Klug Kimberly B, Kolobe Thubi H A, James Shirley A, Arnold Sandra H
Cooperative Educational Service Agency #1 (Dr Klug), Pewaukee, Wisconsin; Bryant & Stratton College (Dr Klug), Wauwatosa, Wisconsin; The University of Oklahoma Health Sciences Center (Drs Kolobe, James, and Arnold), Oklahoma City, Oklahoma.
Pediatr Phys Ther. 2020 Jul;32(3):180-188. doi: 10.1097/PEP.0000000000000710.
Examine the concurrent validity of the School Outcomes Measure (SOM) and the School Function Assessment (SFA) in students kindergarten through sixth grade.
Twenty-four school-based therapists completed the SOM and the SFA for 42 students, representing Gross Motor Function Classification System (GMFCS) levels I to V.
Correlation coefficients between SOM Self-Care, Mobility, and Assuming Student's Role median total scores and the 21 SFA Activity Performance scale median criterion scores were statistically significant. There were significant correlation coefficients between SOM Expressing Learning and Behavior and SFA median criterion scores. The SOM differentiated between GMFCS groups for all physical tasks but not cognitive/behavioral tasks, and the SFA for half of the physical tasks.
Overall, student performance on the SOM was consistent with participation on the SFA, which lends support to the preliminary validity of the SOM. The GMFCS analysis suggests that the SOM differentiates between the GMFCS levels for physical tasks.
检验学校成果测评（SOM）和学校功能评估（SFA）在幼儿园至六年级学生中的同时效度。
24名学校治疗师为42名学生完成了SOM和SFA测评，这些学生的粗大运动功能分类系统（GMFCS）水平为I至V级。
SOM自理、移动和承担学生角色中位数总分与21项SFA活动表现量表中位数标准分数之间的相关系数具有统计学意义。SOM表达学习与行为和SFA中位数标准分数之间存在显著相关系数。SOM在所有身体任务上能区分GMFCS组，但在认知/行为任务上不能，而SFA在一半的身体任务上能区分。
总体而言，学生在SOM上的表现与在SFA上的参与情况一致，这支持了SOM的初步效度。GMFCS分析表明，SOM在身体任务的GMFCS水平之间存在差异。
