Community-Based Functional Skills Assessment for Transition Aged Youth with Autism Spectrum Disorder

Overview

The Community-Based Functional Skills Assessment for Transition-Aged Youth with Autism Spectrum Disorder (Functional Community-Based Assessment; VCU-RRTC, 2014) was developed for Autism Speaks through a contract with Virginia Commonwealth University’s Rehabilitation Research and Training Center (VCU-RRTC). Following a comprehensive literature search did not produce an assessment tool that matched the needs of youth with autism spectrum disorder (ASD), the VCU team identified critical areas of functional life skills measured by a variety of instruments. The tool is designed to assess an individual’s knowledge, skill, and social communication abilities. It is for individuals with ASD who are age 12 years and older. The purpose is to help teams identify areas of instructional priorities. To facilitate age-referenced skills, it is divided into three levels based on a person’s age: Level 1 Life Aware (ages 12-16/middle school-sophomore year of high school), Level 2 Life Explorer (ages 17-22, junior/senior in high school), and Level 3 Life Seeker (post-high school). Eight categories of skills are assessed: Career Path and Employment; Self-Determination/Advocacy; Health and Safety; Peer Relationships, Socialization, and Social Communication; Community Participation and Personal Finance; Transportation; Leisure/Recreation; and Home Living Skills. The assessment uses both a criterion-based observation and interview-based process to measure knowledge, skills, and behaviors. Multiple components are included in the Functional Community-Based Assessment including a planning tool, guide to observations, interview questions, and scoring scales.

The assessment yields scores in terms of level of independence in performing skills but also in the number of environments where he or she performs the skills. For Independence, Likert-type scoring, ranging from “1/not perform at all” to “5/performs with no prompts” is used. On the Environmental Scale, three ratings are possible: “1/not performing in any environment”, “2/performing skill in 1-2 familiar environments”, and “3/performing skill in 3+ environments, including unfamiliar”. Total scores are generated for each domain by summing the possible scores and dividing by the total possible in that domain, yielding a percentage for each domain. Visual representations of results are also generated with the results. The guide, which is available for free at the website below the Summary table, also includes a guide for team meetings to discuss results and next steps for teaching priority skills. Forms for developing individualized education program (IEP) goals based on assessment results are also included in the guide.

This assessment can be found on Autism Speaks website and under Guides and Fact Sheets as the Community Based Skills Assessment on the VCU Center for Autism Excellence’ Transition to Adulthood Resources.

Autism Related Research

None found.