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School Function Assessment
Transcript of School Function Assessment
Functional Tests Developmental: Functional: -Peabody
-GMFM Common Examples: Today's Focus:
-SFA Qualify a student Compare with age-matched peers Monitor change over time Identify areas of limitation Starting point for writing functional goals Or use findings to write skill-based goals without regarding function Measures are already focused on function and participation A Closer Look at
the SFA For grades K-6 Part I: Overall Participation in
various settings of the school Part II: Task Supports
1 = Extensive
4 = None
Reliance on assistance and/or adaptations for a variety of tasks such as: Part III: Activity Performance Performance is evaluated for a variety of tasks divided into physical (gross/fine motor and self-help) and cognitive/ behavioral subcategories.
1 = No performance
4 = Consistent performance Validity &
Reliability Convergent validity (r = .56 - .72) - moderate correlation between Vineland Adaptive Behavior Scales - Classroom edition and comparable scales on SFA Construct validity - Differences between SFA scores corresponded to different classifications of students
(physical vs. cognitive vs. social-emotional dx) *(Hwang et al, 2002; Davies et al, 2004) Interrater reliability Students receive ratings for their participation in each setting using a 6-point scale
1 = Extremely limited
6 = Full Internal consistency reliability (.92-.98) - confirmed the coherence of the items within each scale
- all scales were constructed to be hierarchical & unidimensional
- items covered the full range of difficulty seen in elementary students with disabilities
*(Coster et al, 1998) (.68 - .73) - moderate correlations between the ratings of OTs & classroom teachers
- no significant difference in the way OTs & teachers rated individual students despite different educational background & training
- area of greatest difference was in scoring Task Supports section (adaptations vs. accommodations) *(Davies et al, 2004) Strengths Challenges Strengths - satisfies the IDEA requirement that related services be tied to an educationally relevant outcome*
- utilizes transdisciplinary focus & language*
- documents progress & effects of intervention*
- assists in the development of functionally relevant goals & objectives for the IEP
- supports effective communication between team members
- facilitates collaborative program planning
(*SFA, Coster et al. 1998) Challenges
- decreased interrater reliability due to diverse training backgrounds
- lack of training leads to confusion, especially in Part II - Task Supports (assistance vs. accommodations)
- amount of time required to complete assessment
- coordination of time to meet and discuss between team members
- difficulty analyzing results for PT relevance
- results can be confusing for IEP team, including parents, when whole test is not reviewed (e.g. Low score on physical tasks does not always indicate need for PT.)