Occupational Therapists' Intervention Approaches in Secondary Transition Services for Students with Disabilities

<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>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Occupational Science and Occupational Therapy

Grantor dc:publisher

Eastern Kentucky University

Year

2012

Author dc:creator

• Miller, Elizabeth Kelly

• Grounded theory
• Intervention
• Occupational Therapist
• Secondary Education
• Transition
• Occupational Therapy

Statement dc:rights

• Copyright 2012 Elizabeth Kelly Miller

Repository record dc:identifier

https://encompass.eku.edu/etd/83

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1082