CHAPTER 10 258 one of the most important determinants for successful scoring parent-provided videos was the clarity of the criterion and the adherence of OTs to this criterion-referenced thinking. Overall, the large amount of data and experiences led to the development of a Dutch manual that can be used by OTs when implementing the PRPP-Assessment by parent-provided videos. In addition, the manual could be transferred to other assessments that use video-based observations as it provides an overview of all the lessons learned divided in four themes; 1) instructing parents (balancing information, how to choose the activity, the method of filming, and living up to privacy legislations and ethical considerations), 2) handling video material (capacity needed for storage, transferring method, privacy legislations), 3) scoring parent-provided videos (additional information needed from parents, scoring what you see in relation to the criterion), and 4) scoring children in general and with very limited functional abilities (knowledge of child development, knowledge of interventions, behavior versus activity). The manual gives directions, forms, guidelines and examples for the overall process of collecting and scoring the information. This ADR led to the combination of practical and scientific contributions while using a methodically sound approach. The results can be used when implementing the PRPP-Assessment by parent provided videos in practice or in research. Chapter 7 – Reliability & Validity of the PRPP-Assessment in children with mitochondrial disorder Chapter 7 reports on the first psychometric study which was conducted after the successful implementation of the PRPP-Assessment by parent-provided videos. The purpose of the study was to investigate internal consistency, intra- and inter-rater reliability, and construct validity of the PRPP-Assessment in children with a mitochondrial disorder. Subject of study were videos of 13 children with genetically proven mitochondrial disorders performing 3-7 activities each, resulting in 65 activities. These were scored using the clinician-rated PRPP-Assessment, and the child- and parent-rated Canadian Occupational Performance Measure (COPM). To evaluate internal consistency, the 65 videos were scored with the PRPP- Assessment by 11 different raters and resulted in a high Cronbach’s alpha of 0.92. For intra-rater reliability, each rater scored two videos of one unique child twice, resulting in 44 PRPP-Assessment scores, which were evaluated by Bland- Altman plots. It was found sufficient to good as 92 – 96% of the mastery-, error-, sum- en (sub)quadrant scores lying within the 95% Limits of Agreement. For inter-rater reliability, all videos of one child were scored by a first rater who set the procedural task analyses. Four other raters each assessed two videos of that same child resulting in 128 PRPP-Assessment scores. Inter-rater reliability was
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