Assessment of relevant academic and social skills of developmentally disabled adolescents or young adults would seem to be most effective if done in the context of an applied or prevocational setting. An assessment instrument was developed to measure applied reading and comprehension skills, direction following (using information from the reading passages), applied number skills, and social adaptation to a work situation. Comparison of the scores of 30 developmentally disabled adolescents with their levels on comparable tests of achievement was used as a preliminary measure of the validity of this instrument.
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