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Prevocational Assessment Screen (PAS)

The Prevocational Assessment Screen (PAS; Rosinek, 1984) is designed to assess the motor and perceptual abilities of disadvantaged youth or students with mild disabilities, ages 14–21.

Overview

The student completes eight modules that assess the following abilities: clerical/verbal (alphabetizing), motor coordination (Etch-A-Sketch™ maze), clerical/numerical (calculating), finger dexterity (small parts), manual dexterity (pipe assembly), form perception (o-rings), spatial perception (block design), and color perception (color sort). There are two scores derived for each module: an error score (the number of incorrect items) and a timed score, consisting of the amount of time in minutes required to complete the test.

These scores are used to derive percentile scores, which are then correlated to a 5-point rating scale. The rating scale scores are compared to a matrix designed to determine what skills need to be re-mediated to help the student be successful in a local vocational training program. Appendices provide technical information about the PAS test reliability, norms, and validity. Guidelines and forms for reporting procedures and intake are included. A chart is provided for correlating the PAS aptitudes with job characteristics that are listed in the Dictionary of Occupational Titles and to specific vocational programs.

Summary

Author (yr) Age Range (yrs) Method of Administration/Format Approx. Time to Administer Subscales
Prevocational Assessment Screen (PAS) Rosinek (1984) 14-21

Individually administered, norm-referenced assessment designed to assess motor and perceptual abilities of disadvantaged youth or students with mild disabilities

Assesses eight hands-on activities which screen for specific job and training aptitudes

50 min. to administer and score

Provides time and error scores for eight modules: Alphabetizing, Calculating, Finger Dexterity, Manual Dexterity, Form Perception, Spatial Perception, and Color Sort.

Availability: Piney Mountain Press, Inc. http://bit.ly/1zZ9lJm

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