CHAPTER 5 118 Professional perspective on the use of TM to gain insight into meaningful activities The OT, not present during the conversation, watched the videotape of the conversation with TM. She expressed her surprise by the level of engagement of the boy. For a child who is known to her for his limitations in concentration and communication, he was able to attend for an hour and kept his focus on the cards and the conversation: OT: It was nice to see how the three of you interact. TM was a nice method to use with Jerome. Especially together with his mother. She gives her son a lot of space to express his own story. I feel that this is because of the cards. They give structure to the conversation and therefore, the mother can trust the outcomes. She lets Jerome tell his own story, but also reflects on it or elaborates on the moments that it is needed. The OT mentioned similarities between TM and the photo-interview (Dutch version of the PACS; Mandich et al., 2004) and stated that this was a nice variation on it. The photo-interview uses pictures of real-life situations, which can be helpful with some children but also can give wrong associations. She thought, however, that TM gave more structure to the conversation. A disadvantage of using TM in this way is that it was time-consuming due to the large case report set of 64 activity cards. The therapist mentioned that to use it in practice, she would need to make a selection of the cards, which could lead to bias. However, this is also the case for the photo-interview. The PRPP-Assessment conducted by parent-provided videos Based on the conversation with Jerome, the researcher selected three activities (clearing the table, gardening and coloring at school) based on the aim to gain insight into meaningful everyday functioning. Consequently, the selected activities were fun and meaningful for Jerome because they had a link to his everyday life (at school and at home), his character (keeping things neat and helping parents) and his future plans (working in the gardening sector). The parentswere asked to filmthe three activities. They receivedwritten instructions that they could use a phone, tablet or camera to film Jerome in full position (his whole body and his interaction with objects should be visible) and to start filming at the time the activity started and stop when the whole activity was ended. If Jerome wanted a break, they could keep filming. The length of the video should be based on the length of the activity. When Jerome normally received help with this activity, this should also be done during filming.
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