Key Characteristics Judgment based Completed by teachers school professionals in 3 parts Participation Task Supports Activity Performance Measures a students performance in functional nonacademic tasks ID: 582639
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Slide1
Hillary Olivier and Beatty KellySlide2
Key Characteristics
Judgment based
Completed by teachers, school professionals in 3 parts (Participation, Task Supports, Activity Performance)
Measures a student’s performance in functional (non-academic) tasks
K-6
th
Grade: Ages 5-12
Children with motor impairments, communication impairments, emotional or behavioral difficulties, cognitive limitations
Purpose:
D
etermine
a student’s eligibility for special education services
O
btain
information needed to develop an individualized education
program (IEP)
that addresses the student’s specific
needsSlide3
Domains and Sub-DomainsSlide4
Procedure
Testing Procedures
User’s
Manual, Rating
Scale Guide, Record FormUse standardized methodsOT presents assessment to school professional(s) to complete appropriate section(s)Domains/Sub-Domains can be administered in any order
Administration Procedures
Coordinator
Method
-one individual acts as coordinator and is responsible for others completing the form, oversees scoring and interpretation
Collaborative
Effort
Method
– SFA completed during a meeting
Single
Respondent
Method
-
Used in situations where the area of concern regarding a student’s functioning is isolated to a specific context or a particular taskSlide5
Test Development and Standardization
Students with Special Needs
N=363
112 sites in 40 states in urban, suburban, and rural areas
66% boys and 34% girlsMotor, communication, emotional, behavioral, or cognitive limitationsStudents in Regular Education Classrooms
N=315
47% boys and 53% girls
Matched by grade level and school system to students with disabilities
often from the same class
Established criterion cut off scores by grade levels for individual scales
95% or more attained at least the cut-off score or betterSlide6
Part 1: Participation
Rating Scale
1: participation extremely limited
2: participation in a few activities
3: participation in all aspects with constant supervision4: participation in all aspects with occasional assistance
5: modified full participation
6: full participation
Circle appropriate rating for each setting in the record form
Sum the ratings in the 6 settings to obtain participation raw score Slide7
Part 2: Task Supports
Assistance/Adaptation Ratings
1: Extensive
2: Moderate
3: Minimal4: No
Circle appropriate rating
S
um
the ratings
to
obtain
task support raw
score Slide8
Part 3: Activity Performance Physical Tasks
Performance Ratings
1: Does not perform
2: Partial performance
3: Inconsistent performance4: Consistent performance
Circle appropriate rating
S
um
the ratings
to obtain activity performance physical task raw scoreSlide9
Part 3: Activity Performance Cognitive/Behavioral Tasks
Performance Ratings
1: Does not perform
2: Partial performance
3: Inconsistent performance
4: Consistent performance
Circle appropriate rating
S
um
the ratings
to obtain activity performance: cognitive/behavioral task raw scoreSlide10
Scoring FormSlide11
Scoring
Transfer raw score for each scale to column labeled “Total Raw Score” on the Summary
S
core
FormConvert each raw score total to a criterion score and standard error score using appropriate table in Appendix BRecord these score for each scale in the columns labeled “Criterion Score” and “Standard Error” on the Summary Score Form
There will be 2 criterion cut-off scores for grades K-3 and 4-6
Plot the student’s criterion score for each scale on the profile graph and connect each point Slide12
SFA Interpretation
Summary form shows whether or not the student shows limitations in participation, an increased need for support (assistance and adaptations), performance of functional activities relative to his or her peers, or a combination.
Top-Down
Ratings from Part 1: Is participation limited? If so, in which school settings?
Ratings from Part 2 and 3: determine which factors appear to be limiting the student’s participationSlide13
Test Results
Results describe the
functional performance
of the child in an educational setting, specifically assistance levels, adaptation levels, and performance capacities
Results can identify one or more factors that appear to be limiting the student’s function as well as factors that support or enhance the student’s performance strengths and weaknessesResults may vary depending on which school professional is the respondentResults not only help the OT for realistic intervention planning, but can provide the teacher with a better overall understanding of the childSlide14
Psychometric Properties
Internal Consistency
Reliability (
Cronbach’s
Alpha)Test-Retest
Reliability
(Pearson r)
Test-Retest
Reliability
(
Intraclass
correlation)
Validity
Participation
.92-.93
.95
.95
Excellent CONTENT
VALIDITY throughout all domains
Task Supports
.94-.96
.95-.99
.96-.99
2 studies demonstrating
CONSTRUCT VALIDITY
Activity Performance
.93-.98
.90-.99
.90-.99
No
CRITERION VALIDITY studiesSlide15
Multiple Assessment Approach
Top Down
Looks at overall function of the child, can get a broad view of what the child needs to work on
Bottom Up
Looks at specific components within a Sub-DomainClothing Management: Hats Zippers ButtonsArena Trans-disciplinary approachJudgment BasedQuestionnaire
Respondent's judgmentSlide16
Other Information
Developmental Frame of Reference
Looks at multiple domains and the developmental progression of a child with disabilities compared to a typically developing child within the same age range (cut-off score)
Used in
School System to Develop IEPTest Length1.5-2 hours to completeCost:Manual: $140.00Score Sheets: $94.50/25 sheetsSlide17
Areas of Occupation Addressed
ADL’s
IADL’s
EducationPlaySocial ParticipationSlide18
Measurement Concerns
Population of only 363 students with a wide range of disabilities
Studies of inter-respondent agreement was not conducted (Inter-Rater Reliability)
Functional behaviors might be observed differently between two professionals
Need for Criterion-related validity evidenceStudies that compare portions of the assessment to others that are comparableMathematical Error when establishing Raw Scores