PRPP-ASSESSMENT BASED ON PARENT-PROVIDED VIDEOS 149 6 value of the PRPP-Assessment for interdisciplinary care, the experience of PRPP-Assessment within this team was too little to perform in-depth data collection and analysis. However, other disciplines were interested in the videos and the outcome of the PRPP-Assessment as it informed them in terms of therapy goals—for example, the video on playing soccer informed the physical therapist, and the video on eating soup was helpful for the dietitian and speech therapists. Therefore, this study can be seen as a first step in promoting interdisciplinary goal-setting based on home observation of children with mitochondrial disorder. This could be addressed in future research. A limitation was the difficult inclusion of children with a mitochondrial disorder. Due to the low prevalence of the disease, data were also collected in a rehabilitation center with children with the same symptoms for the cycles in which this was possible. In these cycles, the focus was more on the overall parent experience than the experience within the specific target group. This led to more transferrable results, and the results of this study could be seen as representative of the target group with mitochondrial disorder, but also transferrable to the target group of parents of children with a disability. There are several implications for practice and education. Firstly, the developed manual gives directions for implementation of the PRPP-Assessment based on parent-provided videos in OT practice, especially for implementing it in interprofessional settings. This manual could be transferred to other assessments that use video-based observations or other target groups. It is recommended that in each setting were this manual is used, a new cycle of the ADR is conducted with a focus on evaluating the manual in that specific context. Secondly, the lessons learned should be implemented in PRPP courses and/or refresher training for PRPP-certified OTs who work with children. Lastly, breaking down the tasks on the level of behavior (stage 1) with respect to the criterion needs more attention in the Netherlands, and possibly worldwide. This is not only relevant for children, but other target groups where the focus is on behavior could benefit from the lessons learned—for instance, when assessing the behavior of people with chronic pain or chronic fatigue. Experience in task analysis of behavior with the PRPP-Assessment could increase the applicability of the PRPP-Assessment. In conclusion, this ADR process led to several learned lessons that can be used to implement video-based observations and analysis, which can be of benefit for care at distance. Acknowledgements We would like to thank the children, parents and professional that participated in this study. Also, we are grateful for the support given by the BScOT-students (Manon van Drueten, Sofie Eijkelkamp and Peter van Grinsven) who collected and analyzed
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