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Abstract
The present study was conducted to examine the validity of the School Function Assessment (SFA). The study sample consisted of 64 children: 29 in general education (GEN) without disabilities, 18 with learning disabilities (LD), and 17 ioith cerebral palsy (CP). Convergent validity was supported by the significant correlation (r values ranged from .56 to .72) found between the scores on the Vineland Adaptive Beiwvior Scales (classroom edition) to comparable scales of the SFA. Construct validity of the SFA using the known groups method was also supported. Significant differences in SFA scores among the 3 groups were found using the Kruskal-Wallis analysis of variance and multiple comparisons. T7i<? GEN group differed from the LD group in cogíñtive/behavioral subtests, the CP group differed from the GEN group in all areas of the SFA, and the LD and CP groups differed on the physical domain of the SFA. Finally, the discriminant analysis of scores on the SFA showed the high percentage of participants being correctly classified in the respective groups (93.1% for GEN, 55.8% for LD, and 88.2% for CP). These results provide new evidence for the validity of the SFA using methodologies not previously reported in the literature. Given the unique features as well as the provided psychometrical properties of the SFA, this recently developed functional assessment should be considered a valid instrument for use in school settings.
Key Words: validity * functional assessment * school systems
The Individuals with Disabilities Education Act Amendments of 1997 (IDEA; Public Law 10517) have been enacted to promote academic expectations and accountability nationwide for 5.4 million children with disabilities. The new IDEA legislation attempts to further ensure that through the provision of appropriate special education and related services, children with disabilities have maximum access to and can participate more effectively in the regular classroom. Occupational therapy, as defined by the regulations of IDEA, is a related service that can be provided to facilitate the student's abilities to participate adequately in the educational settings. Within the practice of occupational therapy, the assessment process is an important aspect of defining strengths and needs of children and families so that appropriate intervention plans can be developed (Dunn & Oetter, 1991; Stewart, 2001).
Coster (1997) stated that most of developmental assessments commonly...