Career Occupational Preference System 3C (COPS 3C)
The Career Occupational Preference System (COPSystem) (Knapp & Knapp-Lee., 2015) is a complete career guidance assessment program designed for institutions that need an efficient and convenient assessment platform.
The COPS 3C is an online customized assessment program and is one component of three web-based assessments: the COPS Interest Inventory, the CAPS ability battery, and the COPES work values survey. The COPS 3C is available for job seekers and for organizational use, and can be used as a career guidance program. The respondent may take the assessments together or separately. The summary section of the profile will help the client focus on career areas to which they are best suited. The results and individual profiles are available through the web-based interface. COPS 3C is available in both Spanish and English.
Author (yr) Age Range (yrs) Method of Administration/Format Approx. Time to Administer Subscales
COPS-3C, (Knapp-Knapp-Lee, 2015) Grade 7 through adult
Individually or group- administered
10–20 min., online; 30–40 min., paper/pencil
Science; Technology; Outdoor; Business; Communication; Art; Service
Conducting assessments that are related to transition needs or services is an important and necessary consideration for students identified with or suspected of having autism spectrum disorder (ASD), as with any disability identified under special education law. Provisions of IDEA (2004) require the Admission, Review, and Dismissal (ARD)/IEP committee to address students’ transition needs and services by the age of 16. If transition assessment, either formal or informal, is needed, a variety of approaches are available for consideration. The most commonly administered assessments address student interests (topics, subjects, or fields of interest as they relate to vocations and avocations); aptitudes (job-related knowledge and abilities); or preferences (e.g., type of setting or work environment preferred, working individually or alone, working inside or outside, active/physical or sedentary work). An additional area of assessment, self-determination, has become increasingly important, as IDEA has emphasized the importance of student involvement in transition planning and decision-making.
This section of TARGET includes a review of transition-related assessments that may be used for students who have or are suspected of having ASD. Included are standardized norm-referenced measures, as well as criterion- and curriculum-referenced tools. In addition to the areas of assessment mentioned above, other, more in-depth assessment processes may be required, depending on individual needs. Examples of other assessments include, but are not limited to, informal occupational exploration through school-based opportunities or hands-on community-based experiences; assessment of work behaviors; situational work assessments (assessing individual’s competencies in performing essential job duties of specific competitive employment positions); work sampling; work tolerance and functional capacity assessment; motor skill and manual dexterity testing; assessing assistive technology needs and accommodations required within a workplace; assessing postsecondary training and workplace accommodations; and independent living skills assessments. Adaptive behavior assessment results and any relevant implications should also be considered when assessing an individual’s transition needs.
Individuals with Disabilities Education Act (IDEA) OF 2004, 34 CF §300.101.