In the United States, there is currently no universal framework or model that is applied to the transition planning process for students with disabilities, other than the transition mandates set forth by the Individuals with Disabilities Education Act (IDEA, 2004). This often results in educators picking transition plan goals and interventions from a “bank”, without taking into account the “whole child.” The following study examines the effect of the Person-Environment-Occupation (PEO) model, pioneered by Law et al. (1996), on a teacher’s ability to consider personal, environmental, and occupational variables when planning for post-secondary employment for students with disabilities. Furthermore, this study found that after being presented with a brief PEO video training, educators were able to consider more environmental variables that may have been contributing to a student’s employment failure than had been initially considered. This study also examined the impact that disability type had on teacher’s perceptions of P, E, and O variables. This study adds to the transition planning and problem-solving literature base and has unique implications for the fields of psychology and education.
","abstract_html":"<p>In the United States, there is currently no universal framework or model that is applied to the transition planning process for students with disabilities, other than the transition mandates set forth by the Individuals with Disabilities Education Act (IDEA, 2004). This often results in educators picking transition plan goals and interventions from a “bank”, without taking into account the “whole child.” The following study examines the effect of the Person-Environment-Occupation (PEO) model, pioneered by Law et al. (1996), on a teacher’s ability to consider personal, environmental, and occupational variables when planning for post-secondary employment for students with disabilities. Furthermore, this study found that after being presented with a brief PEO video training, educators were able to consider more environmental variables that may have been contributing to a student’s employment failure than had been initially considered. This study also examined the impact that disability type had on teacher’s perceptions of P, E, and O variables. This study adds to the transition planning and problem-solving literature base and has unique implications for the fields of psychology and education.</p>","abstract_has_math":false,"creators":["Dreste, Taylor"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"Counseling, Psychology, & Special Education","degree_department":null,"school":null,"contributors":["Ara J. Schmitt","Laura M. Crothers","James B. Schreiber"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-08T07:00:00Z","date_published":"2020-08-08T07:00:00Z","updated_at":"2026-07-24T02:10:58Z","subjects":["Transition Planning","Special Education","Psychology","Person-Environment-Occupation Model","Child Psychology","Disability and Equity in Education","Education","School Psychology","Secondary Education","Special Education and Teaching","Teacher Education and Professional Development"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1909","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ara J. Schmitt","Laura M. Crothers","James B. Schreiber"]},{"key":"dc:creator","label":"Author","values":["Dreste, Taylor"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Psychology, & Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Transition Planning","Special Education","Psychology","Person-Environment-Occupation Model","Child Psychology","Disability and Equity in Education","Education","School Psychology","Secondary Education","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1909"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In the United States, there is currently no universal framework or model that is applied to the transition planning process for students with disabilities, other than the transition mandates set forth by the Individuals with Disabilities Education Act (IDEA, 2004). This often results in educators picking transition plan goals and interventions from a “bank”, without taking into account the “whole child.” The following study examines the effect of the Person-Environment-Occupation (PEO) model, pioneered by Law et al. (1996), on a teacher’s ability to consider personal, environmental, and occupational variables when planning for post-secondary employment for students with disabilities. Furthermore, this study found that after being presented with a brief PEO video training, educators were able to consider more environmental variables that may have been contributing to a student’s employment failure than had been initially considered. This study also examined the impact that disability type had on teacher’s perceptions of P, E, and O variables. This study adds to the transition planning and problem-solving literature base and has unique implications for the fields of psychology and education.
"]},{"key":"dc:title","label":"Title","values":["Impact of Person-Environment-Occupation Model Training on Teacher Transition Problem-Solving"]}]}],"canonical_facts":{"dc:contributor":["Ara J. Schmitt","Laura M. Crothers","James B. Schreiber"],"dc:creator":["Dreste, Taylor"],"dc:date.available":["2020-07-07T07:00:00Z"],"dc:description.abstract":["In the United States, there is currently no universal framework or model that is applied to the transition planning process for students with disabilities, other than the transition mandates set forth by the Individuals with Disabilities Education Act (IDEA, 2004). This often results in educators picking transition plan goals and interventions from a “bank”, without taking into account the “whole child.” The following study examines the effect of the Person-Environment-Occupation (PEO) model, pioneered by Law et al. (1996), on a teacher’s ability to consider personal, environmental, and occupational variables when planning for post-secondary employment for students with disabilities. Furthermore, this study found that after being presented with a brief PEO video training, educators were able to consider more environmental variables that may have been contributing to a student’s employment failure than had been initially considered. This study also examined the impact that disability type had on teacher’s perceptions of P, E, and O variables. This study adds to the transition planning and problem-solving literature base and has unique implications for the fields of psychology and education.
"],"dc:identifier":["https://dsc.duq.edu/etd/1909"],"dc:language":["English"],"dc:subject":["Transition Planning","Special Education","Psychology","Person-Environment-Occupation Model","Child Psychology","Disability and Equity in Education","Education","School Psychology","Secondary Education","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Impact of Person-Environment-Occupation Model Training on Teacher Transition Problem-Solving"],"thesis:degree_discipline":["Counseling, Psychology, & Special Education"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:10:58Z"}