CAS CAS Educational & Transition Planning Competency

Question 1

Under the Individuals with Disabilities Education Act (IDEA), transition planning for students with ASD must begin no later than:

Accepted Answer

Age 16

Answer

Age 14

Answer

Age 18

Answer

Age 21

Question 2

Which of the following is a key component of a Transition IEP for a student with ASD?

Accepted Answer

Measurable postsecondary goals related to education, employment, and independent living

Answer

Only academic goals

Answer

Behavior intervention plan only

Answer

Sensory diet requirements

Question 3

Person-centered planning in transition services is best characterized by:

Accepted Answer

An approach that centers the individual's strengths, preferences, and goals in planning

Answer

Decisions made primarily by school staff

Answer

A standardized curriculum delivered to all students

Answer

A focus on academic skills only

Question 4

Which evidence-based practice involves breaking complex vocational or daily living tasks into small sequential steps for individuals with ASD?

Accepted Answer

Task analysis

Answer

Social narratives

Answer

Pivotal Response Training

Answer

Naturalistic Intervention

Question 5

A CAS professional supporting a young adult with ASD seeking employment should first:

Accepted Answer

Conduct a comprehensive vocational assessment including interests, strengths, and support needs

Answer

Place the individual in any available job immediately

Answer

Focus only on academic remediation

Answer

Request a psychiatric evaluation

Question 6

Supported employment for adults with ASD typically involves:

Accepted Answer

Competitive integrated employment with individualized, ongoing job coaching support

Answer

Sheltered workshop settings with no community integration

Answer

Volunteer work only

Answer

Day programs with no paid work component