CHAPTER 5 114 or through the use of video material (Chapparo & Ranka, 1997). Use of video material could have advantages because it can provide better insight into actual daily functioning compared to observation during a hospital visit. Furthermore, as a result of COVID-19 a lot of care is now given at a distance. However, the feasibility of the use of PRPP-Assessment by parent-provided videos is unknown. In conclusion, to provide personalized care and plan interventions that focus on meaningful activities we need insight into the performance of meaningful activities in the daily living environment. Therefore, this case report describes whether the combined use of TM and the PRPP-Assessment of home videos in a child with limited communication and cognitive abilities is feasible. Case description Jerome is a 14-year-old boy who attends classes for special education. Jerome lives with his parents and his 16-year-old sister in a rural area of the Netherlands. The boy experiences physical, cognitive and communication difficulties due to a mitochondrial disorder with a mutation in his nuclear DNA. He has ataxia, uses a manual-driven wheelchair and his speech is difficult to understand for unfamiliar persons. His level of cognitive development is in the lower extreme range (IQ < 70) and his attention capacity is comparable to a 3-year-old child. His parents state that Jerome is a very happy boy who likes to have fun. He is interested in other people and in various activities. Jerome likes playing with his sister and going to school. Jerome is referred to an occupational therapist (OT) for assessment and, if possible, advice on improving his everyday functioning. The OT chooses to use parent-provided videos as Jerome lives too far away from the hospital to observe him in his own environment and also the presence of the OT during his everyday activities would probably influence performance due to his limited concentration abilities. Materials and Methods TM was used to collect the child’s perspective on everyday activities. Subsequently, parents videotaped threemeaningful activities (selected fromthe child’s perspective) that were scored by the OT using the PRPP-Assessment. To evaluate if the combined use of the two methods is feasible, semi-structured interviews were conducted with the parents and the OT. These interviews were analyzed through, first, open coding the transcriptions and, second, pattern coding the open codes into categories and themes, which resulted in a narrative description of the categories and themes (Miles et al., 2013).
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