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 Outdated assessment data lacks validity and can adversely impact a student’s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
www.virginiaview.com
www.myfuture.com
www.Princetonreview.com
www.rockingham.k12.va.us/rcps_sped/SVRP/svrp.htm
www.tslp.org (click on link to QuickBook of Transition Assessments)
September 2007
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
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Assesses skills such as:
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Communication
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Self-Determination
• Personal Management
Behavior/Social Skills
• Measures behavior and basic interpersonal skills used in a variety of settings such as:
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Sharing
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Cooperating
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Collaborating
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Respect for others’ privacy/property
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Using socially appropriate behaviors
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Showing sensitivity to others’ feelings and preferences
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Being sensitive to multicultural diversity
• Measures environment-specific social behaviors
September 2007
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
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Family members
General education teachers
Special education teachers
Paraprofessionals
School counselors
School nurses
School psychologists
September 2007
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Vocational evaluators
Community services representatives
Occupational therapists
Physical therapists
Job coaches
Speech/language therapists
Other related service providers