Self-operated prompting systems consist of extra stimuli or cues, such as pictures, text, and audio and/or video recording, that students operate to prompt their own learning.
Use "extra" stimuli or cues such as pictures, text, audio, and/or video recordings to teach a complex task (i.e., preparing breakfast) or series of tasks (i.e, morning routine)
"Low-tech" options include the use of pictures (i.e., picture recipes and schedules), audio recordings (i.e, ipods programmed with the steps of a task), and text to cue the student (i.e., a list of words depicting work tasks to be completed)
"Hi-tech" options include computer and video technology such as handheld computers, personal digital assistants (PDAs) and pocket PCs that offer graphic, audio and/or touch screen capabilities that prompt the student to initiate and complete activities
Provides a method for identifying students strengths, needs, preferences, and interests, which, in turn, allows students to make informed choices about their goals for post school life.
Provides information about students in order to help the IEP teams identify specific skills that students need in order to help them meet their post school goals.
Helps students take charge of the transition planning process because it makes them aware of their self-determination skills.
Transition assessment can provide information on a number of skill areas( self-determination, vocational, independent living, career exploration, achievement, behavioral) so the students' profile of skills needed to meet post school goals can be identified for employment; education, and independent living.