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Life Skills Inventory Independent-Living Skills Assessment Tool (FREE)
Washington State Department of Social and Health Services ( 2000)
Washington State Department of Social and Health Services

The Life Skills Inventory Independent-Living Skills Assessment Tool  is provided by the Washington State Department of Social and Health Services to assess where students are in the process of living independently.

Benefits:

This inventory could assist parents, student, teachers, and transition specialists in creating a transition plan according to the student’s capability.  The style of the inventory is easy to follow, and the student could perhaps evaluate themselves on certain tasks along with another person conducting the inventory. Use the checklist format in this assessment to cover the following  main categories:

  • Money management and consumer awareness
  • Food management
  • Personal appearance and hygiene
  • Health
  • Housekeeping
  • Housing
  • Transportation
  • Educational planning
  • Job maintenance skills
  • Job skills
  • Emergency and safety skills
  • Knowledge of community resources
  • Interpersonal skills
  • Legal issues
  • Pregnancy (parenting and child care)

Each category covers 4 levels of accomplishment (basic, intermediate, advanced, exceptional) and requirements for moving on to the next level.

Process:

The parent and teacher together observe the student or ask questions to determine the level of the student.  The inventory suggests that a social worker be involved.  The reading level is very basic and the items on the checklist are not more than one sentence long.  The students level, either basic, intermediate, advanced, or excellent, is determined based upon the completion of certain items specified in the checklist for each category and each level.

Students will accomplish the areas determined by the inventory before classification into the next level.  According to the inventory, the assessment should take place when they are fifteen or sixteen.  From the inventory, teachers, parents, and other adults involved with the student can help the student “plan … based on filling gaps in youth knowledge.”

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