Title: Using School Psychological Assessment Skills to Facilitate Transition Planning
1Using School Psychological Assessment Skills to
Facilitate Transition Planning
- Edward M. Levinson, Ed.D
- Professor of Educational and School Psychology
- Indiana University of Pa.
- emlevins_at_iup.edu
- http//www.coe.iup.edu/emlevins
2 Agenda
- The Rationale for Transition Planning
- A Rationale for School Psychologist Involvement
- Current /Future Roles and Obstacles to
Involvement - Best Practice Issues in Transition
- Vocational Assessment Domains and Techniques
- Instrumentation
3What is the purpose of education?
- What is the purpose of special education?
4The mission of special (or general) education
is not restricted to the teaching of academic
subjects, nor is it to protect students from a
harsh adult environment. It is to prepare them to
participate fully in the mainstream adult world
5How well are we accomplishing this objective?
6As students approach the end of their formal
schooling, we frequently ask what they will be
doing after school ends. Unfortunately, when we
look back to determine what preparations have
been made for students to live and work in our
communities, we often see a series of disjointed
efforts lacking focus on skills necessary to
confront the new expectations of adult life
7Unemployment/UnderemploymentRates for
Individuals with Disabilities
- Following the completion of school
- 21 are fully employed, 40 are underemployed
(poverty level), and 26 are on welfare
(Pennsylvania Transition from School to Work,
1986) - 67 are unemployed (ages 16-64), 67 would like
to be employed, and 75 are employed part-time
(Rusch Phelps, 1987)
8Unemployment/UnderemploymentRates
- NLTS data (Blackorby Wagner, 1996 Wagner et
al., 1993) - Within three years following school
- 52 of youth with disabilities were employed in
1987, 67 in 1989 - Employment rate varies by disability category
- 63 of LD, 48 of ED, 41 of MR, and 10 of MH
were employed
9Unemployment/UnderemploymentRates
- In summary
- unemployment and underemployment rates for all
disability groups except LD and speech impaired
are significantly higher than those for the
general population
10Dropout rates Among Individuals with Disabilities
- NLTS data reveal a dropout rate of 36.4 , though
this rate varies by disability category (rate for
general population is 25-30) - For individuals with learning disabilities,
dropout rates of over 50 have been reported - For individuals with emotional disabilities,
dropout rates of over 40 have been reported - For individuals with mental retardation, dropout
rates of 30 have been reported.
11Dropout rates Among Individuals with Disabilities
- In summary
- students with disabilities drop out of school
more frequently than do students without
disabilities - students with learning and emotional
disabilities are at the greatest risk of dropping
out.
12Why?
- A majority of adults believe schools DO NOT
devote enough attention to helping non-college
bound students get jobs (Hoyt Lester, 1995) - Only 15 of incoming 9th graders obtain a 4-year
college degree within 6 years of graduating
(Morra, 1993) - Only 24.5 of students with disabilities age 17
and older graduate with a H.S. Degree (US Dept.
Of Education, 1999)
1321st Annual Report to Congress on the
Implementation of IDEA (US Department of
Education, 1999)
- Concluded
- Drop-out rates can be lowered and employment
rates increased if students with disabilities are
afforded adequate vocational education - At the systems level, major changes are needed in
schools...if the vocational needs of students
with disabilities are to be met.
14Reasons/Needs for Transition/Vocational
Assessment Services
- Drop out rates among students with disabilities
- Unemployment rates among individuals with
disabilities - Economic costs to society
- Quality of life issues
- Legislation
15Transition Definition IDEA
- A coordinated set of activities for a student,
designed within an outcome-oriented process,
which promotes movement from school to
post-school activities, including post-secondary
education, vocational training, integrated
employment (including supported employment),
continuing and adult education, adult services,
independent living, or community participation.
The coordinated set of activities shall take into
account the students preferences and interests,
and shall include instruction, community
experiences, the development of employment and
other post-school adult living objectives, and,
when appropriate, acquisition of daily living
skills and functional vocational evaluation
(Education of the Handicapped Act Amendments of
1990, PL 101-476, section 602 (a))
16Factors Associated with Positive
Secondary/Post-Secondary Outcomes
- Participation in vocational education
(occupationally-specific instruction) during last
two years of high school. - Participation in paid work experiences in the
community during the last two years of high
school - Competence in functional academics, community
living, personal social, vocational, and
self-advocacy skills - Participation in transition planning
- Graduation from high school
17Transition/Vocational Assessment Best Practices
- Develop a system-wide program
- Link planning to career development theory and
K-12 career development activities - Base planning on a sound assessment
- Involve parents, students, and community
representatives in planning from the start
(establish inter-agency agreements) - Insure that students with disabilities have
vocational, occupational and work experiences
18Systemic Transition/Vocational Assessment
Planning Three Phases
- Planning
- Develop a task force
- Conduct needs assess.
- Develop a model
- Develop interagency agreements
- Identify funding requirements/sources
- Implementation
- Appoint a coordinator
- Develop a procedures manual
- Select and purchase materials
- Train school/community personnel
- Conduct in-service workshops
- Pilot test the program
19Systemic Transition Planning Three Phases
- Program Evaluation
- Identify aspects of the program in need of
evaluation - Identify preliminary standards for program
evaluation - Hire a program evaluator and conduct the
evaluation - Plan and implement program improvements
20Effective Assessment for Transition
- Uses only reliable and valid assessment
techniques - Uses a transdisciplinary team to conduct the
assessment - Incorporates a multitrait, multimethod, and
multifactored approach to assessment - Links assessment to career development theory
- Insures that assessment is functional and ongoing
21Rationale for school psychologist involvement in
vocational/transition issues
- Relationship between psychology and work
- Schools emphasis on preparing students for work
- Federal legislation
- Drop-out, Unemployment and underemployment rates
among individuals with disabilities - NASP standards
22NASP Standards Consultation
- 4.3.1.3 School psychologists provide skill
enhancement activities (such as in-service
training, organizational development, parent
counseling, program planning and evaluation
vocational development, and parent education
programs) to school personnel, parents, and
others in the community, regarding issues of
human learning, development, and behavior
23NASP Standards Assessment
- 4.3.2.2 psychological and psychoeducational
assessments include evaluation, as appropriate,
of the areas of personality, emotional status,
social skills and adjustment, intelligence and
cognitive functioning, scholastic aptitude,
adaptive behavior, language and communication
skills, academic knowledge and achievement,
sensory and perceptual-motor functioning,
educational setting, family/environmental-cultural
influences, career and vocational development,
aptitude, and interests.
24NASP StandardsDirect Service
- 4.3.3.2 School psychologists design direct
service programs to enhance cognitive, affective,
social, and vocational development
25Current Roles
- Despite these standards, school psychologists are
uninvolved (though interested) in vocational
activities - Shepard Hohenshil (1983) found that
- 75 of school psychologists applied less than 3
of their time to vocational activities - 91 felt unprepared to provide vocational
services - respondents attached great importance to
vocational services
26Current Roles
- Levinson (1988) found that 66 had no involvement
in vocational assessment, 61 had no involvement
in vocational counseling, 59 had not consulted
with vocational instructors, and 87 had no
involvement in vocational program development - Carey (1995) found that less than 1 of time was
spent in vocational assessment
27Current Roles
- Staabs (1996) National Study of School
Psychologists - School psychologists were interested in
transition, perceived it to be important, but
felt unprepared to perform the activities listed - Other than the functions listed under
assessment, school psychologists did not
describe transition activities as being
regularly or routinely performed - Only two activities were described as those
school psychologists definitely should perform
explain test results to students so they
understand their strengths and needs, and
modifications/adaptations needed for successful
transition planning and completing triennial
evaluations to help meet transition planning
needs - Approximately half indicated that school
psychology services were underutilized in the
transition process - Time constraints and caseloads were cited as
barriers to involvement
28Current Roles
- Lillensteins (2002) Pennsylvania Study
- Responses from 125 School Psychologists and 66
Transition Coordinators (28 response rate) - Generally results were similar to Staab
- 4.5 of time was spent in transition activities
- Assessment activities were frequently or
occasionally performed (none were
regularly/routinely performed) review records,
conduct re-evaluations, conduct FBAs, conduct
ability assessments, conduct social skills
assessment - No involvement in Consultation, Program Planning
or Direct service activities - Desired involvement exceeded actual involvement
- Barrier Referral Backlog
29Obstacles to Involvement
- Lack of Training
- Role Restrictions/Time Constraints
- Role Perceptions
- Overreliance on published, standardized norm
referenced assessment instruments - Inability to use traditional psychoeducational
data for vocational planning
30Needs
- Additional training opportunities
- NASP commitment
- Special education reform
31Potential Roles
- Expand assessments to include an assessment of
interests, aptitudes, functional living skills
and career maturity - Facilitate team planning and the development of
transition plans - Consult with others to facilitate learning and
acquisition of necessary behaviors
32Potential Roles
- Assist in designing, planning, and evaluating
system-wide transition programs - Assist in evaluating the progress individual
students are making in accomplishing transition
goals - Assist in the selection, use, and interpretation
of vocational assessment instruments
33Process of identifying an individuals physical,
mental, and emotional abilities, limitations, and
tolerances in order to..
- Predict current and future employment potential
and adjustment
34Process whereby an individuals attitudes,
aptitudes, interests, capabilities, physical
capabilities and tolerances are evaluated by
utilizing standardized tests..
- Job sampling, job trait and other standardized
techniques and procedures
35These are Definitions of Vocational Assessment
36 As defined by the Vocational Evaluation and
Work Adjustment
Association
- Vocational assessment is a comprehensive process
that utilizes work, real or simulated as the
focal point of assessment and vocational
exploration, the purpose of which is to assist
individuals in vocational development.
37 As defined by the Vocational Evaluation and
Work Adjustment
Association
- Vocational assessment incorporates medical,
psychological, social, vocational, and economic
data in the attainment of the goals of the
evaluation process
38Purposes of vocational assessment (from
voc.ed/voc. rehab. lit.)
- To assess intellectual potential, present work
skills, expected work skills, physical
capability, work behavior, and learning problems - To determine whether students have adequate
prerequisite skills for voc-ed programs - To suggest needed support services
39Purposes of vocational assessment (from
voc.ed/voc. rehab. lit.)
- To suggest effective teaching techniques and
instructional modifications for special students - To provide the vocational teacher with improved
information about the student - To bridge the gap between special educators and
vocational educators
40Vocational Assessment Techniques
- Paper pencil tests
- Interviewing
- Behavioral Observation
- Performance tests
- Work Sampling
- Simulated Work Experience
- Work Experience
41Components of a Comprehensive Vocational
Assessment
- Mental Ability/Vocational Aptitudes
- Academic Achievement
- Small/Large Motor Coordination
- Vocational Interests/Personality
- Vocational Adaptive Behavior
- Career Maturity
42Instrumentation Interests/Personality
- Self-Directed Search (SDS)
- Career Key (CK)
- Occupational Aptitude Schedule and Interest
Survey - III (OASIS-III) - Non-Reading Interest Inventories
- Issues in Selection Reading level, Developmental
level, Vocational aspiration, Available training
43Components of Career Maturity
- Self Awareness
- Occupational Awareness
- Decision making skills
- Harrens decision making styles
- Dependent
- Intuitive
- Rational
44Instrumentation Career Maturity
- Career Development Inventory
- Career Maturity Inventory
- Assessment of Career Decision-Making
45Case 1 -TESTS ADMINISTERED
- - Wechsler Intelligence Scale for Children
- 3rd Edition (WISC-III)
- - Wechsler Individual Achievement Test
- (WIAT)
- - Achenbach Child Behavior Checklist
- (CBCL)
- - Hollands Self-directed Search (SDS)
46Wechsler Intelligence Scale for Children- 3rd Ed
(WISC-III)
- WISC-III Scale IQ Percentile Rank
- Verbal 113 81
- Performance 84 14
- Full Scale 99 47
- Composite Score
- Verbal Comprehension 113 81
- Perceptual Organization 89 23
- Freedom from Distractibility 112 79
- Processing Speed 86 18
47Wechsler Individual Achievement Test (WIAT)
- Subtest Standard Score Percentile Rank
-
- Basic Reading 100 50
- Mathematics Reasoning 97 42
- Spelling 98 45
- Reading Comprehension 100 50
- Numerical Operations 78 7
- Listening Comprehension 96 89
- Oral Expression 115 84
- Written Expression 98 45
48- Standard Score Percentile Rank
-
- Reading 100 50
- Mathematics 87 19
- Language 110 75
- Writing 97 42
- TOTAL 98 45
49Achenbach Child Behavior Checklist (CBCL)
50Hollands Self-directed Search (SDS)
- Occupational Areas Total Score
- Realistic 30
- Investigative 17
- Artistic 8
- Social 15
- Enterprising 27
- Conventional 4
51Case 2- TESTS ADMINISTERED
- -Woodcock Johnson Tests of Cognitive Ability-
- Revised (WJ-R COG)
- - Woodcock Johnson Tests of Achievement-
- Revised (WJ-R)
- - Social Skills Rating System- Parent Form (SSRS-
- PF)
- - Social Skills Rating System- Student Form
- (SSRS- SF)
- - Self-directed Search (SDS)
52Woodcock-Johnson Tests of Cognitive Ability-
Revised (WJ-R COG)
- Subtest Standard Score Percentile Rank
- By Age By Age
- Memory For Names 87 19
- Memory For Sentences 109 72
- Visual Matching 97 41
- Incomplete Words 93 31
- Visual Closure 115 84
- Picture Vocabulary 107 67
- Analysis-Synthesis 98 45
- Visual-Auditory Learning 118 88
- Oral Vocabulary 99 48
- Concept Formation 99 48
53- Cognitive Standard Score Percentile Rank
- Cluster By Age By Age
- Long-Term Retrieval 102 54
- Short-Term Memory 105 63
- Processing Speed 94 34
- Auditory Processing 99 47
- Visual Processing 118 89
- Comprehension- 103 57
- knowledge
- Fluid Reasoning 99 48
- Broad Cognitive Ability 102 56
54- Aptitude Standard Score Percentile Rank
- Cluster By Age By Age
- Reading Aptitude 102 55
- Mathematics Aptitude 98 44
- Written Language 104 60
- aptitude
- Knowledge Aptitude 108 69
55Woodcock-Johnson Tests of Achievement- Revised
(WJ-R)
- Subtest Standard Score Percentile Rank
- By Age By Age
- Letter-Word Identification 96 39
- Passage Comprehension 96 39
- Calculation 109 74
- Applied Problems 97 42
- Dictation 79 8
- Writing Samples 89 22
- Science 96 39
- Social Studies 107 69
- Humanities 91 27
56- Clusters Standard Score Percentile Rank
- By Age By Age
- Broad Reading 96 38
- Broad Mathematics 103 58
- Broad Written Language 84 14
- Broad Knowledge 96 39
57Social Skills Rating System-Parent Form (SSRS-PF)
- Standard Score By Age 112
- Percentile Rank By Age 79
58Social Skills Rating System- Student Form
(SSRS-SF)
- Standard Score By Age 112
- Percentile Rank By Age 79
59Self-Directed Search (SDS)
- Occupational Code REA Raw Score
- Realistic 30
- Enterprising 16
- Artistic 15
- Social 10
- Investigative 9
- Conventional 5
60In order to develop a sound vocational assessment
program.
- We must understand and apply vocational/career
development theory
61Minnesota Theory of Work Adjustment
- Proposes two aspects of work adjustment
- Job Satisfaction
- Job Satisfactoriness
62Individual
Job
Reinforcer System
Needs
Correspondence
Job Satisfaction
63Work-Related Needs
- Achievement
- Activity
- Advancement
- Authority
- Compensation
- Co-workers
- Creativity
- Independence
- Moral Values
- Recognition
- Responsibility
- Security
64Work-Related Needs
- Ability Utilization
- Policies and Practices
- Social Service
- Social Status
- Supervision (Technical/Human)
- Variety
- Working Conditions
65Individual
Job
Ability Requirements
Correspondence
Abilities
Job Satisfactoriness