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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.
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.
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The assessments typically used for this purpose are norm- referenced, standardized tests, including intelligence tests, academic skills tests, and adaptive behavior measures.
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 School Function Assessment (SFA; Coster, Deeney, Haltiwanger, & Haley, 1998) is a criterion-referenced assessment used to measure a student's performance of non-academic functional tasks that support participation in elementary school (K-6).
The SFA consists of three parts (Participation, Task Performance, Activity Performance) with 316 items total. For the items addressing Participation, the minimum score given is 1 and the maximum score is 6. For Task Performance and Activity Performance the minimum score is 1 and the maximum score is 4.
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.

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