Question 1

Under IDEA, transition services should occur:&#10;A) In high school&#10;B) In middle school&#10;C) Between ages 16 and 21&#10;D) Between ages 16 and 18

Accepted Answer

Under IDEA, transition services are to be in effect by the time the youth with disabilities turns 16 years of age and may continue through the school year in which the youth turns 21 years old. Students, teachers, parents, and others work to develop a plan for the student's active participation and achievement in the transition process (Cleary, Persch, & Spencer, 2015; USDE, 2017). Under the Fostering Connections Act, youth become eligible for transition services when they turn 14 years old and may continue to receive services until they age out of the foster care system, sometime between 18 and 22 years of age, depending on state regulations. The foster care caseworker or other welfare professional is to collaborate with the youth to develop and execute the transition plan (USDE, 2016).

Question 2

Which law identifies that youth become eligible for transition services when they turn 14 years old and may continue to receive services until they age out of the foster care system, sometime between 18 and 22 years of age, depending on state regulations?

A) IDEA
B) Fostering Connections Act
C) Affordable Care Act
D) Americans with Disabilities Act

Fostering Connections Act

Accepted Answer

Under the Fostering Connections Act, youth become eligible for transition services when they turn 14 years old and may continue to receive services until they age out of the foster care system, sometime between 18 and 22 years of age, depending on state regulations. The foster care caseworker or other welfare professional is to collaborate with the youth to develop and execute the transition plan (USDE, 2016).

Question 3

What is the overall goal of the 2020 Federal Youth Transition Plan?&#10;A) Interagency identification and coordination of a shared vision, outcome goals, and policy priorities&#10;B) Mandate requirements for the provision and funding of services for those youth who meet specified criteria&#10;C) A coordinated set of activities for a student with a disability within an outcome-oriented process&#10;D) A coordinated set of activities is based on each student's needs, taking into account the student's strengths, preferences, and interests, and includes instruction

Accepted Answer

Representatives from the USDE, the U.S. Department of Health and Human Services ([USDHHS]), the U.S. Department of Labor, and the Social Security Administration (SSA) developed the 2020 Federal Youth Transition Plan to improve transition outcomes for transition-age youth with disabilities or in foster care. Though not a law, the plan outlines how the partnering agencies will advance the transition process by 2020 through interagency identification and coordination of a shared vision, outcome goals, and policy priorities. By creating an integrated system that is easier to navigate, the aspirational aim of the plan is to help transition-age youth, their families, and service providers become more aware of and able to access health care and integrated work experiences, and successfully connect to programs and supports for which the youth are eligible (Federal Partners in Transition Workgroup, 2015).

Question 4

Which type of community agency provides more long-term services, including supported employment, day programming, residential services, and case management?&#10;A) Department of Rehabilitation&#10;B) Department of Rehabilitation Services&#10;C) Developmental Disabilities Services&#10;D) Vocational Rehabilitation Services

Accepted Answer

Most community-based services for transitioning young adults with disabilities are funded through two state-administered agencies that receive federal funding: Vocational Rehabilitation (VR) and Developmental Disabilities (DD). The names of the agencies may vary across states. For instance, the VR agency may be called the Department of Rehabilitation or the Department of Rehabilitation Services. State VR programs are time-limited and are available only if the goal for the transitioning young adults is employment. In contrast, DD agencies assume an ongoing need for intervention. DD agencies generally provide more long-term services, including supported employment, day programming, residential services, and case management (Division of Rehabilitation Services, 2018; Maryland Department of Health Developmental Disabilities Administration, 2018).

Question 5

Services that provide a small amount of money each year to support the needs of a child, youth, or adult with a developmental disability within the community are known as:&#10;A) Low-intensity support services (LISS)&#10;B) Food stamps&#10;C) Medicaid waivers&#10;D) Social Security Supplemental Security Income (SSI)

Accepted Answer

A small number of states offer low-intensity support services (LISS), which may be granted to individuals with developmental disabilities regardless of their priority status. These services provide a small amount of money each year to support the needs of a child, youth, or adult with a developmental disability within the community. LISS funding can be used to purchase items or services, and may be administered through the state DD agency (Division of Rehabilitation Services, 2018; Maryland Department of Health Developmental Disabilities Administration, 2018).

Question 6

A 17-year-old male in foster care who is on the autism spectrum is preparing to graduate high school. Identify what funded program could help him in his transition plan to employment.&#10;A) A sheltered workshop&#10;B) Job Corps&#10;C) Health and community-based services (HCBS) Medicaid waivers&#10;D) Supplemental Security Income (SSI)

Accepted Answer

Two funded employment programs that benefit youth transitioning from foster care include: Job Corps, which provides education and training programs for low-income youth who are at least 16 years of age (U.S. Department of Labor [USDL], 2017); and Registered Apprenticeships, which combines technical training with paid on-the-job experiences in construction, health care, energy, and homeland security (USDL, 2018b).

Question 7

Which occupational therapy theoretical approach provides an occupation-based approach to transition planning?&#10;A) Sensory integration&#10;B) Health Belief Model&#10;C) Transtheoretical Model of Change&#10;D) Person-Environment-Occupational Performance model

Accepted Answer

Theoretical frameworks guide occupational therapy practice by organizing clinical observations; honing critical reasoning about of the scope and interdependency of complex factors to consider; and structuring the understanding and analysis of the values, assumptions, research, and priorities that implicitly and explicitly govern decisions. Employing an occupational therapy-based model for school-to-community transition services focuses the assessment, intervention, and outcomes processes within an occupation-based perspective. Applying an education-based model links occupational therapy practice to the educational arena in which school-to-community transitions often occur and strengthens the understanding of the contributions of educational partners in the transition process. Two such models, one of each type, are the Person-Environment-Occupational Performance Model (PEOP; Christiansen, Baum, & Bass, 2015) and the Universal Design for Learning (UDL; CAST, 2011, 2018). Both models value the family and the transition-age youth as core decision-makers in the planning process; acknowledge transition as an evolving, multiyear learning process; and support the acquisition of transition skills for independent or codependent community living, continuing education systems, and productive voluntary or paid work experiences.

Question 8

Which of the following components of the PEOP is an environmental factor that impacts transition planning?&#10;A) Meaning, values, and beliefs about the importance of and responsibility for transition&#10;B) Cultural beliefs and behaviors regarding the scope and structure of transition services&#10;C) Activities, tasks, and roles performed by students and their families, the organization, and the population&#10;D) Intrinsic health and well-being

Accepted Answer

Occupation factors incorporate the activities, tasks, and roles performed by students and their families, the organization, and the population (Christiansen et al., 2015) as they engage in or avoid the transition process. Environmental factors are extrinsic to the students and their family members and incorporate: cultural beliefs and behaviors regarding the scope and structure of transition services; social determinants, including demographics, economic resources, political influence, and power structures that affect the structure of and commitment to transition services; social supports and social capital, including family, professional, educational, and community norms and resources that coalesce to advocate for the scope and focus of transition services; education, social, labor, employment, housing, and other regulatory policies at the local, regional, and national levels that dictate responsibility for and funding of transition services; and physical and natural environments and assistive technologies that affect the availability of and access to post-secondary community, educational, and work resources (Christiansen et al., 2015).

Question 9

Teaching a student with a significant visual deficit to use the "read aloud" feature in a word processing program to help build skills in efficiency in reading and responding to emails is an example of which approach to transition planning?

A) Transtheoretical model of change
B) Universal Design for Learning
C) Health Belief Model
D) Person-Environment-Occupational Performance model

Accepted Answer

As education policy shifts priorities from learning environment access to learning access, Universal Design for Learning (UDL) is emerging as a framework for guiding curricular practices that reduce educational barriers and respect the diversity of learner needs (CAST, 2018; Hehir, 2009; Rose & Meyer, 2002). Grounded in neuroscience, cognitive psychology, and learning research, the three principles of UDL focus on (a) multiple means for learning representation; (b) action and expression; and (c) engagement that is effective, efficient, and motivating for students (CAST, 2011; Hehir, 2009). UDL principles emphasize flexible instructional approaches that are responsive to alternative and individualized methods that students employ to learn, navigate through the learning process, demonstrate what they have learned, and remain invested in learning (CAST, 2011). UDL principles are beneficial for: designing alternative approaches for students, families, organizations, and populations to learn about and indicate their understanding of post-secondary resources; developing multiple methods for students to demonstrate mastery of skills for managing their self-care, living in the community, engaging in productive and leisure pursuits, and attending post-secondary education; selecting assistive technologies and tools to optimize transition to work or post-secondary education; and proposing strategies for integrating school-to-community employment.

Question 10

The assessment tool for transition planning that involves creative planning for transition using a self-directed model, including planning positive and possible actions necessary for goal achievement, is:

A) Canadian Occupational Performance Measure (COPM)
B) Functional Assessment of Cognitive Transit Skills
C) Goal Attainment Scaling (GAS)
D) PATH Process

Accepted Answer

Assessment is a continuous process throughout the transition from secondary school into adulthood, and includes the active participation and engagement of the youth in the process. Providing opportunities and exposure to a variety of community contexts and assessing each experience during the years prior to transitioning out of secondary school contributes to an understanding of options for post-secondary community involvement (Crabtree & Sherwin, 2011). Information regarding strengths, interests, and daily routines can be gathered through narrative interview; standardized measurement tools can be used to identify patterns of participation and to prioritize goals. Table 10-2 lists measurement tools for practitioners to consider when working with transition-age individuals in community programs.

Question 11

Anne is a 16-year-old with cerebral palsy. She wants to volunteer at the local zoo and use her assistive communication device to help her communicate with patrons. The volunteer coordinator at the zoo tells her she cannot bring the device to the zoo because it might distract guests. This is an example of a(n):

A) Environmental barrier
B) Contextual factor
C) Environmental assessment
D) Deficit remediation

Accepted Answer

The answer of Anne is a 16-year-old with cerebral palsy....

Question 12

Which approach to transition planning assists families in recognizing the talents of their youth, fostering high but realistic expectations, and enhancing participation?&#10;A) Inclusion&#10;B) Self-determination&#10;C) Strengths-based approach&#10;D) Social relationships

Accepted Answer

The answer of Which approach to transition planning assists families...

Question 13

When Anne receives the feedback that she cannot bring her communication aide to her volunteer role, she contacts her occupational therapist for advice on how to explain the importance of the device to the volunteer coordinator at the zoo. Anne has a plan for how to use the device that will reduce distraction, which she reviews with the OT. Anne is exemplifying which of the following?

A) Supported decision making
B) Self-determination
C) Strengths-based approach
D) Social relationships

Accepted Answer

The answer of When Anne receives the feedback that she...

Question 14

One strategy for enhancing social relationships in transition planning is:&#10;A) Supported decision making&#10;B) Peer mentoring&#10;C) Self-awareness&#10;D) Self-determination

Accepted Answer

The answer of One strategy for enhancing social relationships in...

Question 15

In transition planning, occupational therapy can play a significant role in which important aspect to promote youth to become employees at a local fast-food restaurant?&#10;A) Supported decision making&#10;B) Salary negotiation&#10;C) Self-awareness&#10;D) Evaluating community accessibility

Accepted Answer

The answer of In transition planning, occupational therapy can play...

Question 16

Occupational therapy practitioners identify environmental barriers through which best practice approaches?&#10;A) Supported decision making&#10;B) Skilled observation and interviews&#10;C) Family interviews&#10;D) Evaluating community accessibility

Accepted Answer

The answer of Occupational therapy practitioners identify environmental barriers through...

Deck 10: From School to Community Transition Services Introduction