Occupational Therapy’s Role in Post-Secondary Education Transition: A Critical Appraisal and Classification of Assessments

ABSTRACT

There is a need to continue to amplify the value of occupational therapy for individuals with disabilities who are transitioning from secondary education to adult settings, such as vocational and post-secondary educational environments. Literature evidences a lack of practitioner knowledge of assessments and evaluations within the scope of occupational therapy for individuals receiving transition services. The purpose of this critical appraisal was to synthesize information regarding available assessment tools, designed to understand an individual’s strengths, capacities, and preferences for a better-informed transition process. Following critical appraisal of inclusion criteria via constant-comparative analysis, evidence-supported assessment tools were sought and classified into five distinct categories: transition-focused, occupation-based, vocational, life-skills, and self-determination assessments. Results included appraisal of each tool for population targeted, constructs assessed, and best practices in administration. This classification can support occupational therapy practitioners collaborating with individuals and families facing a transition into adulthood, informing the process through more carefully matched assessment.

KEYWORDS:

• Transition services
• post-secondary education
• client-directed services
• school-based occupational therapy

Disclosure Statement

No potential conflict of interest was reported by the author(s).

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Funding

The author(s) reported there is no funding associated with the work featured in this article.