CHAPTER 6 148 assessments that use video-based observations, as it provides an overview of all the lessons learned and gives directions, forms, guidelines, and examples for the overall process of collecting and assessing the information. This study is the first study to discuss lessons learned for PRPP-Assessment based on parent-provided videos. Guidelines for the PRPP-Assessment exist, and training OTs in the PRPP-Assessment is done using video material. However, the PRPP-Assessment based on parent-provided videos did not receive attention prior to the current study. Even though the lessons learned concerning the use of the PRPP-Assessment based on video material might not be new for PRPP-trained OTs, they deserve more attention when using parent-provided videos compared to live observation. In addition, we found that one of the most important determinants of successful PRPP-Assessment based on parent-provided videos was the clarity of the criterion and the adherence of OTs to criterion-referenced thinking. Our findings are in line with recent research on the clinical utility of the PRPP-Assessment that found that it can be difficult for OTs to consciously free their thinking from biomedical influences and focus on the occupational performance criterion (Burrows et al., 2021). However, to our knowledge, there is no literature on standardization or directions on how to formulate the criterion, let alone how to formulate this when using video material without direct contact with the client. Therefore, it could be beneficial not only to study further the concurrent validity between live and video observations using PRPP-Assessment, but also to focus on directions for formulating the criterion when using parent-provided videos. A strength of this study was the use of the ADR, combining action research (Baskerville, 1999; De Villiers, 2005; DePoy & Gitlin, 2019; Dick, 2000) with features of feasibility research (Bowen et al., 2009; Orsmond &Cohn, 2015) and development research (Reeves, 2000; Van den Akker, 1999, 2002). This led to the combination of practical and scientific contributions while using a methodically sound approach. Using the ADR (Collatto et al., 2018) enabled focusing on implementation in the real context, alongside focusing on generalizable lessons. Using ADR led to a large amount of qualitative data that were collected through five cycles, and incorporated lessons learned through the psychometric studies (Lindenschot et al., submitted) that were simultaneously conducted. Another strength was that the kept log enabled the right timing of cycles, which turned out to be crucial. Not only was the log necessary to monitor saturation to move on to the next cycle, but it was used to monitor if enough experience was gained to start data collection. A last strength was that different methods to collect data and several stakeholders—parents, OTs, and other professionals—were involved in the data collection. Although it was planned to involve the multidisciplinary team for children with mitochondrial disorders (physician, physical therapist, psychologist, etc.) in the
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