EXTENSIVE SUMMARY FOR EDUCATIONAL PURPOSES 257 10 In conclusion, this study contributes to the body of knowledge on helpful interview techniques and interviewer skills to uncover the child’s perspective in children with and without communication difficulties. A practical framework was designed to be used by professionals to adapt their communication to the level of communication of the child. Chapter 5 – From meaningful activities to measuring meaningful occupational performance based on video material In chapter 5 the first step to integrating the child’s perspective into personalized assessments is taken. This chapter reports on a 14-year old boy with limited cognitive and communication abilities to explore the feasibility of Talking Mats44-46 and the PRPP-Assessment10-12 by use of video material. Talking Mats was used to interview the boy about meaningful activities. Next, parents videotaped three activities which were scored using the PRPP-Assessment by an occupational therapist (OT). Interviews were conducted with parents and with the OT and analysed by content analysis. Results showed that the boy was able to express his meaningful activities with the use of Talking Mats. Content analysis on the feasibility of the PRPP showed several important points about selecting the activity, making the video material, scoring the PRPP assessment and the added value of the PRPP assessment. In conclusion, in this case Talking Mats showed potential as method for getting insight into meaningful activities. Also, the PRPP assessment showed potential in measuring ecological valid occupational performance of personally relevant activities. Yet, several challenges in making the video material effective for scoring with the PRPP assessment were detected. Chapter 6 – Overcoming challenges when implementing the PRPPAssessment by parent provided videos In chapter 6 we addressed the challenges encountered in the case report (chapter 5) where we had observed that receiving adequate video material in practice was not self-evident and OTs faced several challenges in scoring the video material. Hence, this chapter reports on the optimization of the process of assessing children with the PRPP-Assessment by parent-provided videos by using a cyclic process of implementation and evaluation in an action design research (ADR). As a result, five cycles of ADR were gone through which identified and optimized three important stages. Firstly, the process of gaining video-material was made feasible and ethically approved. Secondly, the data-collection from parents was optimized. This incorporated the instructions to parents and the collection from information of parents on the filmed activities. Thirdly, the scoring of the video-material with the PRPP-Assessment by OTs was improved. We found that
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