RELIABILITY & VALIDITY PRPP-ASSESSMENT IN CHILDREN 165 7 Next, one rater scored all the videotaped activities of one unique child with the PRPP-Assessment. This rater performed the task-analysis by conducting Stage One of the PRPP-Assessment, which resulted in the fixed activity steps for the other raters. Next, two random videos of that child were randomly assigned to four other raters. Videos were randomized in such a way that each of the 11 raters scored videos of six different children which is likely to give good power for reliability measurement[41]. The order of the children and videotapes were different for each rater. Lastly, parents received a copy of the PRPP-Assessment Report completed by the first rater. Parents were called within two weeks after receiving the PRPP- Assessment Report to ask if the child described in the report was consistent with their own observations and understandings of their child and their occupational performance. All 13 parents gave their opinion of recognition of their child in the PRPP-report. Intra-Rater Reliability For intra-rater reliability, all 11 raters scored two videos of one unique child twice, with an interval of six weeks, total of 44 videos. In order to avoid remembrance on first-time scoring, they scored the videos of the remaining children for inter-rater reliability in the six weeks between re-scoring for intra-rater reliability. The raters were instructed to score independently, without looking at previous scoring. Internal Consistency The scores of the first rater were used to determine internal consistency, resulting in 65 PRPP-Assessment scores. Inter-Rater Reliability The two random videos of each child were rated by five different raters. These were used for inter-rater reliability. Due to two missing scores, 128 PRPP-Assessments scores could be used. Construct Validity Construct validity was assessed on three types, based on the COSMIN principles[42]: 1) Convergent validity was assessed by comparing the PRPP-Assessment scores to the Canadian Occupational Performance Measure (COPM) and the opinion of parents, and both 2) Structural validity, and 3) Known group validity, were evaluated with Rasch Analysis and compared with expert opinions and the underlying information processing model that informs the PRPP-Assessment.
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