This page preserves the wording of the Lifespace Access Transition Profile and organizes it for retrieval. It groups student context, assessment indicators, supports/feature menus, implementation steps, and compliance notes under universal anchors with stable IDs for deep‑linking.

Lifespace Access — Transition Profile (Clean)

Student Context

Vocational Transition Profile — PlainLanguage Guide

How to use this guide

Who uses it: Student, parent/caregiver, teacher, SLP, OT, PT, tech specialist, psychologist, vocational trainer, case manager/agency rep, etc.

1–5 (1 = major challenge / not yet; 3 = emerging/inconsistent; 5 = typical/independent), or

1–10 for finer detail.

Outcome: A short summary of needs, preferences, supports, and next steps for trials, training, and matching to programs.

Tip: Keep it practical—what is needed so this person can show up, access the tasks, and be supported at work?

Why it matters: Transition goes smoother with a clear runway and the right people involved.

Prompts

Team roster: list everyone who will weigh in (family/caregivers, educators/therapists, vocational trainer, agency contact/funder). Who will coordinate (schedule, collect input, track next steps)?

2) Student Snapshot & Goals

Student’s vocational goals/aspirations (theirs first; add family goals if different).

Key questions/concerns about moving into a work setting.

Assistive Technology (AT) history: switches/devices tried, access methods, what worked/what didn’t, typical acquisition/learning rate.

3) Physical Resources & Access

Focus on physical ability and access (not motivation here).

3.1 Health & Attendance

Any health issues likely to affect showing up (stability, predictable absences)?

Consider flexible programs if needed; document constraints.

3.2 Job Access (Adaptations Needed)

3.4 Work Time / Break Time / Daily Hours

Typical work interval before a break (e.g., <5 min, 10–15, 20–30, 60, 120).

Typical break duration to reset (e.g., ≤10, 15–20, 30–45, 60, ≥120 min).

With that cycle, likely total hours on site per day (e.g., <1, 1–2, 3–4, 6, 8).

3.5 Mobility & Transportation

Mobility within site: independent • minor adaptations • physical adaptations • occasional assistance • dependent.

Transportation to/from work: independent commuter • trained public transit • regular car/bus with attendant • specialized van/bus • not able to commute (yet). What training/equipment would change this?

3.6 SelfCare at Work

Support needs for eating/drinking, toileting/changing, medication, other. Any specialized equipment/facilities required? Where will this occur and who assists?

4) Cognitive Resources & Communication

Goal: Understand the information supports and decisionmaking needed for work.

Level of understanding: causeeffect → makes simple choices with a reference system → makes choices across settings → manages choices involving multiple variables.

4.2 Receptive Communication (Understanding)

4.3 Expressive Communication (Getting Message Out)

4.4 Money Concepts

5) Emotional Resources & Interests

These often make or break a placement—capture them clearly.

5.1 Distractibility

5.2 Emotional Reactions to Work Demands

Typical reactions to frustration, stress, boredom, change. Early signs of overload; what brings the student back to baseline (break, preferred task, coregulation)?

5.3 Job Motivation

Reaction to the idea of a job: negative → neutral → generally interested → very motivated. What motivates (paycheck, praise, routine, public interaction, making/doing)?

6) Job Site Preferences & Interests

Cocreate these with the student whenever possible.

Social interaction: mostly independent • small team • many coworkers • general public.

Work environment: very calm/quiet → fairly calm → fairly busy/noisy → very busy/noisy.

Job location mobility: fixed desk • occasional location change • changes with route/schedule • no fixed site (novel locations).

Setting: indoors, mixed indoor/outdoor, outdoors.

Use these preferences to screen out mismatches early.

7) Support Resources & Agency Involvement

Family/Caregiver Support

Level of help for AT and work participation: none/low, moderate, significant but low expertise, high with limited expertise, high with expertise.

Agency/Funder

Identify the primary funding agency and a contact person. Rate the agency’s ability to support AT and vocational participation (same scale as above). What vocational options exist locally for similar clients (none → many)?

Build a list of vocational service providers (programs/companies). For each: Yes / No / Maybe as a potential fit (based on agency experience). Use this to prioritize interviews/visits.

8) Building Program Profiles (so you can match later)

Interview each program (phone or inperson) using the same framework:

Physical access: typical client resource levels; minimum accepted.

Emotional/preferences: what environments/tasks they can accommodate.

Supports: AT knowledge, training capacity, staffing, transportation help.

Record two lines per program:

Typical client profile.

Minimum acceptance profile.

9) Matching Programs to the Individual

Plot the individual profile alongside each program (typical + minimum).

Look for gaps where the individual is below a program’s minimum—use these to set shortterm skillbuilding goals (e.g., increase work interval to 20 minutes; train public transit with support; expand AAC phrases for workplace).

If no program fits: meet with the funder to discuss expanding services or developing a custom option.

Issues/concerns: … Top 3 priorities: Physical access … | Communication/cognition … | Emotional/behavioral … Strengths to leverage: Home … | School … | Community … Quick next steps (examples):

Visit programs A/B; confirm ability to support AAC and transportation plan.

11) Quick Scenario Starters

A) Limited stamina / needs frequent breaks

Use short, predictable work cycles (e.g., 10–15 min work / 5–10 min break).

Prioritize seated tasks with minimal reach; consider job carving.

Track productivity over time to adjust cycle length.

B) High distractibility / sensorybusy environment

Prefer calmer settings; use noise reduction, visual boundaries, and clear task stations.

Start with step or autoscan at slow speed; keep choices few per screen; add auditory cues if vision is busy.

Combine with prediction or preprogrammed phrases for communication.

D) Transportation is the blocker

Begin public transit training with staff; explore paratransit eligibility; test wheelchair tiedowns/transfer plans; build a homeworkhome failsafe.

Use 1–5 or 1–10 to summarize any section (purely for communication, not diagnosis). Examples:

Attendance/stamina ___/5 • Job access adaptations needed ___/5 • Mobility ___/5 • Transportation readiness ___/5

Receptive comm supports ___/5 • Expressive flexibility ___/5 • Money skills ___/5

Distractibility impact ___/5 • Emotional regulation ___/5 • Job motivation ___/5

Family support ___/5 • Agency support ___/5 • Vocational options available ___/5

Assessments & Screenings

What to do: Read each section, discuss the prompts, and jot concrete notes (what the person does, where, with what support). When helpful, give a quick impression rating:

Optional quick ratings: Team alignment ___/5 • Student involvement ___/5 • Time runway ___/5

Program List & Ratings

Trial X access method (e.g., keyguard + prediction) during task Y; collect 10selection time/accuracy.

12) Optional Quick Ratings

Supports & Features

What level of adaptation is likely: none • minor physical changes • significant physical changes • switch/computer access required • not yet reliable access?

Include both litetech (guides, jigs, fixtures) and hightech (keyboards, switches, eye gaze, software).

3.3 Switch/Computer Access Method (if relevant)

Current reliable method: single switch • multiple switches • specialized/alternate keyboard • regular keyboard • no reliable access yet.

4.1 Switch Use Cognition (not motor)

Primary/secondary modes to understand information: verbal, written, pictures/symbols, sign/gesture, tactile.

Supports needed: simplified directions, visual schedules, modeling, facing the speaker, volume/auditory supports.

Primary/secondary: speech, writing/typing, sign/gesture, AAC device/system, other.

Understanding of money purpose, values/prices, and purchase process. What supports/teaching are needed on the job (picture menus, pointofsale prompts, errorless choices)?

What tends to distract (noise, movement, social traffic)? Strategies that help (headphones, quiet area, visual boundaries, timers, task chunking).

Cognitive/communication: typical & minimum; AAC/communication supports available.

Schedule training for staff/caregivers on device settings and daily routines.

Provide visual schedules/checklists; chunk tasks; use timers and “firstthen.”

C) Access requires switch scanning

Implementation & Training

A simplified rewrite for teams and AI reference. Based on the Lifespace Access Vocational Transition Profile (2000). Use this to guide screening conversations and quick planning; it is not a diagnostic tool.

1) Timeline & Team Setup

When does the current placement end? How many months remain for transition planning?

Was the student actively involved in planning? How will we include them in decisions?

Vocational experiences/training: settings tried, supports used, wins & blockers.

Limits to consider: fixed phrases only? layout complexity? partner training needed? speed/intelligibility with familiar vs unfamiliar partners.

Task change frequency: infrequent • daily • hourly • several per hour.

10) Planning Summary & Next Steps

Attribution: Adapted and simplified from the Lifespace Access Vocational Transition Profile (2000), reformatted for plainlanguage transition screening and program matching.

Issues & Troubleshooting

Primary control site(s): hand, head, foot, etc. Any secondary site to alternate when fatigued?