Northland Community and Technical College

Occupational Therapy Assistant Program

Critically Appraised Topics Assignment
Focused Question:
How can Occupational Therapy increase employment opportunities for individuals with
disabilities?
Clinical Scenario: Individuals with disabilities have high rates of unemployment, according to a
study conducted 2 out of 3 individuals with a disability would prefer to work but employers
remain hesitant to hire them, even when they are capable of completing a task and qualified for
the job (Kurata & Brodwin, 2013). Individuals with a disability can learn how to make
modifications and adaptions to be successful. This article lists various examples of individuals
who have a physical disability and how they make modifications and adaptions to complete a
task. For example, Fernando was born without arms and is a painter of ceramic and Christmas
ornaments, business cards, flyers and so forth, using a mouth stick brush (Kurata & Brodwin,
2013). The Bureau of Labor and Statistics (2011) stated that the employment rate of one with a
disability is 18.6% compared to 63.5% for people without a disability (U.S. Equal Employment
Opportunity Commission, 2008)
According to (Bennett & Dukes, 2013) only 32% of the disabled population are
employed, on top of that, only 20% of individuals who have intellectual disabilities are
employed; this leads to a variety of problems with economic status, social skills, social
participation, and their quality of life (Achterberg, Wind, de Boer, Frings-Dresen, 2009).
Currently, unemployment for individuals with disabilities is an increasing problem that needs to
be addressed. Most individuals view employment as a major and essential means of gaining
income, enhancing self-esteem, and increasing the quality of life, options and opportunities
(Orentlicher & Michaels, 2000)
Work is not only one of the eight areas of occupation but work is also considered one of
the most important activities in a persons life (Vornholt, Uitdewilligen, Nijhuis, 2013).
Employment for individuals with disabilities is very important, not only does it increase ones
social participation but it also contributes to structure which is important. The main reason why
employees with disabilities cannot sustain a job is due to social isolation at their work place
(Vornholt, Uitdewilligen, Nijhuis, 2013). Acceptance from colleagues is also important. Social
acceptance in the work place leads to motivation, satisfaction, and a better quality of life for
employees with disabilities (Vornholt, Uitdewilligen, Nijhuis, 2013).
There are also Laws that state acceptance in the work place is mandatory. The Americans
with Disabilities Act (ADA) was established in 1990, it stated that physical and mental
disabilities in no way diminish a persons right to fully participate in all aspects of society
(Vornholt, Uitdewilligen, Nijhuis, 2013). The ADA mostly focuses on the legislative rights,
prohibiting discrimination and protecting their rights but does not give a clear description of
what acceptance is in the context of employment (Vornholt, Uitdewilligen, Nijhuis, 2013). The
Developmental Disabilities Assistance and Bill of Rights Act of 2000 is much more specific
according to Vornholt, Uitdewilligen, and Nijhuis (2013). It defines inclusion and focuses on
acceptance not only in the work place but in all aspects of the community.

Summary of Key Findings:

Level I:
Effectiveness of work, activities of daily living, education, and sleep interventions for people with
autism spectrum disorder: systematic review; Weaver. (2015)
This article discusses the effectiveness of occupational therapy interventions in ADLs/IADLs,
work, education and sleep for individuals with Autism. 23 studies were conducted, 9 focusing towards
work, 11 ADL/IADL, and 3 education. It is proven that by using various OT interventions and
approaches in specified areas increase independence and function of task. Once mastering skills in selfmanagement, ADLs and IADLs, supported employment by peers, and technology use will increase
quality of life and success within the work place. This article used EBP to back up research and
emphasizes the importance of continuing research to back up this topic.
Employment Instruction for Secondary Students with Autism Spectrum Disorder: A Systematic
Review of Literature; Bennett, Dukes. (2013)
This article discusses the importance of employment skills, job skills and social skills, being
taught to individuals with an intellectual disability. These skills are important for success in their
employment setting along with the transition process. There were 12 studies from various databases and
peer reviewed journals that were addressed. The inclusion criteria for each research study was participants
were between the ages of 14-22 and 2/3 of the participants were diagnosed with ASD (there were 55
participants total). This article also discussed the importance of task completion skills in relation to
employment. They found that the three main factors that set up a barrier for individuals with a disability
were access to financial resources, social skills, and curriculum/instructional practices not being modified.
Those areas need to be addressed during their transition from school to adult life.
Factors that Promote or Hinder Young Disabled People in Work Participation: A Systematic
Review; Achterberg, Wind, DeBoer, Frings-Dresen. (2009).
This article discusses the factors that promote and hinder employment for young individuals with
disabilities. This study focused on two areas- diagnosed before age 18 and factors of work participation.
After searching biomedical and psychological databases, 1,458 articles were retrieved. Two authors
searched through retrieved articles looking for inclusion criteria, they narrowed it down to 66 full-text
articles. The results were very broad but the three factors listed in the longitudinal studies were gender
(male), high education level and higher level of psychological functioning. The factors that hinder the
success with employment listed in longitudinal studies were physical disabilities/limitations, inpatient
treatment during follow-up, motor impartments, and IQ lower than 80. Adapting the workplace and using
the results to analyze individuals abilities will ensure success in the future for individuals with
disabilities.

Level V:
Factors Affecting the Acceptance of People with Disabilities at Work: A Literature Review;
Vornholt, Uitdewilligen, Nijhuis. (2013).
This study was conducted due to the lack of social acceptance in the work place for individuals
with disabilities. This study looks at the factors that interfere with the acceptance of individuals with
disabilities. The data-bases searched were PsychINFO and Web of Science, collecting over 5,000 articles.
After downsizing based off criteria there were 48 articles reviewed for study. The three main themes
affecting acceptance are cognitive acceptance, stigmatized attitudes and performance. Studies also
showed that the type of employer and gender may also impact acceptance. A significant finding was
employers were concerned with cost of accommodations and fear of legal liability, resulting in a lack of

proper accommodations in the workplace. The main factors leading to acceptance according to the
framework used in this study are characteristics and attitudes of colleagues, employers, and characteristics
of employees with disabilities. According to this study acceptance leads to motivation, satisfaction,
quality of life etc.
Workplace accommodations: Occupational therapists as mediators in the interactive process;
Schreuer, Myhill, Aratan-Bergman, Samant, & Blanck. (2009).
This article discusses the importance of an interactive processes between the employer and the
employee to make effective accommodations. The ADA 1990 states that employees with disabilities are
entitled to gain accommodations as needed. Occupational Therapy uses an Interactive model of practice,
ergonomics, and education to improve the interactive process. There is a case study in the article that they
use as an example as to what OTs role is in the process. The Occupational Therapy Professional uses their
education in ergonomics throughout the interactive process. OTs play a role during the initial evaluation
and throughout the intervention by mediating, educating, consulting and ensuring appropriate
accommodations are made such as an elevated work space, inclined keyboard, or any modified way of
completing a task to ensure an individual can compete task functionally.
Occupational Therapy Services in Facilitating Work Performance; Ellexson, Larson. (2011)
This article discusses ways Occupational Therapy can increase functional work performance.
This article touches on various services Occupational Therapy can provide, potential problems within the
work place, and the Occupational Therapy process to receiving services. Some Occupational Therapy
services listed were wellness and prevention education, restorative and compensatory techniques, and
case management. The first step in receiving services is the Occupational profile, the second step listed in
the article was collaborating with the employer, the employee and the OT for appropriate interventions
and accommodations. There were several interventions listed for individuals that may be unable to
perform work skills functionally via seven case studies. Some of the examples of interventions listed
were ergonomic education to employer and employee, adaptations/job modifications, use of assistive
devices, improved social/emotional regulation skills, and improved functional work skills.

Qualitative:
Employer-recommended strategies to increase opportunities for people with disabilities;
Henry, Petkauskos, Stanislawzyk, & Vogt. (2014).
This Qualitative study focused on the challenges employers face when hiring individuals
with disabilities, recommendations from employers for various innovations, and advantages of
the employers after hiring an individual with a disability. The employment rate for individuals
with disabilities in the US is at a constant decrease, it is less than half of the normal rate for those
without disabilities. This study uses four focus groups via roundtable discussions to gain data.
There were 74 participants, 36 men, 38 women, who were all employees from MA, holding a
high-mid management position. There was a wide range of employers studied ranging from
heath care, to manufacturing and various professionals in-between such as education, business
and technology. This study found that employers were reluctant to hire individuals with
disabilities due to the common stigma, the unknown of their individual abilities and the complex
system involving employment for individuals with disabilities. Employers recommended
communication between business and gaining more information on employing individuals with
disabilities and its benefits.

Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational
Independence for Students with Autism Spectrum Disorders; Bereznak, Ayres, Mechling,
Alexander. (2012).
This article discusses the use of video instruction for vocational and daily living skills.
The study used a small sample size, containing three men ages 12-18 all diagnosed with ASD.
The method used was a multiple probe design, analyzing behaviors of participants. Using this
method effectiveness of study was shown. The two focus questions used in this study related to
functional performance of vocational and daily life skills via video-prompting via iPod. To
retain results they took the total number of correct responses divided by the total number of steps
in given task analysis to calculate correct response rate. Through the results there was a 100%
non-overlapping outcome. These results explain that video prompting for instruction is
responsible for positive behavioral change while completing task, skill performance was
decreased when iPad was removed or not available. Having an IPAD or instructional video
available for employees to use shows a steep incline in progress of completion.
Bottom Line for Occupational Therapy Practice:
A job influences to a large extent where one lives, the activities in which one engages in and the
relationships that one develops (Orentlicher & Michaels, 2000). Occupational Therapy can play a large
role in increasing job opportunities for individuals with disabilities by addressing their eight areas of
occupation, advocating for individuals, taking part in the interactive hiring process and educating the
public and professionals on this topic. According to the American Journal of Occupational Therapy, the
overarching goal of Occupational Therapy is to support peoples health and participation in life
throughout engagement in occupations (Ellexson, Larson, DeLany, 2011).
Occupational Therapy professionals provide work related services in a variety of settings, such
as businesses, industrial environments, acute care, and schools addressing various skills necessary to
reach desired outcome for patients (Ellexson, Larson, DeLany, 2011). OT intervention is often necessary
to acquire adequate job skills, improve independence and improve functional performance at a worksite
that solely employs individuals with disabilities. (Weaver, 2015). There are also resources throughout the
community that utilize OT services, using a prepatory method to enhance job related skills for future
employment. Using a client centered approach Occupational Therapy professionals develop an
Occupational Profile addressing all areas such as job analysis, evaluation of tasks, productivity
expectations, social and communication skills, adaptive equipment needed, compensations if necessary,
clients potential for improvement, and any occupational or environmental changes (Ellexson, Larson,
DeLany, 2011). An in-depth evaluation (occupational profile) is completed to ensure adequate
accommodations are being made for each individual. There are also various skills an individual must
obtain before entering the workforce, Occupational Therapy can play a large role in this process through
intervention and education. An example of skills needed are transition/job skills such as job seeking and
retention skills. Occupational skills such as communication, problem-solving, decision making skills,
social skills, self-advocacy skills, and overall community functioning skills such as transportation and
vocational skills (Orentlicher & Michaels, 2000).
There are various barriers that individuals with disabilities face in the process of gaining
employment. The largest barrier an individual may face is stigma or negative attitudes from employers
(Henry, Petkauskos, Stanislawzyk, Vogt, 2014). There is an immediate negative reaction when
interviewing an individual with a visible disability (Henry, Petkauskos, Stanislawzyk, Vogt, 2014). Some

employers believe that hiring an individual with a disability may require more effort and cost via
adaptions. They also may have to deal with lack of performance or fear they will require more direct
instruction than others (Henry, et.al, 2014). Occupational Therapy needs to take action in altering these
false stigmas/attitudes that individuals have by educating employers on abilities and accommodations
necessary to gain a more functional and diverse workplace. According to Henry, et.al (2014) a more
diverse and inclusive work force is critical to success in todays global economy. Occupational Therapy
professionals can also not only advocate for individuals but also educate individuals on the importance of
advocating for themselves, emphasizing their strengths and what they can contribute to the company
(Henry, et.al, 2014). Based off research there are other hindering factors an individual may face while
seeking employment (Achterberg, Wind, de Boer, Frings-Dresen, 2009). Gender was a hindering factor,
men were more likely to get hired than women. Employers also looked at education levels, the higher the
individual and their parents education levels were the more likely they were to get hired. Another
hindering factor is if an individuals IQ is lower than 80, they may have a difficult time finding
employment. The last hindering factor noted was motor impairments, such as wheelchair use, functional
limitations, physical disabilities, chronic health conditions and intellectual disabilities. (Achterberg, et.al,
2009). Occupational Therapy professionals can educate employers on various modifications and
adaptions that can be made so that the individual can be successful. They can also educate employers on
the importance of acceptance of those with disabilities.
Acceptance within a work place seems to be one of the largest barriers that an individual may
face, not only in the work place but throughout the community as well. The lack of acceptance from
employees/employers is a common reason as to why individuals with disabilities do not stay at their place
of employment for long periods of time (Vornholt, Uitdewilligen, Nijhuis, 2013). There are several laws
that discuss equality for all in the workplace and the significance of acceptance, yet companies are
hesitant to hire someone with a disability. Some examples are The Americans with Disabilities Act,
stating physical and mental disabilities in no way diminish a persons right to fully participate in all
aspects of society (Vornholt, Uitdewilligen, Nijhuis, 2013). The developmental Disabilities Assistance
and Bill of Rights Act of 2000 discusses the importance of inclusion and acceptance (Vornholt,
Uitdewilligen, Nijhuis, 2013). The framework used to identify acceptance is all based off of the
characteristic of colleagues and employers (Vornholt, Uitdewilligen, Nijhuis, 2013). According to
(Vornholt, Uitdewilligen, Nijhuis, 2013) acceptance leads to motivation, satisfaction, quality of life etc. of
employees with disabilities. Occupational Therapy Professionals can address various areas of social
participation and social skills to increase acceptance within the work place. The Occupational Therapy
Professionals can also address the importance of acceptance to the employer. The employers play a
significant role in the socialization process, also serving as a role model for other staff (Vornholt,
Uitdewilligen, Nijhuis, 2013).
The ADA requires employers to provide adequate modifications and accommodations as needed
in the workplace (Schreuer, Myhill, Aratan-Bergman, Samant, Blanck, 2009). Work place
accommodations enable a person to perform job skills to their highest level of functioning (Schreuer,
et.al, 2009). Adaptions also assist in overcoming various obstacles such as acceptance, performance
level, and task completion (Achterberg, et.al, 2009). Many employers are consumed with false thoughts
about accommodations and have negative attitudes about employing individuals with disabilities,
concerned if they have the ability to complete the task given (Schreuer, et.al, 2009). Employers are also
hesitant to hire due to possible cost of accommodations due to their lack of knowledge, but studies show
that the overall cost of accommodations is little to none compared to other indirect benefits such as not

having to re-hire someone that has been injured, not having to go through the hiring and training process
(Schreuer, et.al, 2009). Occupational Therapy Professionals need to enforce the importance of
accommodations using their skills and expertise in ergonomics and job skills (Weaver, 2015). It is also
very important for an occupational therapy professionals to be involved in the interactive hiring process.
The interactive hiring process involving the Occupational Therapy Professional, the employer and
the employee, determines and implements adequate workplace accommodations, it is a very demanding
and collaborative process (Schreuer, et.al, 2009). The initiation process provides services to develop or
increase the ability of the client to participate in and manage productive work, maintain health, adhere to
safe work practices and prevent work related disability (Ellexson, Larson, DeLany, 2011). An
Occupational Therapy Professionals can use their training in ergonomics and their knowledge of
disability and function to focus on social participation, well-being, job demands, and participation in the
work place, activities and the overall environment (Schreuer, et.al, 2009). A successful interaction
process including collaboration between the individual, the OT, the employer and the rest of their team
allows for accommodations to be low cost, beneficial and effective (Schreuer, et.al, 2009) . The main
goal of an Occupational Therapy Professionals during the interactive process is to address the goals of the
individual (Schreuer, et.al, 2009). After completing an occupational profile and collecting necessary data
the Occupational Therapy Professional will help define the employees readiness to work, functional
levels, and capabilities and discuss further with the rest of the team to ensure modifications and/or
accommodations are being put in place to set-up the individual for success in their work place (Schreuer,
et.al, 2009). Skilled Occupational Therapy Professionals can address areas of occupation using client
centered treatments that focus on increasing independence, task completion, increasing self-management
skills in relation to task completion, component strategies and behavioral skills related to work (Bennett
& Dukes, 2013). Research shows that using video-prompting at the work site appears to be the most
successful accommodation for individuals with disabilities. Video-prompting is also readily available and
affordable via iPhone/tablet (Bereznak, Ayres, Mechling, Alexander, 2012). Once an individual masters
the skill of using their device or PDA it can be used across a variety of skills, requiring less staff directed
instruction and one on one time (Bereznak, et.al, 2012). Video-prompting has been shown to be an
efficient and effective way in teaching completion of functional tasks and behavioral skills independently
(Bereznak, et.al, 2012).
There are resources in the community to assist individuals in job seeking such as their care
worker, a job coach, SE (supported employment), and state government programs yet they become more
streamlined and coordinated in their efforts to engage employers (Henry, Petkauskos, Stanislawzyk, Vogt,
2014). Many of these services deem several individuals too disabled for employment (Henry, et.al,
2014). This is where Occupational Therapy needs to step in and educate the importance of work for
individuals and advocate for them.
As noted through the bottom line there are several things Occupational Therapy Professions can
do to increase job opportunities for individuals with disabilities. Occupational Therapy practitioners

can advocate for the individual and promote acceptance within the work place. Occupational
Therapy also plays a large role in educating employers on the importance and benefits of
employment and acceptance, along with being active throughout the hiring process (Vornholt,
Uitdewilligen, Nijhuis, 2013). Throughout treatment it is important that Occupational Therapy
professionals are using a holistic approach and addressing all eight areas of occupation, also
providing the client with job and life skills are beneficial to clients (Bennett & Dukes, 2013);
doing this will assist in functional performance from the client within the work place. Job

modifications, compensations adaptions and environmental adaptions are also necessary

(Schreuer, et.al, 2009). By increasing employment opportunities individuals will have an overall
better quality of life.
Review Process:
Inclusion Criteria: peer reviewed, full text, United States, 2000-present (2015), ages 1465 (adolescent-late adulthood),
Exclusion Criteria: non peer reviewed, non-full text, articles outside of the united states,
and articles published prior to 2000, anyone younger than 14 or older than 65
Search Strategy:
Categories
Patient/Client Population
Intervention

Comparison
Outcome

Key Search Terms

Disabilities, disabled, intellectual disabilities,
adults,
Occupational therapy, job skills , employment
opportunities, importance of employment,
unemployment
N/A
increased employment

Databases and Sites Searched:

Databases: Ebscohost, ProQuest, Web of Science, PsychINFO,
Sites: ajot.org, aota.org, ajor.org,

Quality Control/Peer Review Process: The first step was coming up with a topic to use for the
CAT, brainstorming as a class to come up with options, then narrowed it down to our final two.
The second step was creating a PICO question to come up with the focus question. Once focus
question was decided the next step was to to write the clinical scenario, stating why the focus
question is an emerging/important topic, again supporting your focus question. After completing
a clinical scenario for both CATs, each student gave a 5-8 minute presentation about both of their
focus question. After presentations is when the final CAT was decided.
After deciding the topic, we then found 8 articles-determining their level of evidence,
limitations and summary of key findings. Once each assignment was completed the teacher
would grade/peer review the assignment and provide us with feedback. The next step after
finding all of the summary of key findings from articles chosen is to write a bottom line,
answering the focus question. After completing all areas of the CAT it is peer reviewed by a
classmate and presented to the class. The teacher reviewed each CAT one last time, allowing

students one last opportunity to fix mistakes. The next step is to make a poster to present our
CAT.

Results of Search:
Summary of Study Designs of Articles Selected for Appraisal:
Level of Evidence Study Design/Methodology of Selected
Number of Articles Selected
Articles
Level I
Systematic reviews, meta-analysis,
3
randomized controlled trials
Level II
Two groups, nonrandomized studies (e.g.,
cohort, case-control)
Level III
One group, nonrandomized (e.g., before
and after, pretest, and posttest)
Level IV
Descriptive studies that include analysis
of outcomes (single subject design, case
series)
Level V
Case reports and expert opinion, which
3
include narrative literature reviews and
consensus statements
Qualitative
2
Limitations of the Studies Appraised:
Level I
Effectiveness of work, activities of daily living, education, and sleep interventions for
people with autism spectrum disorder: a systematic review; Weaver. (2015).
This article focuses only on ASD, and discusses other areas beside work such as ADLs,
education and sleep. This article is based off of the design and methods of the individual studies
analyzed including small sample sizes, limited research and limited descriptions of psychometric
properties were documented. There were only 23 studies reviewed, 15 were level IV articles.
Various studies were missing important factors such as methods, long-term outcomes, and
masked assessment and scoring, making it difficult to compare based off the lack of research on
this topic.
Employment Instruction for Secondary Students with Autism Spectrum Disorder: A
Systematic Review of Literature; Bennett, Dukes. (2013)
There were only 12 studies used, resulting in a small sample size. This article focuses on
ASD specifically, not disabilities in general. There is a large gap in literature on this topic,
resulting in a lack of information available. There was no limited amount of studies addressing

job specific skill instruction nor were there studies that targeted social skills needed for
employment.

Factors that Promote or Hinder Young Disabled People in Work Participation: A

Systematic Review; Achterberg, Wind, DeBoer, Frings-Dresen. (2009).
This article included 66 articles and 28 studies, yet had a numerous amount of
inclusion/exclusion criteria. Some of the articles used did not discuss previous diagnosis, nor did
every article reviewed focus on the question. This article focused on the youth population,
instead of adulthood, and this article did not discuss Occupational Therapy.
Level V
Factors Affecting the Acceptance of People with Disabilities at Work: A Literature Review;
Vornholt, Uitdewilligen, Nijhuis. (2013).
This article discuss the acceptance of individuals with disabilities, not answering the
focus question, ways to increase employment. This article also does not discuss occupational
therapys role. There is a lack of consistency when defining acceptance throughout various
articles used to compose this study and there was a very large sample size used. There is no
further research on this topic, requiring further research to prove significance of topic and
findings.
Occupational Therapy Services in Facilitating Work Performance; Ellexson & Larson.
(2011).
This Literature Review uses a small sample size to display their results from their
research, it is a collaboration of six different case studies. This article does not list job skills
needed, just discuss various interventions with no explanation of how to apply.
Workplace accommodations: Occupational therapists as mediators in the interactive
process; Schreuer, Myhill, Aratan-Bergman, Samant, & Blanck. (2009).
This article discusses accommodations, not the lack of employment opportunities. This
article doesnt directly relate to the focus question. There was no study conducted.
Qualitative
Employer-recommended strategies to increase opportunities for people with disabilities;
Henry, Petkauskos, Stanislawzyk & Vogt. (2014).
There was a larger number of participants than usual at the roundtable discussions,
altering the method of the study. The article stated that the fewer the people and the more round
tables the better feedback given. This article does not focus on employment in our Region. This
study also focused on employers rather than employees and does not discuss Occupational
Therapy.

Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational
Independence for Students with Autism Spectrum Disorders; Bereznak, Ayres, Kevin,
Mechling, Alexander. (2012).
There are several limitations within this article. The biggest one relating to the focus
question is that this study focuses on vocational and life skills rather than job skills. Another
limitation is that there were two occasions where full study was not conducted. The first incident
was when participant #1 expressed aggressive behavior and elopement while performing
vocational skills task, the second occasion was the inability to collect baseline data for
participant #2 due to inability to leave classroom and lack of staff. In this study social validity
was never assessed, meaning behaviors were not tested overtime. The longer the study has been
conducted the more accurate the information will be.
Articles Selected for Appraisal:
Achterberg, T., Wind, H., de Boer, A., & Frings-Dresen, M. (2009). Factors that promote or
hinder young disabled people in work participation: a systematic review. Journal Of
Occupational Rehabilitation, 19(2), 129-141 13p. doi:10.1007/s10926-009-9169-0
Bereznak, S., Ayres, K., Mechling, L., & Alexander, J. (2012). Video Self-Prompting and Mobile
Technology to Increase Daily Living and Vocational Independence for Students with Autism
Spectrum Disorders. Journal Of Developmental & Physical Disabilities, 24(3), 269-285.
doi:10.1007/s10882-012-9270-8
Ellexson, M., Larson, B., & DeLany, J. V. (2011). Occupational Therapy Services in Facilitating
Work Performance. American Journal Of Occupational Therapy, 65S55-64 1p.
doi:10.5014/ajot.2011.65S55
Henry, A. D., Petkauskos, K., Stanislawzyk, J., & Vogt, J. (2014). Employer-recommended
strategies to increase opportunities for people with disabilities. Journal of Vocational
Rehabilitation, 41(3), 237-248. doi:10.3233/JVR-140716
Orentlicher, M., Michaels, C. A., (2000). Some Thoughts on the role of occupational therapy in
the transition from school to adult life: part I. American Occupational Therapy
Association, Vol. 7(2).
Schreuer, N., Myhill, W. N., Aratan-Bergman, T., Samant, D., & Blanck, P. (2009). Workplace
accommodations: Occupational therapists as mediators in the interactive process. Work,
34(2), 149-160. doi:10.3233/WOR-2009-0913
Vornholt, K., Uitdewilligen, S., & Nijhuis, F. (2013). Factors Affecting the Acceptance of
People with Disabilities at Work: A Literature Review. Journal Of Occupational
Rehabilitation, 23(4), 463-475 13p. doi:10.1007/s10926-013-9426-0
Weaver, L. L. (2015) Effectiveness of Work, Activities of Daily Living, Education, and Sleep
Interventions for People With Autism Spectrum Disorder: A Systematic Review.

American Journal of Occupational Therapy, 69(5), p1-p11 21p.

doi:10.5014/ajot.2015.017962

Other Resources Utilized:

Bennett, K. D., & Dukes, C. (2013). Employment instruction for secondary students with autism
spectrum disorder: a systematic review of the literature. Education and Training in
Autism and Developmental Disabilities, 48(1), 67-75.
Bureau of Labor and Statistics, U.S. Department of Labor (2011). Persons with a disability:
Labor force characteristics-2010. News Release. Washington, DC: Author.
Burke, R. V., Allen, K. D., Howard, M. R., Downey, D., Matz, M. G., & Bowen, S. L. (2013).
Tablet-based video modeling and prompting in the workplace for individuals with autism.
Journal Of Vocational Rehabilitation, 38(1), 1-14 14p.
Hume, K., & Odom, S. (2007). Effects of an Individual Work System on the Independent
Functioning of Students with Autism. Journal Of Autism & Developmental Disorders,
37(6), 1166-1180. doi:10.1007/s10803-006-0260-5
Kurata, E. T., & Brodwin, M. G. (2013). Business as Unusual: Employment Practices and
Employees with Disabilites. Education, 134(2), 240-243
McMahon, B., Draper, W., Hawley, C., McMahon, B. T., & Reid, C. A. (2012). Workplace
discrimination and the record of disability. Journal Of Vocational Rehabilitation, 36(3),
199-206 8p.