Abstract
This paper outlines the benefits of ongoing and multiple forms of vocational assessment services for adolescents. The purpose is to discuss adolescent brain development and the roles executive functioning play in vocational assessments, especially vocational evaluation. The authors discuss the three levels of vocational assessment, recommend that vocational evaluators assess within work or learning environments, and provide recommendations and considerations for vocational evaluators as they observe manifestations of executive functioning. The authors make a case for vocational evaluators to understand the complex changes in the adolescent brain and to use current research that informs their practices and vocational evaluation recommendations to ensure that they are providing meaningful, career-focused assessment.
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