Evaluations

The American Institutes for Research (AIR) Self-Determination Assessments include student, parent, and educator versions which, together, can identify areas of strength and areas needing improvement. They can be used with all school-age students.

The Arc’s Self-Determination Scale- Adolescent Version (SDS; Wehmeyer & Kelchner, 1995) is a self-report measure for adolescents with mild cognitive disabilities or learning disabilities, which measures strengths and limitations in self-determination. Four aspects of self-determination are measured: Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization.

The Armed Services Vocational Aptitude Battery (ASVAB; United States Military Entrance Processing Command, 2002) is a norm-referenced multiple-aptitude assessment given by the military to measure developed abilities and predict occupational success in the military.

The Brigance Transition Skills Inventory (Brigance TSI; Brigance, 2010) includes more than 100 criterion-referenced assessments, which measure four transition skill areas: Academic Skills, Post-Secondary Opportunities, Independent Living, and Community Participation.

The Career Ability Placement Survey (CAPS; Knapp & Knapp, 2015) is an individualized, norm-referenced measure of abilities related to various vocational fields for students in grade 8 and older.

The Career Occupational Preference System – Picture Interest Inventory (COPS-PIC; Knapp-Lee, 2007) is a nonverbal assessment of occupational interest designed to help assess students with reading or language difficulties and individuals with low academic or career motivation.

The Career Orientation Placement and Evaluation Survey (COPES; Knapp, Knapp-Lee, &. Knapp, 2015) provides a measure of values to supplement programs in educational and industrial career counseling.

The Community-Based Functional Skills Assessment for Transition-Age Youth with ASD (VCU-RRTC, 2014) is a tool designed to measure functional life skills across eight domains in order to identify areas of instructional priorities for students with ASD who are ages 12 and older.

The Prevocational Assessment Screen (PAS; Rosinek, 1985) is a direct, standardized screener of motor and perceptual abilities of students with mild disabilities, ages 14–21. It can be administered individually or in groups of up to five students.

The Reading-Free Vocational Interest Inventory – Second Edition (R-FVII:2; Becker, 2000) is a norm-referenced measure of vocational interests presented in a reading-free format. It is used for students age 13 years and older and can be administered individually or in groups.

The Skills Assessment Module (SAM; Rosinek, 1985) is a criterion-referenced, standardized assessment of students’ affective, cognitive, and manipulative strengths and weaknesses in relation to vocational skills required in various training programs within a school system. It is for students 14-18 years old.

The fifth edition of the Self-Directed Search (Holland & Messer, 2013) was renamed the StandardSDS in 2017. It is a paper-pencil or online assessment designed to help individuals between 11 and 70 years old learn about themselves and their career options. The StudentSDS was created from a subset of the normative data and is for students ages 11-17 years old.

The TEACCH Transition Assessment Profile– Second Edition (TTAP; Mesibov, Thomas, Chapman, & Schopler, 2007) is a criterion-referenced instrument used with students in grades 3 through 12, as well as with adults. It facilitates educational and transitional planning via evaluation of six major functional skill areas.

The Vocational Training Interest & Exploration Survey and Career Development Plan (VOC-TIES; Scott & Gilbreath, 2012) is an individually or group-administered computer-based assessment designed to measure an individual’s interest in career/technical pathways for students ages 14-17 years.