Occupational Therapy’s Role in Post-Secondary Education Transition: A Critical Appraisal and Classification of Assessments

Jacquelyn Pierre, Zahava L. Friedman, Danielle Centi, Francine Ruzich

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)842-860
Number of pages19
JournalJournal of Occupational Therapy, Schools, and Early Intervention
Volume17
Issue number3
DOIs
StatePublished - 2024

Keywords

  • client-directed services
  • post-secondary education
  • school-based occupational therapy
  • Transition services

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