Changing Occupational Therapists' Knowledge of Their Role in Secondary Transition Planning

Students with disabilities need to effectively transition to adult occupations after secondary school. Occupational therapists are uniquely qualified to support this transition to adulthood; however, school-based occupational therapists report a lack of understanding of their role in transition plan...

Full description

Saved in:
Bibliographic Details
Published inJournal of occupational therapy, schools & early intervention Vol. 9; no. 4; pp. 382 - 396
Main Authors Abbott, Barbara L, Provident, Ingrid
Format Journal Article
LanguageEnglish
Published Routledge 01.10.2016
Subjects
Allied Health Personnel
Disabilities
Electronic Learning
Individualized Transition Plans
Instructional Effectiveness
Intervention
Mixed Methods Research
Occupational Therapy
Pretests Posttests
Professional Development
Role
Secondary School Students
Washington
Online AccessGet more information

Cover

More Information
Summary:Students with disabilities need to effectively transition to adult occupations after secondary school. Occupational therapists are uniquely qualified to support this transition to adulthood; however, school-based occupational therapists report a lack of understanding of their role in transition planning (Kardos & White, 2005; Mankey, 2011). The purpose of this mixed-method study was to explore the effectiveness of a six-module e-training intervention designed to teach school-based occupational therapists about their role in secondary transition planning. Participants completed pre/post tests and provided qualitative information via online discussion. Results suggest that online training modules are an effective continuing education intervention to improve occupational therapists' knowledge of secondary transition.
ISSN:1941-1243
DOI:10.1080/19411243.2016.1227760