Question:

I am a Transition Specialist in my district and I would like to create a resource list of standard and non-standard Transition assessment tools. Hope you can help me.

Answer:

What a timely question! I just co-presented a training entitled "Transition: A Functional Assessment Model" and provided the participants with just such a list. The list included the following assessment instruments that are obviously only some examples of the multiple tools available on the market. Remember, these are suggestions only; therefore, check them out and hopefully some of them will meet your request.

Standardized Instruments (focus is on multiple Transition planning areas)

Tests for Everyday Living (Halpern et al., 1979)
Target Group: All junior high students and average to low functioning high school students in remedial programs, including those labeled as having learning disabilities.

Responsibility and Independence Scale for Adolescents (Salvia, Neisworth, & Schmidt, 1990).
Target Group: Higher functioning students with mild educational disabilities, students at risk, or juvenile offenders; appropriate for students 12-0 through 19-11 years of age.

Quality of Life Questionnaire (Salvia, Neisworth, & Schmidt, 1990).
Target Group: Individuals with mild to severe cognitive disabilities, ages 18 and older.

BRIGANCE Life Skills Inventory (Brigance, 1995b).
Target Group: All disability populations, high school ages and adults, mild cognitive disabilities, with reading grade levels 2-8.

Transition Planning Inventory (Clark & Patton 1997).
Target Group: All disability populations, ages 14-25; mild through severe levels of disability.

Non-standardized Instruments (Transition-Referenced Assessments)

Enderle-Severson Transition Rating Scales (Enderle & Severson, 1991).
Target Group: Designed for all populations, ages 14-25, mild through severe levels of disability. Features: Criterion-referenced instrument with two forms: Form J for students with mild disabilities, Form F for students with moderate to severe disabilities. Includes Framework for Transitions Planning form.

Life-Centered Career Education (LCCE) Performance Batteries (Brolin, 1992c)
Target Group: Mild cognitive abilities; moderate to severe learning disabilities; mild to moderate behavioral disorders; grades 7-12. Features: Open-ended questions on worksheets and performance activities. Five items for each of 21 LCCE life skills competencies (choose appropriate competencies based on areas you want to assess).

Transition Skills Inventory (Halpern et al., 1997)
Target Group: Mild to severe learning disabilities; mild to moderate behavioral disorders; ages 14 to adult. Features: Comprehensive informal self-evaluation instrument embedded in a student transition and educational planning curriculum. Instrument completed by student, teacher, and parent/guardian and provides profile report comparing responses across raters.

Don't forget these types of nonstandard assessment tools/procedures:

Learning styles inventories
Observational learning styles assessments
Curriculum-based assessments
Structured situational assessments
Environmental assessments
Structured interviews with students, parents/guardians
Self-determination checklists

Good luck as you build your Transition assessment resources. These should enhance what you and your colleagues already have available.