Training for the Field Test began in early February and the assessment process was completed in May 2000. First, it is clear that a vast majority of the students with moderate to severe disabilities are able to attain some measurable level of success on important life routines. Finally, results varied across routines in relation to functioning levels and difficulty of routine. Concurrent validity with the Vineland Adaptive Behavior Scale was adequate. Inter-rater reliability between two independent raters was found to be high.
All people engage in a broad range of routines every day of their lives.
Naturally occurring purposeful events in daily life that consist of a number of core steps that constitute a beginning, middle, and end. First, students are rated on their ability to independently perform a broad range of routines. Later they are assessed on a small number of routines through performance assessments conducted in the natural environment. During the performance assessment of each routine, students are also assessed on specific related skills that enhance their ability to engage in routines more effectively. Related skills are often identified from the student's IEP goals and objectives.