Definition of the Term “Transition Assessment



Notes

Definition of the Term “Transition Assessment

A planned, continuous process of obtaining, organizing, and using information to assist individuals with disabilities of all ages and their families in making all critical transitions in students’ lives both successful and satisfying

Clark (1998)

Steps for Acquiring

Transition Assessment Data

Step 1 – Locate pre-existing information

Step 2 – Collect data related to interests, preferences, strengths, needs

Step 3 – Conduct comprehensive assessment, if necessary

Adapted from deFur & Patten (1990)

Assessment Considerations

• Assessment should be individualized since each student comes to the process with a unique set of needs (Sitlington et al, 1996))

• Formal assessments using published tests are needed only after completing thorough interviews, observations and a review of records

• One type of assessment should not be the sole source of data collection (Clark, 1998)

• Outdated assessment data lacks validity and can adversely impact a student’s outcomes

Free On-Line Assessment Interest Inventories







rockingham.k12.va.us/rcps_sped/SVRP/svrp.htm

(click on link to QuickBook of Transition Assessments)

TYPES OF ASSESSMENTS

Achievement

• Measures what a student has learned from an academic curriculum

Learning Styles

• Ways that students learn

Learning Strategies

▪ Techniques students use to organize information they must learn

Adaptive Behavior

• Measures how well students adapt themselves to the age and cultural demands of their physical and social environments

• Assesses skills such as:

• Communication

• Self-Determination

• Personal Management

Behavior/Social Skills

• Measures behavior and basic interpersonal skills used in a variety of settings such as:

• Sharing

• Cooperating

• Collaborating

• Respect for others’ privacy/property

• Using socially appropriate behaviors

• Showing sensitivity to others’ feelings and preferences

• Being sensitive to multicultural diversity

• Measures environment-specific social behaviors

Work Readiness

• Assesses knowledge and skills for obtaining and maintaining a job

• Identifies work- related behaviors

Work Samples

• Simulate real work in a classroom setting

• Assess interest in and ability to do specific job tasks

• Are included in a comprehensive vocational assessment

Aptitude

• Measures areas of strength associated with certain academic and occupational skills

• May indicate a student’s vocational potential or capacity to succeed in future career endeavors

• Can be measured using individual tools for each area, or by using a complete battery

• Includes specific Aptitudes

Mechanical Spatial Perception

Motor Form Perception

Finger dexterity Clerical

Manual dexterity Verbal

Eye-hand coordination Numerical

Eye-hand-foot coordination

Situational Assessment

• Provides a systematic observation process for evaluating performance and behaviors in a controlled or semi-controlled environment

Key Players

□ Family members

□ General education teachers

□ Special education teachers

□ Paraprofessionals

□ School counselors

□ School nurses

□ School psychologists

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□ Vocational evaluators

□ Community services representatives

□ Occupational therapists

□ Physical therapists

□ Job coaches

□ Speech/language therapists

□ Other related service providers

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