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Consequential validity of an assistive technology supplement for the School Function Assessment.

Michelle Kaye Silverman¹, Roger O Smith

¹CESA #1, Milwaukee, Wisconsin 53211, USA.

Assistive Technology : the Official Journal of RESNA

|January 24, 2007

Summary

A new assistive technology supplement for the School Function Assessment (SFA) shows promise in improving therapist interpretations for students with disabilities. This tool enhances the validity of educational outcome assessments.

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Area of Science:

* Educational Psychology
* Special Education
* Rehabilitation Technology

Background:

* Educators and therapists use assistive technology (AT) to improve educational outcomes for students with disabilities.
* A lack of valid measurement tools hinders the assessment of AT intervention effectiveness.
* Construct validity, particularly consequential validity, is crucial for evaluating assessment tools.

Purpose of the Study:

* To determine if an AT supplement for the School Function Assessment (SFA) demonstrates consequential validity.
* To assess the impact of the AT supplement on therapists' confidence and the accuracy of their AT interpretations.

Main Methods:

* A study involving 28 school-based therapists.
* Two groups were compared: one using the standard SFA (n=13) and another using the SFA with an AT supplement (n=15).
* Two t-tests were conducted to compare therapist confidence and the accuracy of AT interpretations against an expert panel.

Main Results:

* Therapist confidence in developing AT interpretations did not significantly differ between groups (p = .998).
* The number of AT interpretations matching an expert panel was significantly higher for the group using the AT supplement (p = .001).

Conclusions:

* The AT supplement for the SFA shows evidence of construct validity, specifically consequential validity.
* The supplement appears to improve the accuracy of AT interpretations made by therapists.
* Further research is needed to address study limitations and confirm findings.