Exploring the applicability of occupational therapy transition assessments for students with disabilities

Trujillo, Christopher; Poach, Meghan; Carr, Mikaela

doi:10.1080/14473828.2018.1556961

Cited by 3 publications

(10 citation statements)

References 21 publications

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“…Data from each article was extracted into eight categories and can be found in the data extraction table in supplemental documents. [2][3][4][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25] Data Synthesis Data from each article was extracted according to eight categories including author, participants, purpose, study design, stakeholders, assessment used, intervention/method used, and the findings of the article. Data from the extraction table was then synthesized into three categories: interventions, assessments, and service delivery approach.…”

Section: Protocolmentioning

confidence: 99%

“…Of the studies examined in this scoping review, 40 different interventions were identified. The types of interventions included occupations, activities, assistive technology and environmental modifications, self-regulation, education, training, advocacy, and functional group interventions [10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25] (See Table 1). The most common type of intervention used is occupation (22.5%).…”

Section: Interventionsmentioning

confidence: 99%

“…Advocacy/self-advocacy was the second most frequently reported intervention which included addressing selfdetermination and motivation along with problem-solving skills to overcome challenges. 10,12,15,[19][20][21]24,25 Self-awareness and self-conceptualization strategies were also used to increase advocacy skills. 12 Self-determination interventions were incorporated by providing students to make choices about their future by identifying goals and how those goals relate to where they will engage after high school, then working towards building the skills to meet those goals.…”

Section: Volume 3 (Issue 1): 3 Open Access Research Directs In Therap...mentioning

confidence: 99%

“…10,16,18,20,23 Training interventions consisted of training on workreadiness skills, vocational activity, job skill performance where occupational therapists can provide training in skills such as time management and organization strategies. 12,13,14,20,24 Additionally, 10% of interventions used activities to address a functional need such as fine motor skills and grip strength. 22 Two interventions worked on motor skills, fine motor (dexterity and handwriting), exercises and stretches, mobility instruction, bilateral coordination, attention, and sequencing.…”

Section: Volume 3 (Issue 1): 3 Open Access Research Directs In Therap...mentioning

confidence: 99%

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Occupational Therapy Services for Transition-Age Youth with Moderate to Severe Disabilities: A Scoping Review

Olivia Cooper,

Springer,

Elleman

2023

RDTS

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Purpose: This scoping review seeks to identify specific services, assessments, and interventions utilized by school-based occupational therapy (OT) practitioners working with transition-age youth with moderate to severe developmental disabilities. Methods: A search was conducted in CINAHL, Medline, APA PsychINFO, Education Research Complete, and Academic Search Complete databases. Articles were screened for inclusion and relevant data extracted. Included articles were peer reviewed, referred to any inclusion of occupational therapy services in school-based practice, English-language, and focused on individuals 12-30 years old with moderate to severe disabilities. Results: Twenty articles met criteria for inclusion in the review. All articles included occupational therapy services whether providing direct or indirect services. The top two intervention types used were occupation-based interventions and advocacy-based interventions. The top two assessment types used were task-based and transition-based assessments. Occupational therapists most frequently provided direct services for transition-age youth (78.2%). Conclusions: This review provides a guide for occupational therapy practitioners to advocate for occupational therapy’s role in transition services and overcome the barriers identified: lack of understanding of occupational therapy’s role, lack of resources, lack of measurable assessments, and lack of individualized interventions. This review provides an extensive variety of assessments, interventions, and service delivery approaches available and relevant for occupational therapists working with adolescents and young adults with moderate to severe disabilities.

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Section: Protocolmentioning

confidence: 99%

Section: Interventionsmentioning

confidence: 99%

Section: Volume 3 (Issue 1): 3 Open Access Research Directs In Therap...mentioning

confidence: 99%

Section: Volume 3 (Issue 1): 3 Open Access Research Directs In Therap...mentioning

confidence: 99%

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Occupational Therapy Services for Transition-Age Youth with Moderate to Severe Disabilities: A Scoping Review

Olivia Cooper,

Springer,

Elleman

2023

RDTS

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“…The American Occupational Therapy Association (AOTA) also released a fact sheet on OT's role in post-secondary education in 2013, promoting the skill set of the occupational therapist and the distinct value occupational therapists can bring to the transition team [11]. Despite these efforts, a recent scoping review of school-to-work transition services found OT to be absent in the literature and reported an imperative need to identify what services are being provided by occupational therapists [12]. The purpose of this research study was to (1) gain a better understanding of current Post-secondary transition services are federally mandated, yet there are great differences in implementation.…”

Section: Introductionmentioning

confidence: 99%

Post-secondary Transition Services and the Role of the Occupational Therapist

Barlow¹

2021

Glob J Pediatr

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Post-secondary transition services are federally mandated, yet there are great differences in implementation. The purpose of this study was to explore the current practices in post-secondary transition services and to understand how occupational therapists are involved in transition services. Public school administrators from 11 school districts were interviewed, all of whom work in transition services. Triangulation of data, member and stakeholder checks were all completed for validation and to ensure trustworthiness. Analysis of the interviews revealed four assertions: a) Districts use a variety of personnel as the transition coordinator b) Transition assessments need to be continuous and more comprehensive c) More training is needed for the entire transition process d) Occupational therapists are underutilized in transition services From these assertions, one global theme emerged: There is a need for increased training on the overall process to deliver best practice transition services, including timeline, assessments, agency involvement, and training for parents and staff. This study also discussed the importance of parent involvement for student success. Future research is recommended on the implementation of the pre-employment transition services and the process of evaluating students throughout their transition years.

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Occupational Therapy for Children with Autism Spectrum Disorder and Intellectual and Developmental Disability

Bodison

Duker

Nakasuji

et al. 2022

Handbook of Treatment Planning for Children With Autism and Other Neurodevelopmental Disorders

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Exploring the applicability of occupational therapy transition assessments for students with disabilities

Cited by 3 publications

References 21 publications

Occupational Therapy Services for Transition-Age Youth with Moderate to Severe Disabilities: A Scoping Review

Occupational Therapy Services for Transition-Age Youth with Moderate to Severe Disabilities: A Scoping Review

Post-secondary Transition Services and the Role of the Occupational Therapist

Occupational Therapy for Children with Autism Spectrum Disorder and Intellectual and Developmental Disability

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