Abstract
Abstract Date Presented 04/01/2022 High school Individualized Education Program (IEP) goals of 44 diploma-track autistic youth were coded for content. Most goals addressed social-emotional, executive function, and self-advocacy. Sensory processing, daily living skills, and postschool occupations were least addressed but are known challenges for this population. Although OTs rarely provided school services for these youth, these areas are aligned with the scope of OT practice. There is a need to advocate for OT’s role in transition services for this population. Primary Author and Speaker: Sharada Krishnan Contributing Authors: Deborah Greene, Jennifer Chen, Ellen Cohn, Wendy Coster, Gael Orsmond
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
