Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697750262932.pdf (India)
Comprehensive Assessment Tool for Adults with Intellectual Disabilities USER MANUAL Project Team/Authors: T.Mugesh - Principal Investigator G.Srinivasulu - Co-Investigator Dr.Saba Haider – Research Officer Saila Kumari Lella - Research Officer M. Annapoorna-Asst.

Research Officer K.Sujith Kumar-Asst.

Research Officer NATIONAL INSTITUTE FOR THE EMPOWERMENT OF PERSONS WITH INTELLECTUAL DISABILITIES Department of Empowerment of Persons with Disabilities (Divyangjan), MSJ & E. Govt.
of India, Manovikas Nagar, Bowenpally, Secunderabad Telangana-500009 Page 1 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Title of the Research Project: “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” Time Frame: Start date: 1st January, 2018 Completion date: 31st December, 2020 Project Team/Authors: T.Mugesh - Principal Investigator G.Srinivasulu - Co-Investigator Dr.Saba Haider – Research Officer (January, 2018 to October 2018) Saila Kumari Lella - Research Officer (November, 2018 to December 2020) M. Annapoorna-Asst.
Research Officer (January, 2018 - June 2018 & June 2019 till June 20 K.Sujith Kumar-Asst.

Research Officer (July, 2018 to December 2020) Page 2 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Disclaimer: This user manual is prepared for vocational assessment and training purposes only.

All the images used in the user manual are downloaded from clipart.
All inquiries regarding this user manual should be addressed to dail2dailnimh@gmail.com DAIL, NIEPID Secunderabad-500009, Telangana.

© NATIONAL INSTITUTE FOR THE EMPOWERMENT OF PERSONS WITH INTELLECTUAL DISABILITIES Department of Empowerment of Persons with Disabilities (Divyangjan), MSJ&E.Govt of India, Manovikas Nagar, Secunderabad-500009, Telangana October 2020 All rights reserved.
Page 3 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities PREFACE Vocational Assessment is the process of identifying and appraising an individual’s level of functioning in relation to successful employment.
An individual’s abilities, aptitudes, interests and skills are of vital importance in developing work competencies.The career planning process for persons with intellectual disabilities should incorporate the assessment of aptitudes, interests, skills, work place behaviour and self- advocacy, forming an integral part of skill training, employability and adult Independent Living.
In this context “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” focuses more on “Vocational Domain” which would encompass career related/employment related activities from basic level to comprehensive level.

The “Comprehensive Assessment tool for Adults with Intellectual Disabilities” tool is useful to all the professionals working in the area of vocational guidance and counselling, skill training and job placement.
The tool is developed to assess the aptitudes, skills, and work competencies of the adults with intellectual disabilities.

It also helps in identifying the basic core competencies present in a person with intellectual disability to perform as required by the jobs/occupations.

The tool is very instrumental in evaluating the work related discrepancies, to restructure the work environment which would result in positive employment outcomes.
Lot of efforts have gone into the research project by the project investigators and the project team who had gone extra mile in putting the things together to come up with the “Comprehensive Assessment Tool for Adults with Intellectual Disabilities”.

The project team received positive comments on the content of the tool by the parents of persons with intellectual disabilities during the course of assessments carried out for the tool development.
The entire assessment process, is nudging as we move through the items from one domain to another, eventually leading to vocational planning in order to develop basic work competencies for gainful employment.

The instructional guide in the user manual gives the details of the instructions to be followed during the assessment process.

The list of tables and figures will guide you through the entire documentation process as required.
Brief detail on the standardization process of the tool, glossary of the items and index with concluding remarks have been included to make best use of the tool.
Page 4 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Table of Contents Introduction to the tool ............................................................................................................. 6 Scope/Utility of the tool ....................................................................................... 7 Description of the tool ...................................................................................................... 8 Instructional guide for assessment-Part-A ................................................................... 11 Part-B & C ....................................................................................................... 12 Assessment Material ........................................................................................................ 13 Standardization of the tool.................................................................................................... 14 Reliability &Validity (Full form) ..................................................................... 15-16 Shorter Version of the tool & Work place behavior Check List ............................................. 17 Appendix-A ............................................................................................................................ 18-26 Appendix-B ................................................................................................. 27-31 Appendix-C ............................................................................................................... 32-36 Appendix-D ............................................................................................................................ 37-45 Index &Glossary ..................................................................................................... 46-47 Conclusion .................................................................................................... 48 Page 5 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Introduction to the Tool The “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” (CAT- AID) is standardized assessment tool for comprehensive assessment of skills, aptitudes, interests and work related competencies required for skill training, employability and adult independent living for persons with intellectual disabilities.
The tool consists of all components facilitating vocational assessment, program planning, skill training, job placement and rehabilitation of persons with intellectual disabilities.

The tool is designed for persons with intellectual disabilities between the ages of 18 to 58 years.
The tool comprises of 3 parts as under: PART-A consists of 8 domains which forms the core assessment criteria with items related to personal care, communication, social emotional maturity, cognitive motor, work related academics, sex education and self-advocacy skills PART-B consists of 2 components which has statements related to vocational aptitude and vocational interests and work behaviour checklist PART-C consists of 2 components which has the list of SCPwD approved job roles with NSQF levels for adults with intellectual disabilities and a list of job aids for various products in different sectors.
Page 6 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities SCOPE /UTILITY OF THE TOOL To whom it is useful for:  Adult persons with Intellectual Disabilities for successful vocational training and adult & Independent Living  Professionals working in the area of vocational rehabilitation including vocational instructors.
 Employers to provide job opportunity for adults with Intellectual disabilities When it will be useful:  During transition from prevocational to vocational level, and skill training to employment  Age group 18 years and above persons with Intellectual Disabilities referrals for Vocational assessment, training and Placement services Where can be applied for:  Eligibility determination for training in Vocational rehabilitation Centres  To provide required accommodations at work place  Employment reservations  Social and Financial benefits  To resolve legal issues related to accommodations and work place adjustments How the tool will be used:  To assess the skills, abilities ,aptitudes, interests  To evaluate the work environment discrepancies  To determine occupation/trade suitability  To restructure the work environment  To facilitate work performance for positive employment outcomes  To overcome barriers in job placement and accessibility at work places  To promote disable friendly work environment both in public and private sectors  To determine order of selection for job placement  For practically viable placement decision Page 7 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Description of the tool “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” incorporates psychological, social, educational, physical and vocational training aspects/needs.
The tool focuses on these aspects/needs as they are continuously evolving and changing and are required for adult independent living from basic level to comprehensive level.

“Comprehensive Assessment tool for Adults with Intellectual Disabilities” is developed to assess the abilities, aptitudes, skills and work competencies for various job sectors.
The tool comprises of 3 parts PART-A consists of 8 domains which forms the core assessment criteria with items related to personal care, communication, social emotional maturity, cognitive motor, work related academics, sex education and self-advocacy skills (Refer Appendix-A) 1.

Personal care & Safety skills: Personal Care skills are the basic self-care activities of bathing, dressing, personal hygiene and grooming.
Safety skills help to avoid potential harmful objects, situations or persons in the environment.

This domain contains items related to personal responsibility and independent living skills.

2.

Communication &Interpersonal skills: Communication skills involve listening, speaking, observing and empathising.

This domain includes items related to listening, receptive, expressive skills and interpersonal skills.

3.
3.

Social –Emotional Maturity skills: Social emotional maturity skills are very essential for the success at work and for independent living.

This domain contains items related to general social skills, community participation and emotional maturity aspects.

Page 8 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities 4.

Cognitive skills: Cognitive skills are the core skills one uses to pay attention, read, recall, calculate, discuss, and analyse and to solve problems.
This domain contains items related to attention and perception, visual-spatial abilities, memory and reasoning learning and concept formation.

5.

Motor skills: Motor skills are used every-day throughout our lives in a wide range of activities we perform.

This domain includes items related to gross motor, fine motor skills, and manual dexterity, perceptual motor coordination and spatial orientation.

6.

Work related academics: Work related academics helps to develop competencies and skills at work place.
This domain contains items related to reading, writing and arithmetic and practical application of concepts such as measurement, time and money.

7.

Sex Education: Sexuality education helps in improving the knowledge and foster positive attitudes towards sexual and reproductive health in the society.

This domain contains items related to growth, maturation and hygiene; gender related socio-sexual behaviour and psycho-social behaviour.

8.
8.

Self- Advocacy: Self-advocacy is the ability to understand and communicate effectively one’s own needs to others.

This domain contains items related to self- efficacy, basic rights and responsibility, leadership skills, decision making and problem solving skills.
Page 9 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities PART-B consists of 2 components which has statements related to vocational aptitude and vocational interests and work behaviour checklist ((Refer Appendix-B) 1.

Vocational Aptitude and Interests: Vocational aptitude and interests helps in understanding the individual’s strengths and natural abilities.

It helps in mastering the tasks quickly and ensures success and satisfaction at work.
This checklist contains items related to clerical, food service, house- keeping, agriculture, mechanical, musical, security service, and domestic and laundry service aptitude and interests.

2.

Work Place Behaviour Check List: Work place behaviour is very important for a successful job placement and job retention.

This check list contains items related to proper work routines, work ethics, workplace norms and work behaviour with co-workers.
PART-C consists of 2 components first one being the list of SCPwD approved job roles with NSQF levels in various sectors for adults with intellectual disabilities and a list of job aids for various products in different sectors.

(Refer Appendix-C) Page 10 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Instructional guide for Assessment –Part-A Please read the instructions carefully before starting the assessment 1.
The assessment tool is for adults with intellectual disabilities 2.

The assessment tool is for ages 18 years and above 3.

The assessment tool has 8 domains 4.

Use one check list for one individual assessment 5.

Complete the required details about the assesse in the front sheet 6.

Each domain has a set of items /questions/statements ranging from 1 to 21-38 7.

Familiarize with the items in each domain 8.

Arrange all the testing material well in advance.

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9.

Scoring key is on the bottom of each page of the checklist.

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Scoring key is based on rating depending on the level of support required to perform the item/activity.

11.

A score of ( 0) for No exposure/Dependent/not relevant, a score of (1) for physical prompt, a score of (2) for verbal prompt and a score of (3) for independent 12.

Use the scoring key whichever is applicable to the trainee being assessed.

13.

Complete the assessment for all domains.

14.


Document the obtained scores in all the domains on the summary sheet of the tool.

15.

Informants could be teachers, parents, friends and others who have been associated with the assesse.

16.

Information could be collected through direct observation, informants, testing with material and assesse previous portfolios (note books, collection of activities).

17.
17.

Please make a note of significant observations or any inappropriate behaviour reported or observed.

Page 11 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities 18.

Refer to glossary for more clarity on the items those needed additional probes.

19.

Assess all the items with in each domain.

20.

Add the scores in each domain.

21.

Document the total scores domain wise in the table in the front page 22.

Summarize the assessment data and calculate percentage.
Testing time: It takes 35-50 minutes on an average to complete the tool Part-A for one individual depending on the level of disability and age.

Instructional guide for Assessment –Part-B Please read the instructions carefully before starting the assessment 1.

Assess all the items in the vocational aptitude checklist 2.

Use job roles /occupations picture to identify the job roles 3.

Document the choices in the order of the preferences.

4.
4.

Ask the assesse to describe the activities briefly about a job role of his/her preference 5.

Discuss with the assesse and or parent about the vocational interests Instructional guide for Assessment –Part-C 1.

Read the job roles from the list given in the Appendix C 2.

Identify the strengths and weaknesses of the assesse 3.

Prepare the activities required to perform the job 4.
Identify the support required area and restructure/modify/develop alternatives to facilitate/perform the job activity without comprising the quality.

Note: Part-B & Part-C could be worked out on separate sessions.

Page 12 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities List of assessment material-Table-1 Suggested material required for assessment Sl.

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Tool/Equipment/Material Hand exercise ball Sand paper Scissors Bottles –different sizes Keys and Lock Thread and Needle Plastic box Picture cards Picture charts Flash cards Stamp pads Money denominations kit Clock ,Calendar, Watch Colour blocks & puzzles Picture books, comic books & story books Colouring Books, art books Weighing machine Measurement Tape Volume Measuring Jars/picture cards Peg boards Envelopes(diff sizes) Price Tags samples Number cards with pictures Colour pencils/sketches Fevicol/glue First Aid Kit Indoor Games materials (5 types ) Different occupation picture set Mechanical tools like Screw driver, wrench, Sports material (caroms, ring ball, skipping thread, soft ball, bocci game related Domain Fine Motor Cognitive Fine Motor Motor Motor Motor Motor All domains Communication All domains Motor Work –academics Work –academics Work –academics Work academics Work academics Work academics Work academics Work academics Work academics Work academics Work academics Work academics Recreational Work academics Personal care& safety Recreational Cognitive Motor Motor Page 13 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities (CAT-AID) Standardization of the tool: “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” (CAT-AID) was standardized on a sample size of 200 (100 male &100 female adults with intellectual disabilities respectively).Purposive sampling (a non-probability sampling technique) as a tool for sample selection was used for the development of the tool.
A Total of 220 items were “finalized under 8 domains in PART-A (core part) for which item validation was carried out.

The scale statistics showed a mean of 414.15 for the scores obtained on the tool with standard deviation of 154.720 for 220 items.

The true mean of the scores for population (from which the sample was obtained) was estimated at 95% level of confidence intervals.

The size of the confidence interval was 21.69 with scores ranging from minus or plus 414.15 as lower bound and upper bound.
Reliability and Validity evidences are collected to analyse the quality of the Comprehensive Assessment Tool for Adults with Intellectual Disabilities (CAT-AID).

Statistical analyses were performed using SPSS to assess the psychometric properties of the tool Part-A and Work Place Behaviour checklist in Part-B PART-A Item-Total correlation: Item total correlations were estimated to analyse validity of the tool constructs (Part-A).
All the items of the tool were significantly correlated with total scores at 0.05 level (p-value less than 0.05).

Cronbach’s alpha if item deleted was 0.992 .The Inter-item correlations of the tool items were reported to be 0.375 having a medium correlation.

(An acceptable value should be > 0.30).

Inter-rater reliability: Evidence was collected to find out the consistency of results across different assessors.
Total twenty one (n=21---10% of the predetermined sample size 200) assessments were carried out Page 14 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities and repeated under same conditions by different assessors.

Inter-rater –reliability was computed to see how the mean scores correlated across different raters.

The correlations ranged from 0.991 to 0.995 and are significant with p-values less than 0.05 for all the domains of Part-A.
Establishing internal consistency reliability: The internal consistency reliability of the tool items was computed using Cronbach’s alpha coefficient.

This statistic is overall item correlation where values range from 0 and .1.Cronbach’s alpha coefficient of the tool was 0.992 (<0.70) and is significant with p-value less than 0.05.

The Cronbach’s alpha coefficient indicates a high degree of internal consistency of the tool items in Part-A.
Split-half-reliability Reliability Coefficients for odd and even number items of the tool was computed.

The Cronbach’s alpha for both odd and even halves was 0.985.The internal consistency of the items through split-half reliability method was estimated.

The results confirmed the full form’s reliability at 0.992 Validity of the tool constructs- Part-A Content Validity: Content based evidence was collected with expert validation of item-pool.
Item difficulty and discrimination index was estimated for the tool items.

Item analysis was carried out based of the difficulty and discrimination index to form the content of the tool.

Construct Validity: Pre-test and post-test research design with intervention was used to collect evidences for construct validity.

There is a significant correlation between pre-test and post-test scores.
The t-value of the paired differences reported to be 5.042 indicating high reliability of the Page 15 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities predictive power of the coefficient.

The paired differences are significant at 0.0001 levels with a confidence interval of mean differences 13.318 (lower bound) to 32.111(upper bound).
One-way ANOVA was carried out to find out the significant differences between means of the severity levels mild, moderate & severe respectively for the pre-test and post-test scores.

The results confirmed that there is statistically significant difference between the means scores of the severity levels -mild, moderate & severe (p-value less than 0.05).
Criterion Validity: The criterion validity evidence of the “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” (CAT-AID) was established with “Behavioural Assessment Scales for Adult Living-Mental Retardation” (BASAL-MR).
The “Behavioural Assessment Scales for Adult Living- Mental Retardation” (BASAL-MR) was developed during the year 2000 by National Institute for the Empowerment of persons with Intellectual Disabilities (NIEPID-formerly known as National Institute for the Mentally Handicapped –NIMH).

The authors of the tool were Dr. Reeta Peshawaria, Dr D K Menon, Don Bailey, Debra Skinner, Rahul Ganguly and Ch.Rajshekar.
The positive high correlations between pre-test scores and post-test scores (construct validity) of “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” (CAT-AID) with the scores of “Behavioural Assessment Scales for Adult Living-Mental Retardation” (BASAL-MR) confirms the theoretical relatedness of the constructs.

The correlations were 0.97895 and 0.97864 for pre-test and post test scores and criterion test.
Page 16 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter version of the tool: Shorter version of the tool was developed with 128 items (60%) from the secondary data of the full form of “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” (CAT- AID).

The Cronbach’s alpha of the shorter version was 0.987.
Work Place Behaviour Check List (PART-B) Work Place Behaviour Checklist (Part-B) consists of 36 items related to work routines, work ethics, and work place norms and work behaviour.

Trainees (n=30) were taken from DAIL work stations for assessment on the checklist.

The checklist has high internal consistency of items which was evident by Cronbach’s alpha at 0.969 and inter-item correlation was 0.467.
The scale statistics showed a mean of 64.76 for the scores obtained on the tool with standard deviation of 32.267 for 36 items.

Page 17 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities APPENDIX-A 1.

Personal Care &Safety Skills 2.

Communication Skills 3.

Social-Emotional Maturity Skills 4.

Cognitive Skills 5.

Motor Skills 6.

Work-related Academics 7.

Sex Education 8.


Self- advocacy Page 18 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Personal Care and Safety Skills-1 Appendix-A Scoring Comment S. No 1.

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Statements Eats by self Uses toilet appropriately at home Uses toilet appropriately at public places Brushes teeth independently Follows eating routines (Breakfast-Lunch-Dinner) Dresses independently Takes bath independently Follows meal time manners with in family Maintains own clothing neat and clean 10.

Takes care of personal belongings 11.

Wears appropriate clothes for different occasions /weather conditions 12.
Follows meal time manners in public places( restaurant, social functions) 13.

Grooms by self (combing hair ,applying powder ) 14.

15.

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Safeguards from fire accident/ hazards Cleans utensils Performs daily routine household work (cleaning the house) 17.

Manages menstrual hygiene(women)/shaving (men) 18.

Washes clothes 19.

Aware of hazardous health habits (consumption of tobacco, alcohol.)

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Takes care of self when sick/injured Prepares tea /coffee Takes precautions while using electronic appliances 23.

Uses electronic appliances( mixer, iron box, heater, washing machine) 24.

Practice yoga/exercises to keep self-fit 25.


Aware of emergency helpline numbers-(Ambulance-108, Fire-101 , Police -100) Page 1 / 8 Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 19 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Communication and Interpersonal Skills- 2 Appendix-A Score Comments Sl.

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Statements Pays attention when someone talks to him/her Comprehends simple instructions Follows simple instructions Tells the names of his/her family members, friends Speaks in phrases Gives appropriate answers to simple questions Speaks in simple sentences Comprehends emotional expressions during conversation Comprehends gestures during conversation 10.

Maintains personal space during conversation 11.

Waits for turn to speak 12.


Gives an account of an incident in simple words 13.

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Initiates conversation Engages in meaningful conversation 15.

Gives an account of personal details in logical order 16.

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Seeks clarification Follows instructions when in a group of people (3 or more than 3) Comprehends formal situations Communicates over the phone, what’s app e-mail etc (any one specify) Follows multiple instructions at a time (two or more than two instructions) Involves in formal conversation Comes/Arrives at an agreement during a given situation Summarizes the programme/story in simple words/phrases/sentences Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 2 / 8 Page 20 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Social-Emotional Maturity Skills- 3 Appendix-A S.no Statements Scoring Comment 1.
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Responds to greetings from others Intimates family members when relatives/guest come home Greets others(saying Namaste, shaking hands, smiling, waving hand) Understands jokes or humour of others Shows respect to others Shares feelings with friends/immediate family members Maintains discipline in a given situation Attends family functions such as marriages, birthday parties, festivals Aware of community resources/services(Hospital, Post office ,Shops,& so on) Uses please ,thank you, sorry whenever required Shows sympathy for others Seeks permission before starting a work at home or work place Obtains permission to use other’s articles Goes around neighbourhood Participates in recreational activities Tells about one’s own acceptance in the family Compliments others to express one’s own view Offers tea and snacks for guests Adheres to community rules Greets appropriately during social interactions (birthday, wedding wishes) Introduces self to others Follows local events Participates in cultural activities on special occasions /celebrations Shows emotional control in different situations Understands the source of income of the family Introduces people to each other Introduces people to each other Uses community resources/services(Hospital, Post office ,Shops,& so on) Travels independently to nearby (by bicycle/bus/train/aeroplane) Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 3 / 8 Page 21 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Cognitive Skills-4 Appendix-A Statements Scoring Comment Completes a simple task as per instruction Inserts the given paper/card in the envelope Differentiates the texture of objects -smooth, rough, soft hard Differentiates between big- small, short-long, more-less(any 2) and equal Locates the objects in the environment Differentiates the relative position of space, objects and people( inside- outside, top- bottom , front-behind ,corner-edge ) (any 3) Relates given set of objects with the correct picture (Ex:pen, paper, eraser with a picture of writing) Discriminates right and left on one’s own self/sides Separates objects/pictures as per categories(any 2 categories ) Learns new concept by observing Sl.
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Describes shapes seen in real objects/forms in the environment(2 shapes) 11.

Differentiates shape descriptors- (any 3)straight, round, curve, pointy, sharp, 12.

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Learns new concept by observing Learns new concept by observing 14.

Gives landmarks near one’s own home/workplace 15.

16.

Performs two activities simultaneously Tells his/her date of birth(D-M-Y)/age 17.

Gives 2-3 details of the task accomplished/completed 18.
Gives relevant details from the picture cards of job roles shown (any two details in one picture card) 19.

Monitors work by self 20.

Practices to master the skill/task 21.

Makes use of available/alternate material to complete a task.

22.

Discuss with others while learning a new task 23.

Uses the learned skill in different settings and situations 24.

25.

Discriminates right and left on an counter/opposite side Searches/Scans the environment for a given set of cues/codes 26.
Accomplishes multiple tasks timely 27.
Arranges the given task in sequential order (3 out of 5 steps) Page 4 /8 Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 22 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Motor Skills-5 Appendix-A Statements Scoring Comment Switches between positions (sitting, standing and squatting) Walks properly Climbs stairs up and down Opens door knob/latch/ handle Picks up small pellets Turns pages of a book Places pegs into holes on a peg board Carries objects (backpack, lunch bag) Throws ball Opens lunch box Catches ball with both hands Transfers vegetables to different containers/baskets Folds the paper to half twice Runs with average speed over specified distances Applies glue Jumps up Open the lock with key Colours/paints pictures Refills solids/items in jars Refills liquids in bottles/bowl Positions the objects appropriately to perform an activity/task Lifts heavy objects (grocery bag, bucket filled with water) Lights match stick using match box/lighter Cuts simple shapes using scissors Screws and unscrews Uses key board on the cell phone, computer etc.. Threads sewing needle Ties shoe laces Rides a bicycle Sl.
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Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 5 / 8 Page 23 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Work-Related Functional Academic Skills-6 Appendix-A S.no Statements Scoring Comments 1.

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Reads/identifies pictures of objects shown Reads his/her name Writes own name(specified language) Identifies currency notes and coins (specify Follows the common time concepts such as yesterday, today and tomorrow Writes numbers(specify) Identifies weighing machine Identifies measuring tape Uses time concepts such as after, before, later and since Reads numbers (specify the number) Names currency notes and coins (specify) Counts numbers /objects meaningfully Identifies days in a week Writes simple words Identifies current year Copies simple paragraph Identifies months in a year Writes his/her home address Reads simple sentence Reads time in digital/analog watch/clock Makes simple transactions Reads price tag on an item Writes simple sentence Reads names of public places like railway station, bus station, hospital, bank etc Gives simple arithmetic solutions orally (add, subtract, multiply &divide) Identifies the weighing measurement (grams and kilograms) Uses calculator for basic arithmetic operations Identifies liquid measurement (1 litre,2 litre,1/2 litre etc) Weighs objects (digital, analog) Reads newspaper headlines Aware of savings account in a bank/post office of one’s self Makes transactions between 100 to 500 rupees Writes simple application (leave letter) Measures length, width of cloth or object (centimetres, inches, meters etc) Makes transactions above 500 rupees Uses apps/ debit/ credit cards for paying bills 37.
Withdraws money from ATM 38.
Deposits money in the bank/post office Page 6/ 8 Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 24 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Sex Education-7 Appendix-A Statements Scoring Comments Differentiates between men and women Aware of wearing undergarments Aware of private body parts Maintains privacy during bathing & dressing Cleans private body parts appropriately Indicates problems related to private body parts Able to differentiate between good touch and bad touch Maintains appropriate physical distance while interacting with opposite sex Behaves appropriately with opposite sex Sl.
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Aware of bodily changes 11.

Follows rules/norms of socio-sexual behaviour in public places 12.

Aware of consequences of indecent behaviours 13.

Aware of reporting the incident of exploiting and abuses to immediate family members/authorities Comprehends the meaning of protecting self from exploiting sexual advances 14.

15.

Understand the concept of entering adulthood and maturation 16.

Exercises control of own sexual feelings.

17.


Maintains privacy during personal intimate times 18.

Understand the relationship in married life 19.

Understands parenting role 20.

Understands the concept of child bearing and delivery 21.
Has understanding on family planning methods Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 7 / 8 Page 25 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Self-Advocacy -8 Appendix-A Statements Makes one’s own choice Understands the appreciation for the job well done Chooses friends of same interests Understands recognition and rewards/awards given for good accomplishments Scoring Comment Takes help from family members/authorities Adjusts to changes in daily routines as required Aware of one’s own strengths and weakness Offers help to others upon request Understands the concept of getting paid for the work Learns from consequences/mistakes Request for needed supports to enhance one’s own performance Aware of seeking justice for abuse/unfair means/crime Makes self-dependable person for the given work Tells personal opinion firmly Takes care of family needs/responsibilities (parents, wife , children) Defends self Aware of the right to vote Defends family members Aware of citizen’s ID cards ( aadhaar card, voter card, pan card) Awareness of benefits for the Persons with Disabilities-(pension, travel pass) Tells about self in a small group of people (bio-data details-name, age, phone no, training...) Motivates self Discusses with others to solve a problem Set personal goals to learn/achieve Motivates others Spends money for family and friends Aware of Unique ID for Persons with Disabilities (or) Swavlamban card Uses signature for valid reasons Sl.
No 1.

2.

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Understands the right to reasonable pay for the work performed Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 8 / 8 Page 26 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities APPENDIX-B Vocational Aptitude & Interest Work Place behaviour Checklist Page 27 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Vocational Aptitude & Interest –PART-B APPENDIX -B Always -3 sometimes - 2 occasionally -1 NI-not interested NA-not applicable – 0 S. No Vocational Aptitude Scoring Comment A.
Clerical Aptitude Files important papers/letters Dispatches the files to concerned person Operates a computer Types a simple letter Uses Microsoft (word, excel, power point) Identifies different type of files Tags files Receives information over phone Gives the message to the intended person A.

Food Service Aptitude Names the grocery items and vegetables Stores the grocery items and vegetables Cuts vegetables Peels vegetables Lights the gas stove Prepares rice Prepares tea/coffee/juice etc.
Prepares snack items like upma, dosha, omlet etc involving 2-3 steps Prepares simple curries Uses kitchen tools and appliances Prepares meal required for the day Stores the leftover food 1.

2.

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Cleans utensils after use B.


House Keeping Sweeps floor Mops floor Arranges bed for sleeping Folds cloths and places in appropriate place Washes plates and glass Cleans table after eating food Cleans furniture, cup boards, chairs, tables with dusting cloth Cleans toilet 22.

23.

24.

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29.
Page 1 / 3 Contd… Page 28 of 48 Vocational Aptitude & Interest –PART-B C. Agriculture Digs soil(Prepare the soil) Sowing seeds Waters the seedlings Removes the weeds Uses agricultural tools appropriately Uses urea in required amounts Reaps the paddy/fruits/vegetables/flowers etc Works along with the group on farm Stores the agricultural products as required D. Mechanical Aptitude Uses tools such as screw driver, tester to repair household items Pumps air in motor vehicles Identifies minor mechanical problems Replaces or changes material of mechanical devices Assists in minor electrical works Fixes fan to the ceiling E. Musical/Artistic Plays musical instruments Likes to sing Story telling Attends concerts Dances Paints Interested in creative art work (doll making etc...) F. Security Service Differentiates familiar and non- familiar persons Calls police in case of emergency Receives information/message over phone Explains the rules of the work place Identifies unattended objects and devices Reports to the authority in case of suspicion G. Domestic works /Laundry service Soaks cloths with washing powder Washes clothes /Uses washing machine Squeezes clothes Dries clothes 30.
Page 2 / 3 Page 29 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Vocational Interests PART-B APPENDIX –B Vocational Interests Comment Sl.

No A) Identification of Vocational Choice 1.

First choice of occupation/job role 2.

Second choice of occupation/job role 3.

Third choice of occupation/job role 4.

5.

6.

7.
5.

6.

7.

B) Decision making Arrives at a decision about job role or Occupation Matches his/her strengths to preferred Occupation /Job role Tells his/her goals/dreams about the occupation/job role Tells about prior experience of preferred job role/occupation in different settings Page 3 / 3 Page 30 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Work Place Behaviour- Part (B) APPENDIX-B Page-1/1 Baseline Assessment I Quarter II Quarter III Quarter Evaluation S. No 1.

2.

3.
2.

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Statements Dresses appropriately /Follows dress code Reaches school/work place on time Greets co-workers and supervisor Signs in the workplace register Sets the work place Confirms the works to be carried out with co-workers/supervisor Arranges the required material Initiates work on time Requests for support need at work Follows the procedure to complete given task Seeks help for assistance if needed Intimates on completion of the given task Takes break for tea & lunch on time Resume to work on time after the break Improves the speed of the work as continues to work 16.
Meet the targets/quantity of the given work 17.

Improves the quality of work as continues to work 18.

Maintains quality of work as required 19.

20.

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34.


Accepts incomplete work of co-worker during their absence Follows work place rules and regulations Follows prescribed safety measures at work place Assigns his/her incomplete work to co-workers during absence Follows Supervisor instructions timely Seeks permission to use others belongings Places the work material in a safe place before leaving the work Place Plans for the next day before leaving the work place.
Applies /takes Permission for leave Informs supervisor in case of emergency Obtains permission if has to leave early from work place Adapts to changes in work routine/work tasks Comes regularly to work place Use Prior learning/experience meaningfully Cooperative with co-workers Accepts his mistakes without showing anger 35.

Works independently with less supervision 36.


Seeks for more work Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 Page 31 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities APPENDIX-C 1.

List of SCPwD approved job roles with NSQF levels in various sectors for adults with intellectual disabilities 2.

List of job aids for various products in different sectors.
Page 32 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities List of SCPwD approved Job roles /trades/Occupations S.No Job roles/Trades/Occupation Sector NSQF Level 1.

2.

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Vermi-compost Producer Assistant gardener Agriculture Agriculture Domestic Data Entry Operator IT-ITeS Room Attendant Tourism &Hospitality Fruits and Vegetables Drying/Dehydration Technician Food processing Jam Jelly and Ketchup Processing Technician Food Processing 3 3 3 3 3 3 Pickle Making Technician Food Processing 3 Food &Beverage Services-Steward Tourism &Hospitality Packer Helper Mason Agarbati Packer PCB Assembly Operator Group forming Practitioner Hand Embroiderer Handicrafts &Carpets Construction Handicrafts &Carpet Electronics Agriculture Apparel, Made ups & Home Furnishing 3 3 3 3 3 3 3 15.
Sewing machine Operator Apparel, Made ups & Home Furnishing 3 16.

17.

18.

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20.

21.

22.

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25.
26 Polishing and cleaning Gem and Jewellery Sales Associate Nursery Worker Stores Ops Assistant Retail Agriculture Retail Car Washer and Assistant Service Technician Automotive Fruit Pulp Processing Technician Food Processing Housekeeping Attendant (Manual Cleaning) Tourism &Hospitality Dairy Farmer/Entrepreneur Layer Farm Worker Agriculture Agriculture Mushroom Grower (Small Entrepreneur) Agriculture Goat Farmer Agriculture 3 3 3 3 3 3 3 3 3 3 3 Page 33 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities List of referred Job roles /trades/Occupations referred by Expert Committee S.No Job roles/Trades/Occupation Sector NSQF Level 1.
2.

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26 27.

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Candle Making/Model Making Handicrafts &Carpets Photo Framing Warli Painting Glass Painting Handicrafts &Carpets Paint & Coating Paint & Coating Acrylic Stand Making Handicrafts &Carpets Spiral Binding Lamination Photo Copying Handicrafts &Carpets Handicrafts &Carpets 3 Handicrafts &Carpets 3 3 3 3 3 3 Paper Bag Making Handicrafts &Carpets Screen Printing Scribbling Pad Wall Hangings Artificial Jewellery Block Painting Tie & Die Handicrafts &Carpets Handicrafts &Carpet Handicrafts &Carpets Gem and Jewellery Paints & Coating Handicrafts &Carpets Stringing related Activities Handicrafts &Carpets Florist Handicrafts &Carpets Sublimation Printing Handicrafts &Carpets Natural Colour Making Paints & Coating Door Mat Making (Table Loom Equipment) Handicrafts &Carpets Cane Furniture Coir Products Handicrafts &Carpets Handicrafts &Carpets Banana Fibre Work Handicrafts &Carpets Natural Fibre Works Handicrafts &Carpets Carpentry Assistant Furniture & Fittings Aquaponics Food processing Basic Computer Operator Production Seedlings Plate & Cup Making Sanitary Napkins IT-ITeS Agriculture Handicrafts &Carpets Handicrafts &Carpets 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Page 34 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities List of some of the Job-aids available S.No Name of the Job -aid 1.
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Paper bag Making Photo frame Making with Aluminium channels Note pad Making Paper cut Photo Frame Key Chain Making Paper Jewellery Ear Rings Glass Painting Kit Memento Kit Decorative Pot Paper Flower Making File Making Kit Rakhi Making Spiral Binding Kit Paper Roll Ball Pen Envelope Making Embroidery Hula Hoop Gift Pack Kit Assembling Kit- Nut-Bolt Job aid Tailoring Kit –Stitching buttons Saree Printing Example: 1.
Paper Jewellery Ear Rings Job aid is useful for moulding and shaping the circle into a dome Fashion jewellery Decorative purpose Easily available raw material Eco-friendly Does not need safeguards (Free of theft) Page 35 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Sample Job-aid application 1.

Name of the Job Aid: Spiral Binding Job Aid 2.


Brief Description of the Job Aid: Spiral binding is used to bind the pages together with a plastic coil/spiral through the holes made on the edges.

The spiral binding job aid enables the trainee with PwIDs to practice inserting the spiral in clock wise and anti- clock wise directions from one end to another.

3.

Material used for Spiral Binding:  Card board piece with holes  Spiral (coil)  Chart papers  Transparent sheets 4.
Prerequisites for Training:  Eye hand coordination,  Fine motor skills, size, number,  Colour concept,  Paper orientation &  Concept of directions.

5.

Job aid applicability for PwIDs:  Spiral notebooks  Note pads  Calendars  Record books  Reading material 6.
Application of the job aid : The job aid has proven to be very effective in training the persons with Intellectual Disabilities Page 36 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities APPENDIX-D Shorter –Version of “Comprehensive Assessment Tool for Adults with Intellectual Disabilities” Page 37 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter Version of CAT-AID APPENDIX -D Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 S. No Statement Scoring Comment I) 1.
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Personal Care &Safety Skills -16 items Eats by self Uses toilet appropriately at home Brushes teeth independently Takes bath independently Dresses independently Grooms by self (combing hair ,applying powder ) Follows meal time manners with in family Safeguards from fire accident/ hazards Cleans utensils Performs daily routine household work (cleaning the house Manages menstrual hygiene(women)/shaving (men) Washes clothes Takes care of self when sick/injured Prepares tea /coffee Takes precautions while using electronic appliances Aware of emergency helpline numbers-(Ambulance-108, Fire-101 , Police -100) Page 1 / 8 Page 38 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter Version of CAT-AID APPENDIX -D Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 S.No Statement Scoring Comment II) Communication &Interpersonal Skills-16 items 1.
2.

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Pays attention when someone talks to him/her Follows simple instructions Gives appropriate answers to simple questions Speaks in phrases Speaks in simple sentences Comprehends gestures during conversation Comprehends emotional expressions during conversation Maintains personal space during conversation Waits for turn to speak Gives an account of personal details in logical order/meaningfully Follows multiple instructions at a time (two or more than two instructions) Follows instructions when in a group of people (3 or more than 3) Comprehends formal situations Involves in formal conversation Communicates over the phone, what’s app e-mail etc (any one specify) 16.
Summarizes the programme/story in simple words/phrases/sentences Page 2 / 8 Page 39 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter Version of CAT-AID APPENDIX -D Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 S.No Statement Scoring Comment III) Social-Emotional Maturity Skills -16 items 1.

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Responds to greetings from others Greets others(saying Namaste, shaking hands, smiling, waving hand) Shows respect to others Shares feelings with friends/immediate family members Maintains discipline in a given situation Attends family functions such as marriages, birthday parties, festivals Aware of community resources/services(Hospital, Post office ,Shops,& so on) Uses please ,thank you, sorry whenever required Goes around neighbourhood Participates in recreational activities Tells about one’s own acceptance in the family Compliments others to express one’s own view Introduces self to others Greets appropriately during social interactions (birthday, wedding wishes) Introduces people to each other Follows local events Page 3 / 8 Page 40 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter Version of CAT-AID APPENDIX -D Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 S.No Statement Scoring Comment IV) Cognitive Skills-16 items 1.
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Completes a simple task as per instruction Differentiates between big- small, short-long, more-less(any 2) and equal Locates the objects in the environment Discriminates right and left on one’s own self/sides Separates objects/pictures as per categories(any 2 categories) Differentiates the relative position of space, objects and people( inside- outside, top- bottom , front-behind ,corner-edge ) (any 3) Differentiates shape descriptors- (any 3)straight, round, curve, pointy, sharp, Learns new concept by observing Able to capture a photograph with camera, cell phone Gives landmarks near one’s own home/workplace Tells his/her date of birth(D-M-Y)/age Gives relevant details from the picture cards of job roles shown (any two details in one picture card) Gives 2-3 details of the task accomplished/completed Uses the learned skill in different settings and situations Arranges the given task in sequential order (3 out of 5 steps) Accomplishes multiple tasks timely Page 4/ 8 Page 41 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter Version of CAT-AID APPENDIX -D Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 S.No Statement Scoring Comment V) Motor Skills-16 items 1.
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Switches between positions (sitting, standing and squatting) Walks properly Runs with average speed over specified distances Climbs stairs up and down Throws ball Catches ball with both hands Carries objects (backpack, lunch bag) Picks up small pellets Opens door knob/latch/ handle Folds the paper to half twice Colours/paints pictures Lights match stick using match box/lighter Threads sewing needle Cuts simple shapes using scissors Lifts heavy objects (grocery bag, bucket filled with water) Rides a bicycle Page 5/ 8 Page 42 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter Version of CAT-AID APPENDIX -D Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 S.No Statement Scoring Comment VI) Work related Academics -20 items 1.
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Reads/identifies pictures of objects shown Reads his/her name Writes own name(specified language) Writes numbers(specify) Counts numbers /objects meaningfully Identifies days in a week Follows the common time concepts such as yesterday, today and tomorrow Identifies measuring tape Uses time concepts such as after, before, later and since Writes simple words Identifies months in a year Writes his/her home address Writes simple sentence Gives simple arithmetic solutions orally (add, subtract, multiply &divide) Reads time in digital/analogue watch/clock Identifies the weighing measurement (grams and kilograms) Identifies liquid measurement (1 litre,2 litre,1/2 litre etc) Names currency notes and coins (specify Makes simple transactions Makes transactions between 100 to 500 rupees Page 6 / 8 Page 43 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter Version of CAT-AID APPENDIX -D Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 S.No Statement Scoring Comment VII) Sex Education – 12 items 1.
2.

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Differentiates between men and women Cleans private body parts appropriately Indicates problems related to private body parts Maintains privacy during bathing & dressing Able to differentiate between good touch and bad touch Maintains appropriate physical distance while interacting with opposite sex Understand the concept of entering adulthood and maturation Follows rules/norms of socio-sexual behaviour in public places Behaves appropriately with opposite sex Comprehends the meaning of protecting self from exploiting sexual advances Maintains privacy during personal intimate times Understand the relationship in married life Page 7 / 8 Page 44 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Shorter Version of CAT-AID APPENDIX -D Scoring Key: Dependent/No Exposure/Not applicable-0 Physical prompting-1 Verbal Prompting-2 Independent-3 S.No Statement Scoring Comment VIII) Self –Advocacy -16 items 1.
2.

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Makes one’s own choice Understands the appreciation for the job well done Adjusts to changes in daily routines as required Takes help from family members/authorities Understands the concept of getting paid for the work Tells personal opinion firmly Aware of seeking justice for abuse/unfair means/crime Makes self-dependable person for the given work Defends self Aware of the right to vote Aware of citizen’s ID cards ( aadhaar card, voter card, pan card) Awareness of benefits for the Persons with Disabilities-(pension, travel pass) Tells about self in a small group of people (bio-data details-name, age, phone no, training...) Set personal goals to learn/achieve Uses signature for valid reasons Aware of Unique ID for Persons with Disabilities (or) Swavlamban card Page 8 /8 Page 45 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Index ______________________________________________________________________ A J - authors 1, 2 -job roles - appendix –a, b &c -job aids -job aid applications ______________________________________________________________________ C R -career planning process - Reliability -content validity -construct validity -criterion validity _____________________________________________________________________ D S - disclaimer - standardization of the tool - description of the tool - split-half reliability - sample job aid application - shorter- version of the tool ___________________________________________________________ G U -glossary -utility of the tool ___________________________________________________________ I V - introduction to the tool - validity -instructional guide for assessment –Part-A - vocation aptitude -internal consistency - vocational interests -inter-rater reliability W -item total correlations - work place behaviour checklist ___________________________________________________________ Page 46 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Glossary of the items A glossary is a listing of comments or definitions of a written work.
Personal care & Safety Skills: item - Takes care of self when sick or injured - helps one -self to relieve pain when sick/injured by applying/taking medicine and rest timely.
Communication & Interpersonal Skills: item - Gives an account of personal details in logical order -gives some details about his/her daily routines Social-Emotional Maturity Skills: item - tells about one’s own acceptance in the family -one’s own perception about being loved and accepted by parents in the family Cognitive Skills: item -Searches/scans the environment for a given set of cues/codes -for instance: show me how many pictures of Lord Ganesh/flowers you see in the room Self-Advocacy Skills: item –Set personal goals to learn/achieve -understanding on one’s own interest to learn to improve performance Page 47 of 48 Comprehensive Assessment Tool for Adults with Intellectual Disabilities Conclusion: The “Comprehensive Assessment Tool for Adults with Intellectual disabilities” is a reliable and valid tool to assess the skills, competencies, aptitudes and interests of adults with Intellectual Disabilities.
The focus of the tool is on vocational domain from basic level to comprehensive level.

The tool facilitates vocational assessment, program planning and is helpful in providing directions to develop and strengthen work competencies for persons with intellectual disabilities in various job sectors.

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