CHAPTER 5 124 assesses applied cognition. Secondly, the whole task, including completion of the criterion, needs to be videotaped as the PRPP is a criterion-referenced instrument (Chapparo & Ranka, 1996). Thirdly, a solution needs to be sought to get parents’ information about the familiarity, expectations and criterion of the activity, preferably without direct consultation because this was the reason for choosing the application of the PRPP through videotaping. Fourthly, a safe and easily accessible way of transferring video material is needed. Lastly, the goal of the PRPP-Assessment should be clear to parents and the OT; parents stated that if the goal of the PRPP-Assessment had been clearer, they would have been able to make the video material more useful. All these challenges can largely be overcome by carefully instructing the parents, preferably by combining written instructions with a short verbal contact. The application of the PRPP-Assessment using parent-provided videos will now be extra relevant because COVID-19 requires more care at a distance. Drawing conclusions based on only one case is unusual. Some nuance to stating the added value of TM to gain insight into the child perspective is needed because not only the competence of the child is important but also the competence of the parent and the OT (Dedding, 2009). When implementing the lessons learned, several other considerations should be taken into account. In this case, the mother was very capable and supported Jerome to give his own perspective. The researcher had experience as a pediatric OT, was experienced in interviewing children and was trained in the use of TM. In addition, Jerome might have felt more comfortable in his home environment than in a practice setting. There were no negative influences, such as the time pressure that is usually present in daily practice. Finally, for the application of PRPP by parent-provided video material, we need to be cautious in the conclusions as the parents received more guidance than would be expected as part of general care. Conclusion The combination of TM and the PRPP-Assessment by parent-provided videos was feasible and led to insight into meaningful everyday functioning. TM showed potential as a method for investigating meaningful activities in children with communication and cognitive difficulties and exposing the child’s perspective. Also, the PRPP-Assessment by parent-provided videos can contribute to personalized care because it showed potential in measuring ecologically valid and personally relevant activities, specifically for children with cognitive difficulties. Several lessons were learned regarding the set of TM cards: considerations in choosing the activities
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