The American Institutes for Research (AIR), in collaboration with Teacher’s College of Columbia University in New York City, developed the AIR Self-Determination Assessments, which include student, parent, and educator versions.
The Conners’ Rating Scales– Third Edition (Conners-3; Conners, 2008) is an assessment for children ages 6 to 18 years; it is designed as a thorough assessment of ADHD and comorbid disorders such as Oppositional Defiant Disorder and Conduct Disorder. The components of the Conners-3 are available in paper-and-pencil or computerized formats.
The Armed Services Vocational Aptitude Battery (ASVAB; United States Military Entrance Processing Command, 2002) is a norm-referenced assessment given by the military to measure academic ability and predict occupational success.
The Brigance Transition Skills Inventory (Brigance TSI; Brigance, 2010) includes more than 100 criterion-referenced assessments.
The Career Ability Placement Survey (CAPS; Knapp & Knapp, 2015) is an individualized, norm-referenced measure of abilities related to various vocational fields.
The Career Occupational Preference System – Picture Inventory of Careers (COPS-PIC) (Knapp-Lee, L., 2007) is a nonverbal assessment of occupational interest.
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 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 Functional Skills Screening Inventory (FSSI; Becker, Schur, Paoletti-Schelp, & Hammer, 1986) was developed to assess critical living and working skills in individuals with severe handicaps, ages 6 through adulthood.
The McCarron-Dial Evaluation System (MDS; McCarron & Dial, 1973) was developed as an individually administered, norm-referenced measure of strengths and weaknesses in various factors of vocational competency.
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.
The Reading-Free Vocational Interest Inventory – Second Edition (RFVII-2; Becker, 2000) is an individualized, norm-referenced measure of vocational interests presented in a reading-free format.
The Self-Directed Search® – Fifth Edition is an online assessment that is designed to help clients learn about themselves and their career options.
The Skills Assessment Module (SAM; Rosinek, 1985) is designed to assess a student’s affective, cognitive, and manipulative strengths and weaknesses in relation to vocational skills required in various training programs within a school system.
The TEACCH Transition Assessment Profile (TTAP) – Second Edition is a revised version of the Adolescent and Adult Psychoeducational Profile (AAPEP; Mesibov, Thomas, Chapman, & Schopler, 2007) used with students in grades 3 through 12.
The Vocational Training Interest & Exploration Survey and Career Development Plan (VOC-TIES) (Scott & Gilbreath, 2012) is an individually or group-administered computer assessment designed to measure an individual’s interest in career/technical pathways.
The Wide Range Interest and Occupation Test – Second Edition (WRIOT-2; Glutting & Wilkinson, 2003) is a nonverbal measure of vocational interest.
The Work Personality Profile and Computer Report (WPP; Bolton & Neath, 2008) is a vocational rehabilitation tool for identifying an individual’s interests and strengths.