Assessing Foundational Workplace Competencies in Students With Disabilities

• In Event: Transitioning to Adulthood: Socialization, Employment, and Postsecondary Education

Abstract

Because entering the workforce in a competitive employment situation upon exiting high school is important for future employment, it is important students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. The purpose of this study is determine whether modifications can be made to the Employer Identified Trait Assessment (EITA; Ju et al., 2012) for use in school settings without altering its underlying structure. Data were collected for 402 transition-aged students from the students, educators, and family members. Three versions of the EITA were modified from the original for this study. Results show modifications to the assessment did not influence the underlying assessment structure, giving evidence the modified EITA can be used for transition-planning purposes.

Authors

• Maeghan N. Hennessey, University of Oklahoma

• Kendra L. Williams-Diehm, University of Oklahoma