TY - JOUR
T1 - Occupational Therapy’s Role in Post-Secondary Education Transition
T2 - A Critical Appraisal and Classification of Assessments
AU - Pierre, Jacquelyn
AU - Friedman, Zahava L.
AU - Centi, Danielle
AU - Ruzich, Francine
N1 - Publisher Copyright:
© 2024 Taylor & Francis Group, LLC.
PY - 2024
Y1 - 2024
N2 - There is a need to continue to amplify the value of occupational therapy for individuals with disabilities who are transitioning from secondary education to adult settings, such as vocational and post-secondary educational environments. Literature evidences a lack of practitioner knowledge of assessments and evaluations within the scope of occupational therapy for individuals receiving transition services. The purpose of this critical appraisal was to synthesize information regarding available assessment tools, designed to understand an individual’s strengths, capacities, and preferences for a better-informed transition process. Following critical appraisal of inclusion criteria via constant-comparative analysis, evidence-supported assessment tools were sought and classified into five distinct categories: transition-focused, occupation-based, vocational, life-skills, and self-determination assessments. Results included appraisal of each tool for population targeted, constructs assessed, and best practices in administration. This classification can support occupational therapy practitioners collaborating with individuals and families facing a transition into adulthood, informing the process through more carefully matched assessment.
AB - There is a need to continue to amplify the value of occupational therapy for individuals with disabilities who are transitioning from secondary education to adult settings, such as vocational and post-secondary educational environments. Literature evidences a lack of practitioner knowledge of assessments and evaluations within the scope of occupational therapy for individuals receiving transition services. The purpose of this critical appraisal was to synthesize information regarding available assessment tools, designed to understand an individual’s strengths, capacities, and preferences for a better-informed transition process. Following critical appraisal of inclusion criteria via constant-comparative analysis, evidence-supported assessment tools were sought and classified into five distinct categories: transition-focused, occupation-based, vocational, life-skills, and self-determination assessments. Results included appraisal of each tool for population targeted, constructs assessed, and best practices in administration. This classification can support occupational therapy practitioners collaborating with individuals and families facing a transition into adulthood, informing the process through more carefully matched assessment.
KW - client-directed services
KW - post-secondary education
KW - school-based occupational therapy
KW - Transition services
UR - http://www.scopus.com/inward/record.url?scp=85192554938&partnerID=8YFLogxK
U2 - 10.1080/19411243.2024.2341644
DO - 10.1080/19411243.2024.2341644
M3 - Article
AN - SCOPUS:85192554938
SN - 1941-1243
VL - 17
SP - 842
EP - 860
JO - Journal of Occupational Therapy, Schools, and Early Intervention
JF - Journal of Occupational Therapy, Schools, and Early Intervention
IS - 3
ER -