Credentials Display

Latoya Harvey, OTD, OTR/L; Susan A. Zapf, Ph.D., OTR/L, BCP, ATP; Sandra E. Groger, OTD, OTR/L


Introduction: This case report aims to inform the occupational therapy profession of best practice by providing an example of the profession’s role in secondary transition for students with disabilities.

Method: This qualitative case report examines the value of occupational therapy during transition in the life of one student with a disability. Six weeks of coaching and collaboration were provided to facilitate student engagement to enhance independent living skills, work-related skills, and self-determination. Pre-test and post-test results of the Roll Evaluation of Life Activities (REAL), the Goal-Oriented Assessment of Lifeskills (GOAL), the Goal Attainment Scaling (GAS), interviews, informal discussions, and observations were used to identify performance challenges and improvements achieved after intervention.

Results: Kasey (pseudonym) met her occupational therapy-related goals that were written in her individualized education plan, including daily living skills, self-determination skills, and gross motor improvements. She exhibited improvement in scores on the GOAL. Her baseline progress score was 349, and at re-assessment 384. Her REAL activities of daily living scores also improved by 7%, and 3% in the domain of instrumental activities of daily living.

Conclusion: This case report describes the advantages of occupational therapy in secondary transition services. Post-test measures and informal interviews with transition team members, caregiver, and the student identified improvements in independent living skills and self-determination skills, leading to improvement in participation and skill readiness for transitional roles.


The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.