Chapter 17

Assessment for Transition Education and Planning

Assessment of Adolescents and Young Adults

Transition outcomes poor IDEA, PL 105-17

Coordinated set of activities Outcome-oriented process From school to post-school Transition plan based on student’s needs,

preferences, and interests

Understanding the Framework

A statement of transition at age 14 A statement of needed transition services

at age 16 Ongoing assessment Setting post-school goals Framed by a set of guiding principles Comprehensive student and family-

focused transition plan

Strategies and Approaches

Broad Approach with 3 components Student assessment

• Strengths, preferences, and needs Environmental analysis

• Potential living, working, and educational settings Determining the match between student and

environment

Two Categories of Assessment Informal Procedures

Curriculum-based vocational measures Direct observation Ecological assessment Portfolio assessment Outcomes assessment

Interest and Aptitude Instruments Multiple aptitude test batteries Career and Occupational checklists Surveys and inventories

Awareness of Career Options

Social and Prevocational Information Battery–Revised (SPIB–R)

Brigance Diagnostic Inventory of Essential Skills

Job analysis

General Aptitudes and Work/Study Habits

General Aptitude Test Battery (GATB) Nonreading Aptitude Test Battery (NATB) APTICOM Occupational Aptitude Test Occupational Aptitude Survey and

Interest Schedule (3rd ed.) (OASIS–3) Brigance Employability Skills Inventory

Vocational Interests

Reading-Free Vocational Interest Inventory–2 (R-FVII–2)

Wide Range Interest Opinion Test (WRIOT)

Specific Work Skills

Dictionary of Occupational Titles (DOT)

Wide Range Employability Sample Test (WREST)

Singer Vocational Evaluation System (VES)

Community Adjustment

Transition Planning Inventory (TPI)

The Life Centered Career Education (LCCE) Competency Assessment Knowledge Batteries

Brigance Life Skills Inventory

Challenges in Providing Transition Services

Reasonable and achievable post-school outcomes

Levels of awareness expands interests Quality of relationship between family and

service providers

Person-Centered Planning

Driven by individual and family Focus on gifts and capacities Dependent on community membership Emphasizes supports and connections

over services Enable plans to develop over time Consumer responsive

Strategies for Person-Centered Planning

Making Action Plans (MAPS) Planning Alternative Tomorrows with

Hope (PATH) Circles of Support

Advantages of Person-Centered Planning

Plan their own future Intensive ongoing communication Consistent with IDEA planning Continuous development of goals Specifies goals, activities, and objectives Increases goals supported outside of

school time

Self-Determination Self-Determination Scale Self-Determination Knowledge Scale (SDKS) Whose Future Is It Anyway? Life-Centered Career Education Curriculum

(LCCEC) ChoiceMaker Self-Determination Transition

Curriculum and Program Next S.T.E.P (Student Transition and

Educational Planning

Quality Indicators Involved

Parents and guardians Students at 14 years of age Variety of school staff involved Non-school agencies

Part of IEP Vocational curriculum Discussion of post-secondary education

Quality Indicators, continued

Prepare students for community living and social situations

Transition plans reviewed annually Cooperative cross-training opportunities Interagency collaboration

Assessment for College

10% of all post-secondary students are identified as having disabilities

Two most frequently mentioned assessments for college are Wechsler Adult Intelligence Scale–Third

Edition Woodcock-Johnson III Tests of Cognitive

Ability

Recommendations Use validated practices Begin early Do not “medicalize” IEP Select appropriate assessment tools Capacity to implement Document successes Outcomes are the true measures of

success Advocacy is essential