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Using the TEACCH Transition Assessment Profile (TTAP) to Prepare Adolescents and Adults for the Real World
By Mr Michael Chapman
Director of Services, Division TEACCH, University of North Carolina Chapel Hill, USA
In this session, we look at the TEACCH Transition Assessment Profile (TTAP) - a comprehensive assessment tool that was developed for older children, adolescents and adults with an Autism Spectrum Disorder (ASD), with special emphasis on functional skills that are necessary for real world. Educators, parents, counselors and care providers can use this powerful tool to assist individuals with ASD to prepare for a successful, semi-independent adult life (i.e., personal development, recreational living, adult integration into employment and residential arrangements, etc.). It includes both an initial formal assessment instrument and an ongoing informal assessment instrument.
The formal assessment will help providers identify the individual’s initial transition goals, strengths, and weaknesses and can be used to facilitate educational and transitional planning. Emphasis is on evaluating the six major functional skill areas: 1) Vocational Skills, 2) Vocational Behavior, 3) Independent Functioning, 4) Leisure Skills, 5) Functional Communication, and 6) Interpersonal Behavior.
The informal assessment is a tool for the development of appropriate transition goals and objectives within community-based instruction settings. Using it, providers will compile a “Cumulative Record of Skills” (CRS) to help identify individual vocational preferences (even for individuals with limited communication skills) and to serve as a functional resume. Along with two other data collection forms, it provides an efficient method of ongoing assessment in community-based instruction so as to help the individual achieve positive long-term vocational and residential outcomes.
Both parts of this indispensable resource also feature:
Category: Pre-Vocational / Vocational
- A unique scoring system that helps maximize instructional time by clearly guiding the provider to teach those skills that can be most readily learned and incorporated into the individual's functional skill set
- Guidelines for making environmental accommodations to enhance an individual’s positive behavior and performance