Dennis Cleary

The Professional Occupational Therapy Doctoral Degree: Why Do It?

This article presents a rationale for the development of professional occupational therapy doctorate (OTD) programs. As more universities transition to the entry-level OTD degree, opportunities are becoming available to advance the profession and increase benefits to clients. We analyzed the current health care environment and developed the following proposed outcomes for doctoral-trained practitioners: (1) Demonstrate advanced clinical skills; (2) attain proficiency in outcomes measurement and analysis and synthesis of outcomes data; (3) routinely use standardized evidence-based practice clinical guidelines that translate research into practice; (4) develop, implement, and lead health promotion services; and (5) excel as partners in interprofessional teams.

Characteristics of Students Receiving Occupational Therapy Services in Transition and Factors Related to Postsecondary Success

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.

Current practices in job matching: A Project SEARCH perspective on transition

BACKGROUND: Individuals with disabilities are employed at rates significantly lower than those without disabilities. Job matching has been an integral part of supported employment practices for individuals with disabilities for over 30 years. However, no research examines the specific practices of key stakeholders who make job matching decisions with, or on behalf of, individuals with disabilities. OBJECTIVE: The purpose of this study was to determine the: a) current practices in job matching, b) outcomes of the job matching process, and c) tools used by Project SEARCH professionals to inform job matching decisions. METHODS: This study used a mixed-methods sequential-explanatory research design to examine the practices of key stakeholders involved in job matching. Stakeholders were students and professionals participating in transition using the Project SEARCH model. Quantitative and narrative data were collected by survey during the first phase of the study. A second, qualitative phase employed a multiple case study design using focus groups to evaluate the perspectives of key professional and consumer stakeholder groups. Integration of quantitative and qualitative data revealed that: a) job matching is a collaborative process, b) stakeholders consider many different types of data when job matching, c) current practices in job matching are variable and lack consistency, and d) outcomes of the job matching process are poorly defined. CONCLUSIONS: Additional resources are needed to support the efforts of stakeholders who make job matching decisions with, or on behalf of, individuals with disabilities. In the absence of formal resources, key stakeholders who utilize a collaborative, consistent, data-driven process for job matching are most likely to observe positive outcomes.

A model for enhancing employment outcomes through postsecondary education

BACKGROUND: Young adults with intellectual disabilities (ID) are among the poorest of any disability group (Newman et al., 2011). Service gaps and problems include (a) low expectations; (b) a lack of coordination between education, vocational rehabilitation services (VR), and developmental disabilities (DD) agencies; and (c) families and students expressed frustration with the lack of integrated work options available. OBJECTIVE: The aim of this paper is to describe the TOPS (Transition Options for Postsecondary Settings) model, as well as provide resources that can be used to support the development and refinement of other postsecondary programs, and, ultimately, improve employment outcomes for individuals with ID. METHODS: In this paper, we describe how the TOPS program addresses the four transition areas: academic access, career development, campus membership, and self-determination. CONCLUSIONS: Inclusive postsecondary programs have the potential to improve employment outcomes for people with ID, and using ideas presented in this paper can enhance postsecondary programing.

Development and Psychometric Evaluation of the Vocational Fit Assessment (VFA).

OBJECTIVE The objective of this study was to determine the psychometric properties of the Vocational Fit Assessment (VFA) by examining its factor structure and subscale reliability. METHOD This prospective cross-sectional study used two surveys (one for worker abilities and one for job demands) to collect the data needed for the psychometric evaluation of the VFA. Latent parallel analysis and ordinal exploratory factor analysis were used to iteratively refine VFA subscales. RESULTS Ten unidimensional subscales emerged from factor analysis of VFA items: (1) Cognitive Abilities, (2) Communication Skills, (3) Computer Skills, (4) Higher Task-Related Abilities, (5) Interpersonal Skills, (6) Lower Task-Related Abilities, (7) Physical Abilities, (8) Safety, (9) Self-Determination, and (10) Work Structure. Subscale internal consistency (ordinal α) was ≥.86 for VFA for worker abilities and ≥.77 for VFA for job demands. CONCLUSION The unidimensional structure of VFA subscales and estimates of internal consistency lend initial evidence in support of their reliability and validity.