life skills assessment options in transition planning

40
Life Skills Assessment Options in Transition Planning Gary M. Clark, Ed.D. Department of Special Education University of Kansas Lawrence, KS 66045 [email protected]

Upload: hasana

Post on 25-Feb-2016

77 views

Category:

Documents


2 download

DESCRIPTION

Life Skills Assessment Options in Transition Planning. Gary M. Clark, Ed.D. Department of Special Education University of Kansas Lawrence, KS 66045 [email protected]. Life Skills and Appropriate Measurement of Functional Achievement. - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Life Skills Assessment Options in Transition Planning

Life Skills Assessment Options in

Transition Planning

Gary M. Clark, Ed.D.Department of Special Education

University of KansasLawrence, KS 66045

[email protected]

Page 2: Life Skills Assessment Options in Transition Planning

Life Skills and Appropriate Measurement of Functional

Achievement

Transition services…a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to postschool activities………

Page 3: Life Skills Assessment Options in Transition Planning

Life Skills and Appropriate Measurement of Functional

Achievement

The IEP for students 16 and older (and younger when appropriate), must have:

“..appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;”

Page 4: Life Skills Assessment Options in Transition Planning

What do we mean by life skills?

Daily living skillsIndependent living skillsCommunity participation skills

Page 5: Life Skills Assessment Options in Transition Planning

Examples of daily living skills….. Grooming and hygiene Appropriate choices in nutrition Appropriate care of clothing Responsible for personal belongings Knowing how to respond to symptoms of illness, accidents, or emergencies

Appropriate use of leisure time Basic money management skills

Page 6: Life Skills Assessment Options in Transition Planning

Examples of independent living skills… Mobility and orientation skills (including driving or use of public transportation)

Advanced skills of clothing selection and clothing care

Advanced skills in personal care (grooming, hygiene, appropriate fashion choices)

Advanced skills in personal responsibility for nutrition, fitness, and health care

Advanced skills in money management and consumer skills

Skills in finding and securing appropriate residential choices

Page 7: Life Skills Assessment Options in Transition Planning

Examples of community participation skills… Skills in locating and using community leisure and recreation facilities

Skills in accessing community agencies (health, rehabilitation, employment, etc.)

Appropriate consumer skills in the community Skills in accessing social opportunities for personal enjoyment and/or personal growth

Interpersonal skills with family and others Responsible community behavior (civility) Responsible behavior as a citizen (voting, paying taxes,obeying laws, volunteering, conservation,etc.)

Page 8: Life Skills Assessment Options in Transition Planning

Assessing Daily Living Skills with Formal

Assessments

Adaptive behavior scales AAMR Adaptive Behavior Scale (School Edition) Adaptive Behavior Inventory Vineland Adaptive Behavior Scale Scales of Independent Behavior Street Survival Skills Questionnaire

Page 9: Life Skills Assessment Options in Transition Planning
Page 10: Life Skills Assessment Options in Transition Planning

Assessing Daily Living Skills with Formal Assessments, cont’d.

Responsibility and Independence Scale for Adolescents (RISA)

Kaufman Functional Academic Skills Test (K-FAST)

Page 11: Life Skills Assessment Options in Transition Planning

Responsibility and Independence Scale for Adolescents

Ages 12-20, mild disabilities or students at risk Subscales: Domestic Skills, Money

Management, Citizenship, Personal Planning, Transportation Skills, Career Development, Self-Management, Social Maturity, and Social Communication

Scaled scores and percentile ranks based on norm groups

Administration time, 30-45 minutes

Page 12: Life Skills Assessment Options in Transition Planning

Assessing Daily Living Skills, cont’d.

Commercially available life skills assessments:

BRIGANCE® Life Skills Inventory

Life Centered Career Education Knowledge and Performance Batteries

Page 13: Life Skills Assessment Options in Transition Planning

Life Skills Inventory (LSI)

Page 14: Life Skills Assessment Options in Transition Planning

LCCEKnowledgeBattery

Page 15: Life Skills Assessment Options in Transition Planning

Assessing Independent Living Skills

Commercially available instruments:

Ansell-Casey Life Skills Assessment (Level III)

Functional Skills Screening Inventory

Page 16: Life Skills Assessment Options in Transition Planning

General Transition AssessmentInstruments that Include Vocational/Occupational

Assessment Enderle-Severson Transition Rating Scales LCCE Competency Assessment Knowledge Batteries

Transition Skills Inventory (TSI) Transition Behavior Scale (2/e) (TBS)

Transition Planning Inventory (TPI-UV)

Page 17: Life Skills Assessment Options in Transition Planning

Assessing Daily Living Skills with Informal

Assessments Informal assessment options: Checklists Interviews Observations Situational assessments for specific skills

Ecological or environmental assessments

Functional evaluations

Page 18: Life Skills Assessment Options in Transition Planning

Checklists Advantages:1. Permit assessment of a variety

of behaviors2. Permit quick responses3. Eliminate students’ need to

write4. Quick/efficient for teachers

and parents

Page 19: Life Skills Assessment Options in Transition Planning

Checklists

Disadvantages:1. Requires reading2. Many responses are not easily

answered with Yes/No or a simple check that the behavior/trait applies most of the time

3. No chance to immediately probe answers

4. Problems in reliability

Page 20: Life Skills Assessment Options in Transition Planning

Structured Interviews

A structured interview is an informal assessment technique, but it has structure to it.

An interview protocol is used to stay focused on the area of information desired, but probes or questions asking for clarification or examples are permitted.

Page 21: Life Skills Assessment Options in Transition Planning

Examples of Structured Interview Questions

What chore can you do best at home? Why do you think that is your best?

Can you plan and prepare a meal for yourself? For others?

Do you do all of your own laundering of clothes? If not all, any part of it?

Do you have a driver’s license? Can you use a city bus?

Page 22: Life Skills Assessment Options in Transition Planning

Observations Life skills observations are more difficult to do for school personnel.

The obvious alternative is to use checklists and interviews with families to take advantage of their observations.

Page 23: Life Skills Assessment Options in Transition Planning

Assessment in the Context of Life Skills Environments

Ecological assessmentSituational assessmentFunctional assessment or functional evaluation

Page 24: Life Skills Assessment Options in Transition Planning

Ecological Assessment Life skills ecological assessment includes task analyses and environ-mental expectations or demands of the life skills environments

Involves questions such as: Is ____ asked/required to ____? Are there strict standards for performance of ___? Is supervision required? Under what kinds of conditions are the tasks performed?

Page 25: Life Skills Assessment Options in Transition Planning

Functional Assessment: A Definition

A functional evaluation or assessment process is one that is an organized approach to determining the interests, needs, preferences, and abilities that an individual student has in the domains of daily living skills, and occupational/ employability skills.

Page 26: Life Skills Assessment Options in Transition Planning

Functional Assessment

A functional assessment can use both formal and informal assessment procedures to provide a basis for planning and action.

Page 27: Life Skills Assessment Options in Transition Planning

Situational Assessment Advantages:1. Permits data collection on a

variety of behaviors2. Is highly authentic assessment3. Permits assessment to occur in

the context of learning, working, social, or leisure situations in the home, school, or community

Page 28: Life Skills Assessment Options in Transition Planning

Situational Assessment Advantages, cont’d.:4. Is more motivating for

students than tests, surveys, interviews, etc.

5. May be ongoing for a period of time and increases reliability of assessment data

Page 29: Life Skills Assessment Options in Transition Planning

Situational Assessment Disadvantages:1. Difficult to assess some behaviors

because of a lack of control over the situational environment

2. Observers/raters/evaluators cannot be in the situation at all times

3. Observers/raters/evaluators in the situation might change the situation by being there

Page 30: Life Skills Assessment Options in Transition Planning

Situational Assessment Disadvantages, cont’d.:4. Is time-consuming for student

and assessment personnel5. Requires coordination with a

variety of persons for it to work

6. Requires high degree of planning and monitoring

Page 31: Life Skills Assessment Options in Transition Planning

Life Skills Situational Observation Assessment

Questions Is the student performing the life skills task(s) of the selected environment?

Does the student perform the task(s) consistently?

Is the student performing the task(s) at a satisfactory rate?

Does the student meet secondary expectations of the targeted task(s)?

Page 32: Life Skills Assessment Options in Transition Planning

Life Skills Situational Assessment Questions,

cont’d. Does the student know when errors are made or when the task is unsatisfactory because of quality, waste of materials, or performance rate?

Page 33: Life Skills Assessment Options in Transition Planning

Checklist for Analyzing Performance Problems (Mager &

Pipe (1997)

What is the performance discrepancy?Why is there said to be a problem?

What is the actual performance at issue?

What is the desired performance?

Page 34: Life Skills Assessment Options in Transition Planning

Checklist for Analyzing Performance Problems (Mager &

Pipe (1997), cont’d. Is it worth pursuing?

What would happen if we left it alone?

Are our expectations reasonable?

What are the consequences caused by the discrepancy?

Page 35: Life Skills Assessment Options in Transition Planning

Checklist for Analyzing Performance Problems (Mager

& Pipe (1997) Can we fix it?

Do the non-performers know what is expected of them?

Can the non-performers describe desired performance and expectations?

Are there obvious obstacles to performance?

Do the non-performers get feedback on how they are doing?

Page 36: Life Skills Assessment Options in Transition Planning

Checklist for Analyzing Performance Problems (Mager

& Pipe (1997)

Is desired performance punishing?What are the consequences of performing as desired?

Is performance actually punishing or perceived as punishing?

Page 37: Life Skills Assessment Options in Transition Planning

Checklist for Analyzing Performance Problems (Mager

& Pipe (1997) Is undesired performance rewarding?What rewards, prestige, status, or comfort support the present way of doing things?

Does misbehaving or “goofing off” get more attention than doing it right?

Page 38: Life Skills Assessment Options in Transition Planning

Checklist for Analyzing Performance Problems (Mager

& Pipe (1997) Are there any consequences at all?Does desired performance lead to consequences that the task performer sees as favorable?

Does non-performance lead to consequences that the task performer sees as unfavorable?

Page 39: Life Skills Assessment Options in Transition Planning

Checklist for Analyzing Performance Problems (Mager

& Pipe (1997)

Is it a skill deficiency? Could the task performer do it in the past?

Is the skill used often enough to maintain proficiency?

Page 40: Life Skills Assessment Options in Transition Planning

Checklist for Analyzing Performance Problems (Mager

& Pipe (1997) Can the task be modified? Can we provide some type of performance aid?

Can we redesign the environment or provide other physical help?

Can we transfer part of the job to someone else or arrange a changing of jobs?