Andrew was born with a congenital heart defect, which was repaired when he was an infant. He has been healthy and has not had any cardiac-related problems since infancy. He has, however, been diagnosed with severe spastic diplegia and language-processing deficits. He uses a walker and wears ankle-foot orthoses (AFOs). His parents, Ms. King, a dentist, and Mr. Hammer, an architect, are very proud of Andrew’s school performance thus far. During preschool and early elementary school, he attended a self-contained special education classroom in an elementary school. He did extremely well there and subsequently moved to a third-grade class with typically developing peers. Andrew is now on the playground with children in other grades; he goes on field trips, goes outside the classroom for art, gym, and music, and is handling more homework. He has been followed by the same therapist since preschool. While he was in the special education program, the therapists saw him twice weekly in the therapy room for 30-minute sessions. He is now receiving therapy using a collaborative-consultation model. A three-month review of Andrew’s individualized education program (IEP) is coming up. The therapists are part of the review team.Andrew’s condition has been diagnosed, and it has already been determined that he is eligible for special education and related services. Documenting his degree of delay in the acquisition of motor skills and his neuromotor status is unnecessary to review his IEP. At this point, it is important to gather information about Andrew’s performance in the classroom and within the school environment. This type of information will allow the team to determine if any additional services and supports are needed to help him meet the expectations of his present environment. The School Function Assessment (SFA) is designed to assess this type of information and would provide excellent information to the team to determine his needs. This test will be completed by all members of the team who see Andrew throughout the day. They will indicate from their perspective how well Andrew is meeting expectations placed on him. The team members will indicate what types of supports and modifications he needs to accomplish tasks and whether or not he is participating in all activities within the school. The information gained from SFA will help the team delineate areas of strengths and needs and further refine his IEP.Some questions to consider:1. In this case, the goal of the assessment process is to develop an intervention plan and not to qualify Andrew for services. Discuss how the purpose of the assessment may determine the choice of assessment strategy.2. If the therapist needed to contact Andrew’s physician regarding a change in his status regarding his AFOs, or a potential need for Botox, the SFA would not mean anything to the physician. Give an example of some tests and measures that might be useful in communicating Andrew’s needs to the physician.3. The SFA is a criterion-referenced test. Define what is meant by a criterion-referenced test, and describe how such tests are used to guide intervention.
Andrew was born with a congenital heart defect, which was repaired when he was an infant. He has been healthy and has not had any cardiac-related problems since infancy. He has, however, been diagnosed with severe spastic diplegia and language-processing deficits. He uses a walker and wears ankle-foot orthoses (AFOs). His parents, Ms. King, a dentist, and Mr. Hammer, an architect, are very proud of Andrew’s school performance thus far. During preschool and early elementary school, he attended a self-contained special education classroom in an elementary school. He did extremely well there and subsequently moved to a third-grade class with typically developing peers. Andrew is now on the playground with children in other grades; he goes on field trips, goes outside the classroom for art, gym, and music, and is handling more homework. He has been followed by the same therapist since preschool. While he was in the special education program, the therapists saw him twice weekly in the therapy room for 30-minute sessions. He is now receiving therapy using a collaborative-consultation model. A three-month review of Andrew’s individualized education program (IEP) is coming up. The therapists are part of the review team.
Andrew’s condition has been diagnosed, and it has already been determined that he is eligible for special education and related services. Documenting his degree of delay in the acquisition of motor skills and his neuromotor status is unnecessary to review his IEP. At this point, it is important to gather information about Andrew’s performance in the classroom and within the school environment. This type of information will allow the team to determine if any additional services and supports are needed to help him meet the expectations of his present environment. The School Function Assessment (SFA) is designed to assess this type of information and would provide excellent information to the team to determine his needs. This test will be completed by all members of the team who see Andrew throughout the day. They will indicate from their perspective how well Andrew is meeting expectations placed on him. The team members will indicate what types of supports and modifications he needs to accomplish tasks and whether or not he is participating in all activities within the school. The information gained from SFA will help the team delineate areas of strengths and needs and further refine his IEP.
Some questions to consider:
1. In this case, the goal of the assessment process is to develop an intervention plan and not to qualify Andrew for services. Discuss how the purpose of the assessment may determine the choice of assessment strategy.
2. If the therapist needed to contact Andrew’s physician regarding a change in his status regarding his AFOs, or a potential need for Botox, the SFA would not mean anything to the physician. Give an example of some tests and measures that might be useful in communicating Andrew’s needs to the physician.
3. The SFA is a criterion-referenced test. Define what is meant by a criterion-referenced test, and describe how such tests are used to guide intervention.
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