It is critical students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. However, the field needs a research-based, structurally sound assessment to assist teachers in assessing such competencies and then writing appropriate transition goals. The purpose of this pilot study is to determine whether modifications can be made to the Employer Identified Trait Assessment for use in school settings without altering its underlying structure. Data were collected from 402 transition-aged students, professionals, and family members. Three versions of the EITA were modified for use in this pilot study. Results show modifications did not influence the underlying assessment structure. Implications for practice are discussed.

This is the accepted manuscript version of the following article: Maeghan Hennessey, “Piloting an Assessment of Foundational Workplace Competencies for Students with Disabilities and Competitive Employment Aspirations,” Career Development and Transition for Exceptional Individuals (Forthcoming). The supplemental file presents R Code for CFA analyses conducted for that article.