Transitional Assessments

James Levine & Associates provides detailed Transitional Assessments crafted in a team format.  In our experience, many TAs do not adequately address the mental health component of students needs.  This, of course, affects the type of transitional match that makes sense for that individual as well as the kinds of services needed to help achieve his or her goals.  By using a combination approach of a BCBA (or BCaBA) and licensed psychologist when necessary, our assessments provide the most in-depth picture of next steps for the student.  To our knowledge, no other agency combines this level of expertise when conducting these assessments. Transitional Assessments developed by James Levine & Associates are unique in the field.

Transitional Assessments (TAs) are essential for several reasons on behalf of students with special needs.  These include the need to:

  • Clarify postsecondary goals
  • Plan and develop related transition services
  • Create annual goals and objectives for the transition component of the IEP
  • Design instructional programming and make educational decisions
  • Include information on the current level of performance related to a student’s interests, preferences, and needs in the IEP.

These assessments gather information in the following four categories:

(a)   Academic

(b)   Self-determination and self-advocacy

(c)    Vocational interest and exploration

(d)   Adaptive behavior/ independent living.

TAs are recommended for students as early as the end of the eighth grade or the age of 14, and required by the Department of Elementary and Secondary Education (DESE) no later than age 16.  However, there are also times when older students need a TA because current planning is not meeting their needs and the Team is looking for an assessment that will help articulate a new direction.  At James Levine & Associates, our TAs are typically completed by a Board Certified Behavioral Analyst (BCBA) and licensed psychologist, which provides for a truly comprehensive evaluation.

Assessment results often form the basis for generating recommendations for instructional strategies and necessary accommodations, as well as clarifying the appropriate environment that would best match the student’s needs and strengths.  A comprehensive TA also helps to assist the student to better understand the connection between his or her individualized academic program and post-school ambitions.  According to recent research, having a clear plan and goals, and a fuller understanding of the most effective ways to meet those goals, can become the key to increasing a student’s motivation to engage in learning and stay in school.

For further information or to engage our transitional assessment services please contact Allyson Pequita, BCBA, CRC at 413-534-7400.