INSIGHT INTO DAILY ACTIVITIES OF CHILD WITH MULTIPLE DISABILITIES 115 5 Talking Mats® TM (Murphy & Cameron, 2006) was used by the OT researcher (M.L.) who was trained in its use and is also a pediatric OT. TM originally utilizes one “set” of cards that one can sort to a top scale of meaning that is suitable to the questions, for example, “like”, “don’t know” and “dislike”. Examples of sets of activities are mobility, self-care or domestic life. There are 34 different sets. For this study, the focus was not on one set as the aim was for insight into meaningful activities across different TM sets. Therefore a set of cards that represent activities of daily life was compiled from several existing sets. This set was further reduced by the parents according to the known activities for the boy, resulting in a set of 64 activities that were used in the conversation with Jerome according to the TM procedure (Murphy & Cameron, 2006): 1. The OT researcher introduced the topic (activities of daily living) and then the topic scale (like, dislike, in the middle); 2. The OT researcher turned the mat in front of Jerome to create ownership; 3. Jerome was physically in control of the options and placements; 4. The OT researcher asked open questions (What do you feel about…? Where would you put this on the mat?) and handed over the cards; 5. The OT researcher remained neutral in facial expression and tone of voice; 6. The OT researcher summarized at the end of the mat. To give an overview, the meaningful activities were organized into the occupational performance areas of personal maintenance, productivity and leisure (Reed & Sanderson, 1999). Categorization into these areas was conducted based on the individual meaning of each meaningful activity as expressed by Jerome during the conversation. The PRPP-Assessment As the PRPP-Assessment is observation based, gives an overall performance mastery score and uses self-chosen activities, it serves the aim of this case report to gain insight into the performance of meaningful daily activities in real life. The PRPP-Assessment uses a two-stage analysis process, both of which are relevant for treatment planning. In Stage 1, errors in everyday task performance are identified and an overall performance mastery score is generated. In Stage 2, a cognitive task analysis is used to analyze the information processing strategies required for the performance of the task. The information processing strategies are divided into four quadrants (perceive, recall, plan and perform) and 35 descriptors that are rated on a three-point scale (Chapparo & Ranka, 1996). The psychometric properties of the PRPP-Assessment have been studied in several target groups, such as children
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