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Third, different from many traditional developmental tests, the SFA was developed and standardized using heterogeneous groups of students with a wide variety of functional disabilities including motor, cognitive, communicative, emotional and behavioural, and sensory impairments (Coster et al., 1998).
What Is School Function? In the context of this assessment, school function refers to a student's ability to perform important functional activities that support or enable participation in the academic and related social aspects of an educational program.
The School Function Assessment (SFA) measures student performance of functional tasks that affect the academic and social aspects of an elementary school program. SFA facilitates collaborative program planning for students with various disabling conditions.
The criterion cut-off scores were derived from the performance of students in the regular education population only. Five percent or fewer typically performing (regular education) students would be expected to have scores below these cut-off points.
The SFA is criterion referenced rather than norm referenced. The scales enable you to measure the student's functional performance relative to the overall continuum of function.
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It takes 1½ to 2 hours to complete the entire SFA; however, individual sections can take as little as 5 to 10 minutes to complete.
4:16 6:22 School Function Assessment - YouTube YouTube Start of suggested clip End of suggested clip The result of an interaction between the student and his or her present school context alwaysMoreThe result of an interaction between the student and his or her present school context always interpret a student's scores relative to the school context.
In a functional assessment, the purpose of an individual's behaviours is explored by collecting data specific to the individual, their relationships and their environments. Using this information, the specialist is able to develop appropriate teaching and/or intervention strategies that are specific to the individual.
The criterion cut-off scores were derived from the performance of students in the regular education population only. Five percent or fewer typically performing (regular education) students would be expected to have scores below these cut-off points.
Third, different from many traditional developmental tests, the SFA was developed and standardized using heterogeneous groups of students with a wide variety of functional disabilities including motor, cognitive, communicative, emotional and behavioural, and sensory impairments (Coster et al., 1998).

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