ABSTRACT

Objective : This study aimed to examine the validity and reliability of the Korean version of the School Function Assessment (SFA). Methods : A total of 49 elementary school children participated in the study. Among them, 35 were diagnosed with an intellectual disability, and 14 were diagnosed with a pervasive developmental disorder. To verify the criterion validity, their scores on the Korean version of the SFA were compared to the Korean version of the Adaptive Behavior Scale (School Edition; ABS‐SE) and the Korean version of the Social Maturity Scale (K-SMS). A discriminant analysis was conducted to examine if the SFA can discriminate between the two clinical diagnosis groups. In addition, the test-retest reliability and interrater reliability were assessed. Results : The validity of the criterion was supported through a significant correlation with the ABS-SE (r=.84) and K-SMS (r=.77). In addition, a discriminant analysis was able to significantly predict the group membership of the students based on their SFA scores. The results show that the test-retest reliability and interrater reliability ranged between (r=.83 to .95) and (r=.75 to .96), respectively, for the three subscales of the SFA. Conclusion : These results have contributed to an accumulation of validity and reliability evidence for the Korean version of the SFA, and suggest that this functional assessment may be effectively utilized as a valid instrument in clinics and schools.