Maria M Eismann1, Rebecca Weisshaar2, Cristina Capretta3, Dennis S Cleary4, Anne V Kirby5, Andrew C Persch6. 1. Maria M. Eismann, BS, is Student Research Assistant, Transition, Employment, and Technology Lab, The Ohio State University, Columbus. 2. Rebecca Weisshaar, BS, is Student Research Assistant, Transition, Employment, and Technology Lab, The Ohio State University, Columbus. 3. Cristina Capretta, MOT, OTR/L, is Occupational Therapist, Englewood Schools, Englewood, CO. 4. Dennis S. Cleary, MS, OTD, OTR/L, is Co-Director, Transition, Employment, and Technology Lab, and Assistant Professor and Director of Doctoral and Experiential Learning, Division of Occupational Therapy, The Ohio State University, Columbus. 5. Anne V. Kirby, PhD, OTR/L, is Assistant Professor, Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City. 6. Andrew C. Persch, PhD, OTR/L, BCP, is Director, Transition, Employment, and Technology Lab, and Assistant Professor, Division of Occupational Therapy, The Ohio State University, Columbus; andrew.persch@osumc.edu.
Abstract
OBJECTIVE: This study had a twofold purpose: (1) identify the characteristics of people with disabilities who received occupational therapy services during their transition to adulthood and (2) determine factors associated with their successful postsecondary transition. METHOD: This study was a secondary analysis of National Longitudinal Transition Study-2 data. Data analyses include descriptive statistics, binary logistic regression, and simple linear regression. RESULTS: Autism, cerebral palsy, and intellectual disability were the most commonly reported disability classifications. Participation in postsecondary education was significantly associated with functional use of arms and hands. Postsecondary employment was significantly associated with verbal comprehension. Participation in community activities was significantly related to students' health status, and participation in community service was significantly related to students' functional use of arms and hands. CONCLUSION: Providing transition services to students with disabilities remains an emerging area of practice. Occupational therapy practitioners may contribute to transition teams by intervening to improve functional abilities and health status.
OBJECTIVE: This study had a twofold purpose: (1) identify the characteristics of people with disabilities who received occupational therapy services during their transition to adulthood and (2) determine factors associated with their successful postsecondary transition. METHOD: This study was a secondary analysis of National Longitudinal Transition Study-2 data. Data analyses include descriptive statistics, binary logistic regression, and simple linear regression. RESULTS:Autism, cerebral palsy, and intellectual disability were the most commonly reported disability classifications. Participation in postsecondary education was significantly associated with functional use of arms and hands. Postsecondary employment was significantly associated with verbal comprehension. Participation in community activities was significantly related to students' health status, and participation in community service was significantly related to students' functional use of arms and hands. CONCLUSION: Providing transition services to students with disabilities remains an emerging area of practice. Occupational therapy practitioners may contribute to transition teams by intervening to improve functional abilities and health status.