, speech and language Administration pathologists, or classroom aides; who are typical familiar with the student’s Procedure performance and meet the following criteria: 1. They must have observed the student on multiple occasions in the school contexts that are relevant to the sections of the SFA for which they are providing information, and 2. They must have a working knowledge of the type and level of supports typically provided to the same age/grade peers and the typical range of performance student’s among peers in the functional areas being assessed. Individuals, who coordinate the SFA and interpret the results need: Interpretation Examines level of functioning and participation is school settings; examines need and type of assistance required in school-related tasks Focus Interpretations on a basic level focus on whether the functioning in a student’s particular area is outside the range typically seen among his or her same grade regular education peers. This is accomplished by using the criterion cut-off scores. If students have a criterion score which is less than the criterion cut-off score, then the students’ performance is below that expected for their grade, which assists in establishing the need for services. At a more advanced level the results of the SFA ratings of individual items and the criterion scores are examined to identify and interpret patterns of functional performance, and to develop a functional profile, from which goals and objectives can be derived for IEP development. Occupation-based in that it involves examining skills in the occupation area of education
Assessment Tool Summary and Critique FORM BASIC OVERVIEW Title School Function Assessment Authors Coster, W., Deeney, T., Haltiwanger, J., & Haley, S. Year of Latest edition 1998; Published by Harcourt Assessment Inc., P.O. Box 599700, San Antonia, TX 78259 Ages Kindergarten – 6th grade Intended pop/diagnostic groups Students receiving special education; all disability groups; caters to those with more severe, and multiple disabilities Purpose Criterion-referenced tool for evaluating child performance, level of participation, and need for assistance in school activities. The student’s level of participation in six major school activity settings: regular or special education classroom, playground or recess, transportation to and from school, bathroom and toileting activities, transitions to and from class, and mealtime or snack time is addressed. Primary Administration Procedure Questionnaire; completed by persons familiar the child’s performance such as regular or special education teachers, related service providers, speech and language pathologists, or classroom aides; who are familiar with the student’s typical performance and meet the following criteria: 1. They must have observed the student on multiple occasions in the school contexts that are relevant to the sections of the SFA for which they are providing information, and 2. They must have a working knowledge of the type and level of supports typically provided to the student’s same age/grade peers and the typical range of performance among peers in the functional areas being assessed. Individuals, who coordinate the SFA and interpret the results need: Interpretation Focus Examines level of functioning and participation is school settings; examines need and type of assistance required in school-related tasks Interpretations on a basic level focus on whether the student’s functioning in a particular area is outside the range typically seen among his or her same grade regular education peers. This is accomplished by using the criterion cut-off scores. If students have a criterion score which is less than the criterion cut-off score, then the students’ performance is below that expected for their grade, which assists in establishing the need for services. At a more advanced level the results of the SFA ratings of individual items and the criterion scores are examined to identify and interpret patterns of functional performance, and to develop a functional profile, from which goals and objectives can be derived for IEP development. Occupation-based in that it involves examining skills in the occupation area of education
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