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Capstone Abstract
Context: Transition-aged youth with intellectual and developmental disabilities (IDD) may face challenges and barriers in performing activities of daily living (ADLs) and instrumental activities of daily living (IADLs). Occupational therapy can address these challenges by supporting development of skills necessary for increasing independence as individuals enter adulthood.
Problem: There is a lack of resources for individuals with IDD and their caregivers to navigate the transition period. After high school, many families often rely on occupational therapists and others for direction. At the same time, there is limited understanding and resources for occupational therapists to effectively meet the needs of young adults with IDD to transition towards independence.
Purpose: This capstone project aimed to enhance understanding of occupational therapists’ role to assist transition-aged youth with IDD by: (1) facilitating a life-skills group targeting executive function skills, (2) conducting focus groups to gather practitioners’ perspective and experiences, and (3) providing education to future therapists to strengthen their knowledge and comfortability working with transition-aged youth with IDD.
Rationale: Transition-aged youth with IDD often experience gaps in services and uncertainty in navigating adulthood. Many lack executive function, daily living, and self-advocacy skills needed for independent living. While these areas fall under the scope of occupational therapy, there are limited resources outlining the best practice for supporting this population.
Methods: Three activities were completed: (1) a six-week Brain Builders executive function group within the Thrive program, with individualized activities to meet participants needs; (2) an IRB-approved focus group through Cincinnati Children’s where pediatric occupational therapists shared experiences and insights in treating transition-aged youth with IDD; and (3) an IRB-approved educational presentation with learning activities at Xavier University for occupational therapy doctoral students.
Results: The Thrive Brain Builders group provided hands on experience in group facilitation, intervention adaptation, and caregiver collaboration. Focus groups highlighted occupational therapists’ holistic role, the value of interdisciplinary collaboration, and barriers related to limited resources. Pre-and post-survey results showed that the presentation and learning activities effectively increased participants’ knowledge and comfort in working with individuals with IDD. The doctoral student increased confidence and knowledge in presenting to doctoral students and treating individuals with IDD.
Significance/Implications: Findings support the need for structured executive function programming, increased occupational therapy practitioner resources, and improved educational preparation for future therapists. Overall, the project strengthens understanding of occupational therapy’s role in the transition- period and informs future occupational therapists.
Publication Date
Fall 12-2025
Student Contact
Madison.wittekind@gmail.com
Recommended Citation
Wittekind, Madison, "Bridging the Gap: Occupational Therapy Student’s Perspectives on Youth with Intellectual and Developmental Disabilities" (2025). Occupational Therapy Capstones. 13.
https://www.exhibit.xavier.edu/ot_capstone/13
