Overview
The TEACCH Transition Assessment Profile– Second Edition (TTAP; Mesibov, Thomas, Chapman, & Schopler, 2007) is a revised version of the Adolescent and Adult Psychoeducational Profile (AAPEP; Mesibov, Thomas, Chapman, & Schopler, 1988). The TTAP is a criterion-referenced instrument used with students in grades 3 through 12, as well as with adults. It was developed for adolescents and older children with autism spectrum disorder (ASD), particularly those with transitional needs. The TTAP is structured to satisfy provisions in the IDEA requiring that adolescents be evaluated and provided with a transition plan. The TTAP can be used to facilitate educational and transitional planning. It evaluates six major functional skill areas—Vocational Skills, Vocational Behavior, Independent Functioning, Leisure Skills, Functional Communication, and Interpersonal Behavior. Three components of the evaluation consist of a direct observation scale (direct assessment of skills), a home scale (completed via interview with parents or caregivers), and a school/work scale (completed via interview with teachers or work supervisors). The TTAP can provide valuable skill assessment for individualized education program (IEP) development and tracking. The TEACCH Transition Assessment Profile – Second Edition – Computer Version (TTAP-CV; 2012) is designed as a companion to the TTAP print version. Together, they create a system designed to support the development and documentation of goals for transition planning and job training. The purpose of the TTAP-CV is to provide an easy-to-use method for entering the TTAP results, processing the data, and including the data in reports and transition assessments. It can be purchased on The Autism Society of North Carolina’s Bookstore website.
Summary
Age: 3rd - 12th grade, adults
Time to Administer: 60 minutes per scale (context)
Method of Administration: Individually administered, criterion-referenced measure of skill acquisition for older children and adolescents on the autism spectrum
Yields task scores: “pass”, “fail”, and “emerge”
Subscales: Skill Areas: Vocational Skills, Vocational Behavior, Independent Functioning, Leisure Skills, Functional Communication, Interpersonal Behavior
Autism Related Research
Little research has been conducted using the TTAP (Lord, Corsello, & Grzadzinski, 2014) outside of evaluating TEACCH programs. For example, recent outcomes on the TTAP were used to support the effectiveness of the TEACCH approach for young adults with ASD and comorbid mild to moderate intellectual disabilities (Siu, Lin, & Chung, 2019). Its predecessor (the AAPEP) was used to determine progress of men with ASD receiving TEACCH programming within a residential facility (Persson, 2000).