THE VOCATIONAL ASSESSMENT PROTOCOL FOR SCHOOL-TO-WORK TRANSITION PROGRAMS

Objective: A total of 149 persons involved in 20 community-based vocat ional rehabilitation programs located throughout the United States tha t serve persons with traumatic brain injury (TBI) participated in a st udy to examine the structure and content of a vocational assessment pr ocess and functional abilities rating instruments. These are applicabl e for educators to use when examining work-related skills of students with TBI transitioning from school to work. Measures: Nine rating inst ruments that constitute the Vocational Assessment Protocol (VAP) were used, including two demographic profiles, three clinical profiles, and four vocational profiles. Data from case records and input from servi ce providers, examinees, and significant others were used to complete the nine profiles. Results: Data collected with the VAP identified a h igh incidence rate of common barriers to employment. Barriers involvin g social and adaptive skills, physical demands, emotional behaviors, a nd cognitive skills mere common. Conclusions: The data presented under score the need for educators to examine and develop work-related skill s of youth in school-to-work transition.