The purpose of this study was to develop three school-based assessments and determine the content validity for each assessment. The School Activities and Participation Analysis-Elementary (SAPA-E) measures functional movement performance in children with physical disability attending the elementary school, and the School Activities and Participation Analysis-Secondary (SAPA-S) measures functional movement performance in children with physical disability attending secondary school. These assessments focus on the different domains encountered within the school environment and the motor activities required for each domain. Student performance on each functional motor activity will be observed and rated by a physical therapist using an activity scale and/or a participation scale. The Community Activities and Participation Analysis (CAPA) is a student self-report outcome measure designed for transition planning at the secondary level. This assessment examines the need for assistance when performing community activities and determines the frequency and the need for assistance when participating in the community. All students with physical disability who are limited in one or more major life activities required for participation in the school environment are candidates for these instruments. The validation process was divided into three phases. Phase I identified domains and developed items and scales for the three assessments. The developmental edition of these assessments had 10 domains and 191 activities for the elementary, 11 domains and 206 activities for the secondary assessment and a 0-4 multidimensional scale to measure safety and efficiency. The high school student self-report had 5 activity domains with 40 activities and 3 participation domains with 26 items. Phase II was a pilot study with 15 expert jury members who examined the content validity of the developmental edition of each of the assessments. Jury expert responses to closed- and open-ended questions resulted in the first edition of SAPA-E, SAPA-S, and CAPA. SAPA-E consisted of 8 domains and 246 activities and SAPA-S consisted of 11 domains and 326 activities. Although the number of domains was the same, two new areas of curriculum replaced two of the original domains. CAPA domains remained the same. Activities increased to 50 and participation increased to 31 items. Phase III, the nationwide study consisting of 57 expert physical therapist jury members, supported content validity for the SAPA-E, SAPA-S, and CAPA. Expert jury comments to open-ended questions culminated in revisions of each assessment. A modular format (core and elective domains) was created for SAPA-E and SAPA-S to respond to regional differences in curriculum. Revised SAPA-E consisted of 7 domains (6 core and 1 elective) and SAPA-S consisted of 11 domains (5 core and 6 elective). Activity scales were revised to a 7-point Liken scale measuring independence; participation scales were developed for specific elective domains. CAPA domains remained the same, however, activity items increased to 63 and participation items to 43. Answers to closed-ended questions supported the feasibility of each assessment; however open-ended comments questioned the length and detail of SAPA-E and SAPA-S. Additional revisions were made to ensure that physical therapists would use these assessments. There was overwhelming consensus to support the clinical feasibility for CAPA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]