Module 2: School-Based Occupations and … 2: School-Based . Occupations . and Transitions . WHAT THE RESEARCH TELLS US ... and putting the dolly back and locking everything up.\
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Module 2: School-Based Occupations and Transitions
Module 2: School-Based Occupations and Transitions
WHAT THE RESEARCH TELLS US… • Early childhood transitions to School (from Early
Intervention to Preschool and Kindergarten )may cause significant stress for both the child and family.
(Rous, Hallam, Harbin, McCormick, & Jung, 2007)
• Collaborative activities provide opportunities for an integrated approach to support children with disabilities and their families.
(Kohler & Field, 2003)
• OT practitioners possess knowledge and skills to support students with disabilities as they transition from school to adult life.
(Orentlicher & Michaels, 2003)
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Presentation Notes
This slide reviews the results of several researchers (Rous et all, Kohler and Field, etc) indicating the importance of transition services offered to children with disabilities--- whether they are transitions in the early years to preschool or kindergarten or they are the transitions faced as students with disabilities continue through their schooling during the middle and high school years.
WHAT THE RESEARCH TELLS US…
• Factors that support transition include self-determination, self-advocacy, choice making, problem solving, and environmental supports.
• Transition services should be part of a continuum that is individualized and recognizes the person’s unique strengths and needs, and relationships with family, peers, and community.
(Stewart, Stavness, King, Antle, & Law, 2006)
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Presentation Notes
Factors that support transition include self-determination, self-advocacy, choice making, problem solving, environmental supports (such as peer mentors and a family, communication, and an individualized approach). Transition services should be part of a developmental continuum or life course that is individualized, and recognizes the person’s unique strengths and needs, and relationships with family, peers and community
LEGAL DEFINITION OF TRANSITION • Included in both statutes and regulations under
Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind (NCLB)
• The purpose of IDEA includes preparing children with disabilities for “further education” as well as for employment and independent living. (Section 601(d)), Individuals with Disabilities Education Improvement Act of 2004)
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Schools should prepare all students, with or without disabilities, for the life skills necessary in young adulthood.
TRANSITION UNDER IDEA PART B
“(A) …a result-oriented process that is focused
on improving the academic and functional
achievement of the child with a disability to
facilitate the child’s movement from school to
post-school activities…” (Individuals with Disabilities Education
Improvement Act of 2004)
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Transition is specifically defined in IDEA.
TRANSITION UNDER IDEA
“(B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
“(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.” (IDEA, Sec.602). (Individuals with Disabilities Education Improvement Act of 2004)
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(Note to Presenter: Click for 2nd section)
Includes…
– “post-secondary education – vocational education, – continuing and adult education, – integrated/supported employment, – adult services, – independent living – or community participation” (Individuals With Disabilities Education Improvement Act of 2004. Pub. L. 108-446)
TRANSITION UNDER IDEA PART B
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(Note to Presenter: click for bullets) Coordinated services begin with preschool transition to kindergarten and culminate with movement from the secondary educational arena (AOTA 2009 Conference)
TRANSITION SERVICES • Involve a variety of agencies and services
• Represent a scaffold of supports
• Emphasize abilities and self-determination.
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Transition services provide continuity for children with disabilities to acquire critical life skills to prepare for the next stage in life.
PRACTICE CONSIDERATIONS: ROLE OF OT IN SCHOOL-BASED TRANSITIONS • Cradle to college and/or career, and
community integration • Preparation and performance skills • Problem solving model: Response
to Intervention (RTI) • Academic; non-academic outcomes • Scaffold transition plans • Self-determination • Transition to life roles
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(Note to Presenter: Click for bullets) Scaffold Transition Plans – Occupational therapy facilitates the transition team's consideration of the student and their family’s future vision and a determination of the roadblocks to the successful completion of that vision.
OTs are uniquely trained to support participation:
– Community mobility
– Customized employment
– Social skills development
– Daily living routines
– Wellness/health promotion
– Leisure pursuits
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Presentation Notes
(Note to Presenter: Click for bullets and read the slide) The practitioner provides student centered activity and environmental analysis and modification to promote participation.
OTs have expertise in:
• Addressing the person, the environment, and the activity (PEO) holistically
• Role assessment • Activity and environmental
analysis and adaptations • Sensory processing • Assistive technology • Mental health • All areas of occupation
PRACTICE CONSIDERATIONS ROLE OF OT IN
SCHOOL-BASED TRANSITIONS • Collaborative team
approach • Supporting: - educational context - transition process - each student’s unique skills, interests, and needs. (Spencer & O’Daniel, 2005)
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It is essential that OTs understand the public educational context; the transition process for students with disabilities and each student’s unique skills, interests, and needs. This might include, but is not limited to, facilitating social communication skills and peer relationships; recommending accommodations to physical and social environment to enhance participation; and sharing expertise in assistive technology to promote student access, participation, and progress.
OT ROLE IN SOCIAL AND COMMUNITY ASPECTS:
CAREER AND/OR COLLEGE AND COMMUNITY
INTEGRATION
• Promote self-advocacy and self-determination
• Use pre-vocational modalities
• Enhance functional life skills.
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When the student is enrolled in public schools, the emphasis is on supporting the student. When a student exits the school setting, the emphasis is on self-advocacy in dealing with educational, vocational, and community agencies. Students with disabilities and families become conditioned to depend on others and the supports fall away. In schools it is a one-stop shop. Once students are out of school, many students and their families are at a loss as to where to receive support and guidance. How do we bridge that gap? What is OT’s role?
• Activity analysis for job
and internships • Collaborate with
community agencies (i.e., vocational rehabilitation) • Facilitate employer and work/school relationships • Job carving and coaching • Promote opportunities for
community involvement.
SOCIAL AND COMMUNITY ASPECTS
CAREER AND COLLEGE
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OTs assess student strengths, and their preferences and interests. They assist students in career exploration; post-secondary education exploration; living options; transportation; leisure activities; volunteer opportunities; health management and medical providers; developing job supports and job skills; and using assistive technology and UDL. OTs form community-based partnerships and develop partnerships with community agencies. They identify resources, including post-school service providers, and can provide information on Social Security, colleges, and college funding.
TOOLS AND ASSESSMENTS • Adult/Adolescent Sensory Profile
www.pearsonassessments.com
• Ansell-Casey Life Skills Assessment www.caseylifeskills.org
• Assessment of Motor and Process Skills (AMPS)
www.ampsintel.com
• Enderle-Severson Transition Rating Form www.estr.net
• Informal Assessments for Transition www.proedinc.com
Presenter
Presentation Notes
There are many tools and assessments for therapists to consider and some are listed on this slide. FYI, there are two rating forms for the Enderle-Severson : one for Students with mild disabilities: ESTR-J and one for students with more severe disabilities: ESTR-III In terms of Informal Assessments for Transition: Pro-Ed offers a book with reproducible informal assessments which contains areas of employment, daily living, health, self determination, leisure, community participation, communication and interpersonal relationships.
A student with mild cerebral palsy, right hemiplegia, and intellectual disability
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Let’s talk about Jeremy. Have you had a Jeremy on your caseload?
CASE SCENARIO: JEREMY
Strengths
• Wants to please adults • Toilet trained • Supportive, involved family
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Presentation Notes
Let’s examine some of Jeremy’s strengths. Examining his strengths as well as challenges can help guide effective intervention.
CASE SCENARIO: JEREMY
Challenges • Delayed cognitive and academic skills • Difficult to understand speech; hesitant to talk • Limited abstract thinking • Difficulty with bilateral motor skills • Difficulty sustaining attention • Slow processing skills.
Presenter
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Jeremy demonstrated delayed cognitive skills and therefore delayed academic skills, his articulation was poor and his speech was difficult to understand. He was hesitant to talk because he did not like being misunderstood, poor abstract thinking skills, difficulty doing bilateral motor skills, not able to sustain attention for long periods of time, slow at doing most motor activities and slow processing skills
Preschool to Kindergarten • Strengthening, coordination,
bilateral skills, self-care.
Elementary ● Gen. Ed. classroom participation ● Teacher/Team collaboration ● Adaptation of materials ● Begin early transition activities.
CASE SCENARIO: JEREMY
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OT worked with Jeremy until Kindergarten on typical OT areas: strengthening his left side, increasing coordination on his right side, dressing and self-care skills, and improving bilateral motor coordination. In K-2 grade, OT worked in classroom facilitating Jeremy’s participation in regular education and collaborating with his special education teacher on functional academic skills to work on with J. The OT interventions for Jeremy were (a) working on developing the necessary fine motor skills to function within a school environment, and (b) helping to adapt curricular materials so J. could continue to participate in the regular education curriculum where appropriate.
CASE SCENARIO: JEREMY Upper elementary - Difficulty attending in classroom
● Addressing sensory and motor needs throughout the day (e.g., library book pick up/delivery)
• Improved social interactions/confidence • Prevocational skills: Cutting, bundling soup
By the third grade, Jeremy was not able to attend (or pay attention) for long periods of time in the regular education classroom. So early transition activities were started. His first job was picking up library books from 2 classrooms each day and taking the books in a wheeled cart to the library. He would sometimes have to knock on the door and ask for the books. (He did not like to talk to people and he did not think others would be able to understand him and therefore lacked confidence in himself. ) In elementary school, the staff (with collaboration from OT) had J. doing a variety of early transition activities to break up his academic times. Activities consisted of cutting and bundling soup labels, cleaning the teacher’s lounge, and wiping tables in the cafeteria, in addition to his activities with the library books.
CASE SCENARIO: JEREMY Junior High and High School
• Functional classes (family and consumer education, parenting classes) in addition to academic classes
• Initially difficulty placing soda cans in machines.
Presenter
Presentation Notes
In junior high and high school, J’s jobs consisted of vacuuming carpets, wiping tables in the cafeteria, and filling the vending machines. He also took functional academic classes such as family and consumer education classes, and parenting classes in addition to his other academic classes. When he first started with the vending machines he was not even able to place the soda cans in the machine.
CASE SCENARIO: JEREMY Prevocational task analysis: • Filling soda vending machine independently
• Obtaining key from office
• Opening locked storage room
• Placing soda on dolly, loading soda machine
• Taking out the money, giving to office staff
• Closing vending machine, returning dolly, and locking up.
Presenter
Presentation Notes
By the time he was a senior in high school, Jeremy was able to complete filling the soda vending machine independently including getting the key from the office, opening the vending machine, estimating how much soda he would need to fill it, opening the locked storage room, placing the soda on a dolly, loading the soda into the soda machine, taking out the money, giving the money to the office staff, closing the vending machine, and putting the dolly back and locking everything up.
CASE SCENARIO: JEREMY POSITIVE OUTCOMES
Enjoys working three mornings a week at a local convenience store, stocking items in cooler
Lives at home in his own space; does his own laundry
Limited driver’s license (age 26); drives to work by himself.
Presenter
Presentation Notes
Because of Jeremy’s experience with loading the vending machine, when he explored jobs in the community he was very comfortable with working at a local convenience store. He stocked items in their cooler and was hired to work 3 mornings a week. He is currently living at home in his own space, doing his own laundry, and has a limited driver’s license (at age 26) so he can drive to work by himself.
YOUR TURN!
Sam: 11-year-old with high functioning autism transitioning to middle school • Strengths: Reading, does well with checklists and picture schedule, supportive family • Challenges: Illegible handwriting, poor modulation, rigid, impulsive, limited social skills.
WHAT NEW CHALLENGES WILL HE ENCOUNTER…HOW WILL OT HELP?
Presenter
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Notes to presenter: Discuss with the audience the many challenges facing Sam. Some of the challenges that can be discussed may include (a) increased academic demands, (b) increased writing required (c) having new teachers (d) having classmates (e) the new environment (f) increased sensory stimulation and (g) having increased homework and its affects on family routines, and so forth. Start a dialogue with the audience about OT contributions in promoting Sam’s occupational performance.
• (give link here) ADDITIONAL SCHOOL VIGNETTES
REFERENCES
Conaboy, K., Nochajski, Schefkind, S., Schoonover, J. (Presenters). (2008). Occupational therapy and transition services [CEonCD™]. Bethesda, MD: American Occupational Therapy Association.
Individuals With Disabilities Education Improvement Act of 2004, Pub. L. 108–446, 20 U.S.C. § 1400 et seq.
Kohler, P. D., & Field, S. (2003). Transition-focused education: Foundation for the future. Journal of Special Education, 37, 174–183.
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Here are some additional references. If you are an AOTA member, you can find a rich assortment of resources on the AOTA Web site.
ADDITIONAL REFERENCES Orentlicher, M. L., & Michaels, C. A. (2003, September).
Enlisting occupational therapy practitioners to support students in transition from school to adult life: Part II. Developmental Disabilities Special Interest Section Quarterly, 26(3),1–4.
Rous, B., Hallam, R., Harbin, G., McCormick, K., & Jung, L. A. (2007). The transition process for young children with disabilities: A conceptual framework. Infants and Young Children, 20,135–148.
ADDITIONAL REFERENCES Spencer, K. C., & O’Daniel, S. (2005). Transition services: From school to adult life. In J. Case Smith (Ed.),
Occupational therapy for children (5th ed., pp. 912–928). St. Louis, MO: Mosby.
Stewart, D., Stavness, C., King, G., Antle, B., and Law, M.
(2006). A critical appraisal of literature reviews about the transition to adulthood for youth with disabilities. Physical & Occupational Therapy in Pediatrics, 26(4), 5–24.
RESOURCES
American Occupational Therapy Association www.aota.org Iris Center for Special Education http://iris.peabody.vanderbilt.edu/ National Center on Secondary Education and Transition www.ncset.org National Longitudinal Study on Transition www.nlts2.org
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AOTA: Members of the American Occupational Therapy Association have access to a lot of references and resources on the Web site. For nonmembers, there are fewer resources available but there is also a very good one: The Iris Center for Special Education has modules covering specific topics in special education including related services, podcasts, information briefs, case studies, and much more. Check it out.
Use the icons below to navigate to different scenarios within this slideshow
Click on the icon below to conclude your exploration and view general AOTA resources
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Presentation Notes
These seven vignettes illustrate transitions across the lifespan and can be viewed individually, sequentially, or in their entirety. Simply click on the photo and you will be taken directly to that particular vignette.
