CAS CAS Educational & Transition Planning Competency 1 — Questions and Answers
Question 1: Under the Individuals with Disabilities Education Act (IDEA), transition planning for students with ASD must begin no later than:
- Age 14
- Age 16 (Correct answer)
- Age 18
- Age 21
Correct answer: Age 16
IDEA mandates that transition planning be included in the IEP no later than the first IEP in effect when the student turns 16, though many states begin earlier.
Question 2: Which of the following is a key component of a Transition IEP for a student with ASD?
- Only academic goals
- Measurable postsecondary goals related to education, employment, and independent living (Correct answer)
- Behavior intervention plan only
- Sensory diet requirements
Correct answer: Measurable postsecondary goals related to education, employment, and independent living
A Transition IEP must include measurable postsecondary goals in education/training, employment, and where appropriate, independent living skills.
Question 3: Person-centered planning in transition services is best characterized by:
- Decisions made primarily by school staff
- An approach that centers the individual's strengths, preferences, and goals in planning (Correct answer)
- A standardized curriculum delivered to all students
- A focus on academic skills only
Correct answer: An approach that centers the individual's strengths, preferences, and goals in planning
Person-centered planning prioritizes the individual's own vision, values, strengths, and interests as the foundation for all transition planning decisions.
Question 4: Which evidence-based practice involves breaking complex vocational or daily living tasks into small sequential steps for individuals with ASD?
- Social narratives
- Task analysis (Correct answer)
- Pivotal Response Training
- Naturalistic Intervention
Correct answer: Task analysis
Task analysis involves identifying and sequencing the component steps of a complex skill, which is highly effective for teaching vocational and self-care tasks to individuals with ASD.
Question 5: A CAS professional supporting a young adult with ASD seeking employment should first:
- Place the individual in any available job immediately
- Conduct a comprehensive vocational assessment including interests, strengths, and support needs (Correct answer)
- Focus only on academic remediation
- Request a psychiatric evaluation
Correct answer: Conduct a comprehensive vocational assessment including interests, strengths, and support needs
A thorough vocational assessment identifying the individual's interests, skills, and support needs is the essential first step in planning appropriate employment opportunities.
Question 6: Supported employment for adults with ASD typically involves:
- Sheltered workshop settings with no community integration
- Competitive integrated employment with individualized, ongoing job coaching support (Correct answer)
- Volunteer work only
- Day programs with no paid work component
Correct answer: Competitive integrated employment with individualized, ongoing job coaching support
Supported employment places individuals with disabilities in competitive integrated jobs in the community and provides individualized job coaching and support to ensure long-term success.
CAS CAS Educational & Transition Planning Competency 1
Under the Individuals with Disabilities Education Act (IDEA), transition planning for students with ASD must begin no later than: