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The School Function Assessment (SFA) evaluates a child's performance in functional tasks necessary for participation in academic and social activities in elementary school. The entire SFA (Coster et al., 1998) is not strictly a measure of participation. It is a generic tool developed for use with children with and without disabilities for elementary aged school children aged 5 to 12 years. It has three sections: participation, task supports, and activity performance – all related to school (Coster et al, 1998). The participation section measures the child's level of participation in six school settings: general or social education classroom; playground; transportation to and from school; bathroom; transitions to and from class; and mealtimes. Each item is rated based on the extent to which the child participates in the tasks and activity in comparison with peers in the same grade. All 6 of these items map to the participation domain of ICF-CY (Chien et al., 2014). The task support section measures assistance given and adaptations made which contribute to the child's school related functions. These functions include physical tasks and cognitive/behavioral tasks. Finally, the performance section measures performance in more detail in school related functional tasks such as using school material, following school rules and communicating needs.

Part 1 Participation 6-point scale in 6 major school settings (i.e., score is 6 to 36). Part 2 Task supports (adaptations and assistance for physical and cognitive/hehavioural tasks) 4 point scale. Part 3 Activity performance (physical and cognitive/Behavioural tasks) 4 point scale.