GENERAL DISCUSSION 239 9 • PRPP-certified OTs should be facilitated to develop their competence with PRPP-Assessment scoring, preferably with others and possibly by the use of Knowledge Transition models; • Develop a tool that enables parents to define a criterion in respect to the child’s perspective; ii. for research: • Focus on developing directives for drafting an eligible criterion in collaboration with child and parents; • Focus on validating the PRPP-Assessment for children with and without disabilities; • Study the effectiveness of the PRPP-Intervention and its active components for children with and without disabilities; starting with the data collected during the multiple case series study of this thesis. • Further develop the PRPP-Intervention into a home-based video coaching program with a framework (possibly the OPC) for the triple-action approach. 3. Recommendations to improve Occupational Therapy education • OT(-students) should be trained in criterium-referenced thinking (over norm- referenced thinking) as it fits with the concepts of OT-practice; • OT(-students) should be able to conduct a procedural task analysis on activities; • The OT curriculum, but also allied health care curricula, should include adequate attention to learning to adapt communication to the child. This requires ‘real-live’ practice. • OT(-students) should videotape their interviews and use the tapes to reflect on their interview style. In this reflection, the interprofessional perspective is extremely valuable. Therefore, in the light of the previous recommendation and the current one, it would be beneficial to develop an interprofessional allied health care module on communicating with children; • Universities and health care can join forces to study whether OT-students can play a role in lowering the burden of home-based care. This can be seen as a valuable ‘real-live’ learning experience for the student and probably support the parents and professionals in their task.
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