Factor Structure of The School Function Assessment  

Oleh:

Ludlow, Larry H. ; Mancini, Marisa C. ; Coster, Wendy J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Educational and Psychological Measurement vol. 59 no. 4 (1999), page 665-677.
Topik: school; elementary schools; special education; psychological tests; child psychology; students
Fulltext: 665.pdf (70.52KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: EE30.4 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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The school function assessment (SFA) was developed to provide information on students' abilities to meet dunctional demands of the elementary school program. This judgement - based, criterion - referenced assessment supports a comprehensive, detailed examination of the extent to which students with a variety of disabilities are performing important school - related functional tasks and activities such as moving around the important school - related functional tasks and activities such as moving around the school, using classroom materials, interacting with peers and caring for personal needs. The factor structure underlying the SFA activity performance scales was investigated using data from two heterogeneous national samples of students with disabilities (n = 266 and n = 341). Analysis with the principal axis technique and oblique rotation identified two factors, a cognitive / behavioural function dimension and a physical function dimension. These factors were moderately correlated, which is confruent with definitions of the function construct that emphasize the integration of physical, cognitive and social abilities in the performance of daily activities in the natural environment.

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