Students with disabilities have poor adult outcomes following high school compared to students without disabilities. Issues including poor self-determination, limited work and community experiences, and poor life skills contribute to poor adult outcomes. Occupational therapists possess unique skills that guide intervention in these areas. Despite explicit skills, occupational therapists are currently not predominate service providers in secondary transition services for students with disabilities. This study focused on transition-related intervention approaches used by occupational therapists in the Arizona Peoria Unified School District. Data was collected through qualitative research of a larger study designed to establish the role for occupational therapy in effective transition programming. Application of grounded theory methodology revealed themes describing how occupational therapists utilize transition-related approaches. Themes included collaboration with team members, occupational therapists' transition repertoire, specific interventions, and therapists' perspectives of students. Application of findings will enhance multi-disciplinary understanding of occupational therapy's role in secondary transition-related intervention approaches.
","abstract_html":"<p>Students with disabilities have poor adult outcomes following high school compared to students without disabilities. Issues including poor self-determination, limited work and community experiences, and poor life skills contribute to poor adult outcomes. Occupational therapists possess unique skills that guide intervention in these areas. Despite explicit skills, occupational therapists are currently not predominate service providers in secondary transition services for students with disabilities. This study focused on transition-related intervention approaches used by occupational therapists in the Arizona Peoria Unified School District. Data was collected through qualitative research of a larger study designed to establish the role for occupational therapy in effective transition programming. Application of grounded theory methodology revealed themes describing how occupational therapists utilize transition-related approaches. Themes included collaboration with team members, occupational therapists' transition repertoire, specific interventions, and therapists' perspectives of students. Application of findings will enhance multi-disciplinary understanding of occupational therapy's role in secondary transition-related intervention approaches. </p>","abstract_has_math":false,"creators":["Miller, Elizabeth Kelly"],"institution":"Eastern Kentucky University","degree_name":"Master of Science (MS)","degree_level":"Master's","degree_discipline":"Occupational Science and Occupational Therapy","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:13Z","subjects":["Grounded theory","Intervention","Occupational Therapist","Secondary Education","Transition","Occupational Therapy"],"languages":[],"rights":["Copyright 2012 Elizabeth Kelly Miller"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/83","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Miller, Elizabeth Kelly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Occupational Science and Occupational Therapy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Grounded theory","Intervention","Occupational Therapist","Secondary Education","Transition","Occupational Therapy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Elizabeth Kelly Miller"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/83"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students with disabilities have poor adult outcomes following high school compared to students without disabilities. Issues including poor self-determination, limited work and community experiences, and poor life skills contribute to poor adult outcomes. Occupational therapists possess unique skills that guide intervention in these areas. Despite explicit skills, occupational therapists are currently not predominate service providers in secondary transition services for students with disabilities. This study focused on transition-related intervention approaches used by occupational therapists in the Arizona Peoria Unified School District. Data was collected through qualitative research of a larger study designed to establish the role for occupational therapy in effective transition programming. Application of grounded theory methodology revealed themes describing how occupational therapists utilize transition-related approaches. Themes included collaboration with team members, occupational therapists' transition repertoire, specific interventions, and therapists' perspectives of students. Application of findings will enhance multi-disciplinary understanding of occupational therapy's role in secondary transition-related intervention approaches.
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"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/83"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2012 Elizabeth Kelly Miller"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Grounded theory","Intervention","Occupational Therapist","Secondary Education","Transition","Occupational Therapy"],"dc:title":["Occupational Therapists' Intervention Approaches in Secondary Transition Services for Students with Disabilities"],"dc:type":["Master Thesis"],"thesis:degree_discipline":["Occupational Science and Occupational Therapy"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Science (MS)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:13Z"}