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Critical Thinking and Applied Knowledge (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 10: Critical Thinking/Application Skills for Postsecondary ExpectationsDecision-making skills Review student files or portfolios to see if any decision-making skills related to home and community living expectations have been documented from any previous assessment effort.
Interview student to elicit student awareness of strengths and limitations with regard to decision-making, both at home now and in the community in the future as an adult. Interview format may include direct questions addressing accessing resources for assistance, anticipating consequences of decisions, identifying problems or conflicts as a result of decisions, and problem-solving at home and in the community.
Interview parent(s) to elicit student awareness of strengths and limitations affecting decision-making, both at home now and in the community in the future as an adult. Interview format may include direct questions on accessing resources for assistance, anticipating consequences of decisions, identifying problems or conflicts as a result of decisions, and problem-solving at home and in the community.
Conduct formal or informal observations of student attitudes and habits at school that are related to home and community decision-making. Document observations in the student’s file or portfolio.
Administer an informal checklist assessment of attitudes/habits influencing decision-making, using the Comprehensive Inventory of Transition Knowledge and Skills, Items 36 on pp. 35-36 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
Complete the Self-Determination/Self Advocacy Checklist from Informal Assessments for Transition Planning (IATP), p. 134.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757,
Administer the AIR Self-Determination Scaleto the student and/or parent(s). There is also a form for school respondents to complete to compare with students’ and parents’ responses or in lieu of being able to have students and/or parents complete the form. The AIR Self-Determination scale:
  • produces a profile of the student's level of self-determination
  • identifies areas of strength and areas needing improvement
  • identifies specific educational goals that can be incorporated into the student's IEP
The AIR assessments measure two broad components—capacity and opportunity. Capacity refers to the students’ knowledge, abilities, and perceptions that enable them to be self-determined. Opportunity refers to the students’ chances to use their knowledge and abilities.

The AIR Self-Determination Scale is available for you to use, free of charge. Download the manual and each scale by clicking here.
Administer The Arc’s Self-Determination Scale. The Arc's Self-Determination Scale (Wehmeyer, 1995) is a student self-report measure of self-determination designed for use by adolescents with disabilities, particularly students with mild cognitive and learning disabilities. The 72-item scale measures overall self-determination and the domain areas of autonomy, self-regulation, psychological empowerment, and self-realization.

For further information on The Arc's Self-Determination Scale contact The Arc of the United States, 500 East Border Street, Suite 300, Arlington, TX 76010, www.thearc.org. This scale may also be accessed through the University of Kansas’ Beach Center on Disability web site.
Administer The Self-Determination Assessment Battery (SDAB). There are five instruments in the battery. The Self-Determination Knowledge Scale (forms A and B) (Hoffman, Field, & Sawilowsky, 1996) is a multiple-choice and true/false format instrument designed to assess students' cognitive knowledge of self-determination skills as taught in the Steps to Self-Determination (Field & Hoffman, 1996) curriculum. It is available from PRO-ED, Inc at www.proedinc.com. The informal assessments in the battery are available from the Self-Determination and Transition Projects Office, 469 Education Building, College of Education, Wayne State University, Detroit, MI 48202. Telephone: 313/577-8342 or This email address is being protected from spambots. You need JavaScript enabled to view it. .
Personal life choices skills Review student files or portfolios to see if any personal life choices skills related to home and community living expectations have been documented from any previous assessment effort.
Interview student to elicit critical thinking/application skills related to satisfying and personal life choices, such as self advocacy skills, health and sexuality choices, acting on rights and responsibilities, solving legal problems, and responsible personal safety. Interview format may be brief with direct questions addressing selected personal life choices affecting postsecondary challenges at home and in the community.
Conduct formal or informal observations of student attitudes and habits at school that inluence personal life choices. Document observations in the student’s file or portfolio.
Administer selected informal checklist assessments of attitudes/habits that are associated with personal life choices, using the Comprehensive Inventory of Transition Knowledge and Skills, Items 31 and 34-36 on pp. 32, 34-36 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
Complete the Transition Health Care Assessment from Informal Assessments for Transition Planning (IATP), pp. 126-129.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Complete the Sexuality Assessment checklist from Informal Assessments for Transition Planning (IATP), p. 131. Use selected sections that align with an individual student’s health needs.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
The AIR Self-Determination Scale, The Arc’s Self-Determination Scale, and The Self-Determination Assessment Battery all apply to assessment for personal life choices as well as for decision-making skills. If any of these instruments has been used previously, the information obtained applies here also.
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