School-based Transition Readiness Services for Adolescents with Disabilities

Abstract

ABSTRACT This study of occupational therapy services to students with disabilities, 14 to 16 years of age, demonstrated effectiveness (Pierce, Spence, Sakemiller, & Roberts, 2020). The intervention approach was developed by 14 school-based occupational therapy personnel from 10 Midwestern school districts and described using grounded theory. Forty-two students participated, receiving transition assessments and one hour per week of service over two academic years. Interventions emphasized peer-group projects, prevocational exploration, self-determination, and life skills. Additional themes were the unique skills required to serve adolescents, assessment accuracy, managing therapy time, inter-professional collaborations, and pioneering new practices.