Facilitating the Postsecondary Transitions of Youth with Moderate Intellectual Disability: A Set of Guidelines for Occupational Therapy Practice

Occupational Therapy Services for Transition-Age Youth with Moderate to Severe Disabilities: A Scoping Review

“…Data from each article was extracted into eight categories and can be found in the data extraction table in supplemental documents. [2][3][4][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25] Data Synthesis Data from each article was extracted according to eight categories including author, participants, purpose, study design, stakeholders, assessment used, intervention/method used, and the findings of the article. Data from the extraction table was then synthesized into three categories: interventions, assessments, and service delivery approach.…”

“…Of the studies examined in this scoping review, 40 different interventions were identified. The types of interventions included occupations, activities, assistive technology and environmental modifications, self-regulation, education, training, advocacy, and functional group interventions [10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25] (See Table 1). The most common type of intervention used is occupation (22.5%).…”

“…Studies targeting occupation worked primarily on Instrumental Activities of Daily Living (IADLs) such as financial management, transportation, safety awareness, shopping, cooking, cleaning, meal preparation. 5,[12][13][14][15][18][19][20]23,28 Interventions that focused on occupations such as laundry, practicing driving, answering the phone, job applications, using credit cards, meal planning and cooking demonstrated improvements six months after intervention and parents showed positive experience and satisfaction. 15…”

“…Advocacy/self-advocacy was the second most frequently reported intervention which included addressing selfdetermination and motivation along with problem-solving skills to overcome challenges. 10,12,15,[19][20][21]24,25 Self-awareness and self-conceptualization strategies were also used to increase advocacy skills. 12 Self-determination interventions were incorporated by providing students to make choices about their future by identifying goals and how those goals relate to where they will engage after high school, then working towards building the skills to meet those goals.…”

“…10 Assistive technology, environmental modifications, and training were the next common intervention type (12.5%) which included compensatory strategies such as visual supports for multi-step routines, task/environmental adaptations, community access, and independent living. 10,16,18,20,23 Training interventions consisted of training on workreadiness skills, vocational activity, job skill performance where occupational therapists can provide training in skills such as time management and organization strategies. 12,13,14,20,24 Additionally, 10% of interventions used activities to address a functional need such as fine motor skills and grip strength.…”