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Attitudes/Habits/Self-Awareness (Chart 3)

Transition Planning Assessment AreasWhat are we AssessingHow can you assess it and how can you access the suggested data collection or assessment sources?
Cell 7: Attitudes/Habits/Self- Awareness for Post- Secondary ExpectationsPersonal organization attitudes/habits Review student files or portfolios to see if any personal organization attitudes/habits related to skills needed for home and community living have been documented from any previous assessment effort.
Interview student to elicit attitudes/habits related to skills needed for home and community living. Interview format may be brief with direct questions related to types of and settings for home and community living skills.

An example of an interview protocol, Independent Living Assessment Instrument, is from Informal Assessments for Transition Planning (IATP), pp. 102-103.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Interview parent(s) to elicit evaluation of those attitudes/habits demonstrating daily living and adult community living skills that are most related to the student’s postsecondary goals. Interview format may be brief with direct questions addressing a student’s attitudes and habits (typical behavior) when he/she is presented with living skills opportunities or demands.

Two examples of interview protocols are from Informal Assessments for Transition Planning (IATP), Recreation and Leisure Survey (pp. 117-118) and an adapted version of Community Assessment pp. 120-121).

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Conduct formal or informal observations of student attitudes and habits at school related to home and community living demands, such as time management, goal setting, keeping track of belongings, using resources and supports, etc. Document observations in the student’s file or portfolio.
Interpersonal attitudes/ habits Review student files or portfolios to see if any intrapersonal attitudes/habits related to skills needed for home and community living have been documented from any previous assessment effort. Check specifically for physical and mental health information, such as awareness of strengths and limitations, responsibility in taking medications, attitudes toward disability labels, etc.
Interview student to elicit intrapersonal attitudes/habits related to satisfying and satisfactory home and community living, such as maintaining good personal hygiene and health as well as healthy, appropriate sexuality. Interview format may be brief with direct questions related to hygiene, sexuality and personal health care at home and in the community. . Consider using Student Interview Protocol: Interpersonal Relationships.
Interview parent(s) to elicit intrapersonal attitudes/habits associated with satisfying and satisfactory home and community living, such as maintaining good personal hygiene and health as well as healthy and appropriate sexuality. Interview format may be brief with direct questions related to hygiene, sexuality and personal health care at home and in the community.
Conduct formal or informal observations of student’s attitudes and habits at school that generalize to home and community intrapersonal attitudes/habits. Document observations in the student’s file or portfolio.
Complete the School and Community Social Skills Rating Checklist from Informal Assessments for Transition Planning (IATP), pp. 146-149.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Administer a general transitions planning inventory that contains quick screening information on daily home and community living skills along with other areas of interest for postsecondary outcomes (e.g., Learning and Working). Two recommended options for general screening are the Enderle-Severson Transition Rating Scale-III (ESTR-III) for students functioning at the moderate to severe cognitive disabilities level or the Transition Planning Inventory (TPI) for students with mild to moderate cognitive disabilities or students with physical or sensory disabilities.

The ESTR-III is published by ESTR Publications, 1907 18th St. S., Moorhead, MN 56560, www.estr.net
The TPI is published by PRO-ED, Inc, 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Administer an informal assessment of attitudes/habits related to intrapersonal attitudes/habits, using the Comprehensive Inventory of Transition Knowledge and Skills, Items 11, 31, 32, & 34 on pp. 17-18, 32, 33, & 34 of Informal Assessments for Transition Planning (IATP).

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Administer Quality of Life Questionnaire (QOL.Q). The QOL.Q is appropriate for assessing students with developmental disabilities and learning problems. It assesses life satisfaction, competence/ productivity, empowerment/independence, and social belonging/community integration.

QOL.Q (Schalock & Keith, 1993) is published by IDS Publishing, P.O. Box 389, Worthington, OH, 43085, www.idspublishing.com
Autism Spectrum Disorder For students with Autism Spectrum Disorder, complete the Social Responsiveness Scale (SRS) by John N. Constantino, M.D.. This is 65-item rating scale that measures the severity of symptoms that impact social awareness, social information processing, capacity for reciprocal social communication, and social anxiety/avoidance. There are forms for both a teacher and a parent to complete. Individuals who have education, training, and work experience specific to ASD treatment can administer, score, and interpret the SRS. It is available from Western Psychological Services, 12031 Wilshire Boulevard, Los Angeles, CA 90025-1251, phone 800-648-8857, http://portal.wpspublish.com