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

Autor/inn/en	Abbott, Barbara L.; Provident, Ingrid
Titel	Changing Occupational Therapists' Knowledge of Their Role in Secondary Transition Planning
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 9 (2016) 4, S.382-396 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2016.1227760
Schlagwörter	Occupational Therapy; Allied Health Personnel; Role; Individualized Transition Plans; Secondary School Students; Disabilities; Mixed Methods Research; Electronic Learning; Intervention; Instructional Effectiveness; Pretests Posttests; Professional Development; Washington + Suchen Sie Ihr Suchwort? Beschäftigungstherapie; Rollen; Sekundarschüler; Handicap; Behinderung; Unterrichtserfolg
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01