Abstract
The use of evidence-based assessments is an important part of the transition-planning process for high school students with disabilities. However, few assessments inform vocational decision-making. The Vocational Fit Assessment (VFA) and VocFit data reports inform such decisions by providing an integrated assessment of worker abilities and job demands. There is a need to explore VFA and VocFit utility. This mixed-methods convergent parallel study surveyed professional users (e.g., teachers, job coaches, therapists, administrators) of the VFA and VocFit data reports ( N = 104). Deductive thematic analyses were used to identify themes in open-ended responses, which were integrated with quantitative results from Likert-type responses. More than 90% of participants agreed the VFA was appropriate, accessible, and acceptable for supporting transition to employment. Participants commented that VocFit data reports provide visualizations that make sharing data easy. Approximately 90% of participants found the VFA and VocFit data reports relevant and effective; many offered suggestions for improvement. Roughly 80% agreed that the VFA and VocFit data reports were practicable, indicating a need to clarify administration materials. The study supports the clinical utility of the VFA and VocFit data reports and identifies several areas to improve the tools, including changes to VFA items and the rating scale to enhance usability. Qualitative data revealed that users may not use the tools as intended, further emphasizing the need for greater implementation fidelity to maximize benefits for young adults in transition to employment.
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