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Adaptation Ability Assessment (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 12: Critical Thinking/ Application Skills for Post Secondary ExpectationsDefinition: Ability to adapt to new tasks/jobs Review student files or portfolios to see if information related to ability to adapt to new tasks or jobs have been documented from any previous assessment effort
Interview student to elicit awareness of self in relation to adapting to new tasks or jobs. Interview format may be brief with direct questions related to how he/she feels about sudden or frequent changes in a work assignment, how he/she copes with changes at work, how he/she feels about asking for help or information about the task/job, and whether help is ever requested.
Interview current and/or previous employers to elicit their opinions about the student’s flexibility regarding changes in the work situation, how student copes with changes, and the extent to which the student asks for assistance when appropriate.
Collect and review employer worksite evaluations of students currently in work situations.

Two examples of employer worksite evaluation forms are: Worksite Evaluation Form and Employee Evaluation Form. Themes related to Cell 12 work ethics are also covered in Cell 6 employer evaluation forms.
Conduct worksite observations of students in current work situations. Document observations related to student behaviors indicating job adaptability skills, using a form such as Work Habit Observations.
Conduct a worksite observation in a situational assessment arrangement that provides the student opportunity to perform assigned work tasks and has to change procedure, change task, or ask questions related to an assigned task. Document observations related to student behaviors indicating job adaptability skills, using a form such as Work Habit Observations.
Ability to problem solve Review student files or portfolios to see if information related to ability to problem solve on the job have been documented from any previous assessment effort
Interview student to elicit awareness of self in relation to problem solving on the job. Interview format may be brief with direct questions related to recognizing problems in the workplace or on the assigned task, defining the problem, and devising and implementing a problem solving plan.
Interview current and/or previous employers to elicit their opinions about the student’s recognition of problems on the job, defining the problem, and devising and implementing a plan or process of action.
Collect and review employer worksite evaluations of students currently in work situations.

Two examples of employer worksite evaluation forms are: Worksite Evaluation Form and Employee Evaluation Form. Themes related to Cell 12 work ethics are also included in Cell 6 employer evaluation forms.
Conduct worksite observations of students in current work situations. Document observations related to student behaviors indicating job problem solving skills.
Conduct a worksite observation in a situational assessment arrangement that provides the student opportunity to perform assigned work tasks and has to respond to an arranged problem, recognize that a problem exists, define the problem, and arrive at a solution or action plan. Document observations related to student behaviors indicating problem solving skills.
Job specific/ technical skills Review student files or portfolios to see if information related to ability to perform specific job or technical skills has been documented from any previous assessment effort. Check course of study and course selections to identify specific occupational or technical training.
Interview student to elicit awareness of self in relation to job-specific or technical skills. Interview format may be brief with direct questions related to skills acquired in training or through experience.
Interview current and/or previous employers to confirm student’s opinions about her/his job-specific or technical skills.
Collect and/or review employer worksite evaluations of students currently in work situations. Focus on performance of job-specific or technical skills.
Conduct worksite observations of students in current work situations. Document observations related to student performance of job-specific or technical skills
Conduct a worksite observation in a situational assessment arrangement that provides the student opportunity to perform job-specific or technical skills.
Conduct teacher interviews and/or review input from career and technical education teachers to get input on student skill level(s) for job-specific or technical skill positions.
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