FUNCTIONAL SKILLS: - LCSC



FUNCTIONAL SKILLS:

The School Function Assessment (SFA) was completed by ,case manager, classroom teacher, pupil support assistant, SLP, and , OTR/L in order to accurately record XXXX’s current level of independent functioning in numerous areas in the school environment. The SFA is a criterion referenced test which is used to measure a student’s performance in functional tasks that support their participation in the academic and social aspects of an elementary school program. It is a judgment-based assessment whose items have been written in measurable, behavioral terms that can be used directly in the development of a student’s Individual Education Plan (IEP).

The SFA is composed of three parts:

1. Participation-examines the student’s level of participation in six major school activity settings including the classroom, playground/recess, transportation, bathroom/toileting skills and meals/snacks.

2. Task supports-examines the supports that are currently provided to the student when the functional tasks are being performed. Two types of tasks support are examined separately: assistance (adult help) and adaptations (modifications to the environment/program).

3. Activity Performance-is used to examine the student’s performance in specific school-related functional activities. Each set of activities is used to examine in detail one of the functional tasks addressed globally in Part. 2.

Summary and Interpretation of XXXX’s SFA scores:

Part 1-Participation-XXXX’s was rated in the regular classroom/special education setting.

Part 2-Task Supports

The Physical Tasks supports that are in place include:

The Cognitive/Behavioral Tasks supports that are in place include:

Part 3-Activity Performance includes 292 common school tasks in the following categories:

Physical Tasks:

• Travel

• Maintaining and Changing Positions

• Recreational Movement

• Manipulation with Movement

• Using Materials

• Setup and Cleanup

• Up/Down Stairs

• Written Work

• Computer and Equipment Use

Cognitive/Behavioral Tasks:

• Functional Communication

• Memory and Understanding

• Following Social Conventions

• Compliance with Adult Directives and School Rules

• Task Behavior/Completion

• Positive Interaction

• Behavior Regulation

• Personal Care Awareness

• Safety

In summary, XXXX’s scores on the School Function Assessment are recorded on the attached SFA summary score form. They demonstrate that XXXX has clear strengths in

Physical Tasks of:

• Travel

• Maintaining and Changing Positions

• Recreational Movement

• Manipulation with Movement

• Using Materials

• Setup and Cleanup

• Up/Down Stairs

• Written Work

• Computer and Equipment Use

Cognitive/Behavioral Tasks of:

• Functional Communication

• Memory and Understanding

• Following Social Conventions

• Compliance with Adult Directives and School Rules

• Task Behavior/Completion

• Positive Interaction

• Behavior Regulation

• Personal Care Awareness

• Safety

Additionally, they document areas of concern in:

Physical Tasks of:

• Travel

• Maintaining and Changing Positions

• Recreational Movement

• Manipulation with Movement

• Using Materials

• Setup and Cleanup

• Up/Down Stairs

• Written Work

• Computer and Equipment Use

Cognitive/Behavioral Tasks of:

• Functional Communication

• Memory and Understanding

• Following Social Conventions

• Compliance with Adult Directives and School Rules

• Task Behavior/Completion

• Positive Interaction

• Behavior Regulation

• Personal Care Awareness

• Safety

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