Wendy J. Coster, PhD, OTR/L, FAOTA School Function Assessment (SFA) and Pediatric Evaluation of Disability Inventory (PED)
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► School Function Assessment (SFA) ► Pediatric Evaluation of Disability Inventory (PEDI)

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School Function Assessment (SFA):
Coster, W.J., Deeney, T., Haltiwanger, J., & Haley, S. (1998). School Function Assessment. San Antonio, TX: The Psychological Corporation/Therapy Skill Builders.

The School Functional Assessment (SFA) is used to measure a student's performance of functional tasks that support his or her participation in the academic and social aspects of an elementary school program (grades K-6). It was designed to facilitate collaborative program planning for students with a variety of disabling conditions.

The instrument is a judgment-based (questionnaire) assessment that is completed by one or more school professionals who know the student well and have observed his or her typical performance on the school-related tasks and activities being assessed. Items have been written in measurable, behavioral terms that can be used directly in the student's Individual Educational Plan (IEP).

The SFA is comprised of three parts:

• Part I Participation is used to examine the student's level of participation in six major school activity settings: regular or special education classroom, playground or recess, transportation to and from school, bathroom and toileting activities, transitions to and from class, and mealtime or snack time.

• Part II Task Supports is used to examine the supports currently provided to the student when he or she performs school-related functional tasks that are required to participate effectively in an educational program. Two types of task supports are examined separately: assistance (adult help) and adaptations (modifications to the environment or program, such as specialized equipment or adapted materials).

• PART III Activity Performance is used to examine the student's performance of specific school-related functional activities. Each scale includes a comprehensive set of activities that share a common functional demand such as moving around the classroom and the school, using school materials, interacting with others, following school rules, and communicating needs. Each set of activities is used to examine in detail one of the tasks addressed globally in Part II.

Purchase: The SFA may be purchased from Pearson Education at http://pearsonassess.com/.

Pediatric Evaluation of Disability Inventory (PEDI):
Haley, S.M., Coster, W.J., Ludlow, L., Haltiwanger, J., & Andrellos, P. (1992). Pediatric Evaluation of Disability Inventory (PEDI). Boston, MA: Boston University Center for Rehabilitation Effectiveness.

The Pediatric Evaluation of Disability Inventory (PEDI) was developed to provide a comprehensive clinical assessment of key functional capabilities and performance in children between the ages of six months and seven years.

The PEDI was designed primarily for the functional evaluation of young children, however, it can also be used for the evaluation of older children if their functional abilities fall below that expected of seven-year-old children without disabilities.

The assessment was designed to serve as a descriptive measure of the child's current functional performance, as well as a method for tracking change across time. The PEDI measures both capability and performance of functional activities in three content domains: 1) self-care, 2) mobility, and 3) social function.

Purchase: The PEDI may be purchased from Pearson Education at http://www.pearsonassess.com/PEDI/.

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June 9, 2009