The School Function Assessment (SFA) was developed to provide information o
n students' abilities to meet functional demands of the elementary school p
rogram. This judgment-based, criterion-referenced assessment supports a com
prehensive, detailed examination of the extent to which students with a var
iety of disabilities are performing important school-related functional tas
ks and activities such as moving around the school, using classroom materia
ls, interacting with peers, and caring for personal needs. The factor struc
ture underlying the SFA Activity Performance scales was investigated using
data from two heterogeneous national samples of students with disabilities
(n = 266 and n = 341). Analysis with the principal axis technique and obliq
ue rotation identified two factors, a Cognitive/Behavioral Function dimensi
on and a Physical Function dimension. These factors were moderately correla
ted, which is congruent with definitions of the function construct that emp
hasize the integration of physical, cognitive, and social abilities in the
performance of daily activities in the natural environment.