Using the early skills vocational program documentation form in school-based occupational therapy

Vocational training directly addresses skills that are needed to be successful in a work environment such as executive functioning, personal responsibility, self-care, social interaction, and adaptive behavior (Dell’Armo & Tassé, 2019; Pierce et al., 2020; Wong et al., 2020). In public schools, vocational skills training may be the focus of transition services that are mandated by the Individuals with Disabilities Education Act (IDEA) for youth aged 16 to 21 on individualized education programs (IEPs; Individuals with Disabilities Education Act Improvements of 2004). However, transition services are not required for students under the age of 16, so vocational training is usually not a focus of their IEP goals. This may leave less time for students to address important functional life skills despite research suggesting that multiple opportunities for exposure and engagement with vocational experiences at school can be valuable for youth (Burgin et al., 2020). While research regarding the effect of vocational training in students under the age of 16 is sparse, engaging in this training may have the same benefits as noted with older students, such as improved social interaction and communication, and preparation for independent living (Pierce et al., 2020). Most important, using vocational experiences can offer creative, occupation-based, and person-centered ways to address an elementary- or middle-school-aged student’s IEP goals.