PRPP-ASSESSMENT BASED ON PARENT-PROVIDED VIDEOS 135 6 and intellectual disability), that have a tremendous impact on daily functioning and participation (Dassler & Allen, 2014; Koene et al., 2013). For this target group, the use of videos is extremely relevant as they do not have to spend energy on hospital visits and it can prevent long travel times. Also, video material provides an opportunity to gather information at multiple points in time, allowing a representative overview of the fluctuating functioning of this target group (Dassler & Allen, 2014). Hence, administering the PRPP-Assessment using video material strengthens the ecological validity (Bouwens, 2009; Schmuckler, 2001) as it gives a more representative insight into the actual, fluctuating performance of daily activities. Parents were asked to deliver videos of their child with a mitochondrial disorder performing everyday activities before the first appointment with the OT in the hospital. In practice, receiving adequate video material was not self-evident and OTs faced several challenges in assessing the video material (Lindenschot et al., 2021). Hence, the current study focused on optimization of the process of assessing children with the PRPP-Assessment based on parent-provided videos. A cyclical process of implementation and evaluation has been used in an action design research (ADR). This ADR should lead to optimizing the PRPP-Assessment in a specific target group within the University Hospital, and the distant outcome on generalizing the lessons learned and summarizing these in a manual for the implementation of video-based PRPP-Assessment in daily practice. Therefore, we defined two aims to overcome implementation challenges: firstly, we sought to refine the process of gaining video material to yield feasible material for assessing the everyday functioning of children with mitochondrial disorder; and secondly, we aimed to ensure that PRPP-Assessment based on video material is adequately applied by OTs. Methods To overcome implementation challenges with the PRPP-Assessment based on parent-provided videos of their children, an ADR method (Collatto et al., 2018; De Villiers, 2005) was used. Figure 1 presents an overview of the iterative action design cycle, showing that repetition of the cycle leads to a solution to an identified problem and general design principles. Context of Study This study was performed in the Radboud University Hospital in Nijmegen in the Netherlands, where parents of children aged between two and 18 years with a genetically confirmed mitochondrial disorder received written instructions to make video material of three daily activities before coming to their appointments in the
RkJQdWJsaXNoZXIy MjY0ODMw