GENERAL INTRODUCTION 29 1 50. Lindenschot M, Steultjens EMJ, Zajec J, Nijhuis-van der Sanden MWG, Koene S, de Groot IJM. The Perspectives and Values of Children with a Mitochondrial Disorder with Regard to Everyday Activities. Journal of Developmental and Physical Disabilities. 2020;32(3):509-34. 51. Coyne I, Hallstrom I, Soderback M. Reframing the focus from a family-centred to a child-centred care approach for children’s healthcare. Journal of child health care : for professionals working with children in the hospital and community. 2016;20(4):494-502. 52. Söderbäck M, Coyne I, Harder M. The importance of including both a child’s perspective and the child’s perspective within health care settings to provide truly child-centred care. Journal of Child Health Care. 2011;15(2):99-106. 53. Kielhofner G. A model of human occupation: Theory and application: Lippincott Williams & Wilkins; 2002. 54. Kielhofner G. A model of human occupation: Theory and application. 4 ed. Philadelphia, USA: Lippincott Williams & Wilkins; 2008. 55. Kielhofner G, Burke JP. A model of human occupation, part 1. Conceptual framework and content. American Journal of Occupational Therapy. 1980;34(9):572-81. 56. Clark CD. The Autodriven interview: A photographic viewfinder into children’s experience. Visual Sociology. 1999;14(1):39-50. 57. Stans SE, Dalemans R, de Witte L, Beurskens A. Challenges in the communication between ‘communication vulnerable’people and their social environment: an exploratory qualitative study. Patient education and counseling. 2013;92(3):302-12. 58. Dedding C, Jurrius K, Moonen X, Rutjes L. Kinderen en jongeren actief in wetenschappelijk onderzoek: ethiek, methoden en resultaten van onderzoek met en door jeugd. 2013. 59. Delfos MF. Are you listening to me?: Communicating with children from four to twelve years old: Uitgeverij SWP BV; 2016. 60. Scott J. Children as respondents. In: Christensen P, James A, editors. Research with children: Perspectives and practices. New York: Routledge; 2008. 61. Punch S. Interviewing strategies with young people: the ‘secret box’, stimulus material and task-based activities. Children & Society. 2002;16(1):45-56. 62. Stans SE, Dalemans RJ, Roentgen UR, Smeets HW, Beurskens AJ. Who said dialogue conversations are easy? The communication between communication vulnerable people and health-care professionals: A qualitative study. Health Expectations. 2018;21(5):848-57. 63. Schot M, Lindenschot M, Veld Ad. Hoe ga je in gesprek me kinderen over de betekenis van hun handelen? . Ergotherapie Magazine. 2020;48(5):40-4. 64. Schmuckler MA. What is ecological validity? A dimensional analysis. Infancy. 2001;2(4):419-36. 65. Law M, Cooper B, Strong S, Stewart D, Rigby P, Letts L. The person-environment-occupation model: A transactive approach to occupational performance. Canadian journal of occupational therapy. 1996;63(1):9-23. 66. Hayley S, Coster S, Ludlow L, Haltwinger J, Andrellos P. Pediatric Evaluation of Disability Inventory (PEDI) development, standardization and administration manual. Boston, MA: New England Center Hospital. 1992. 67. James S, Ziviani J, Boyd R. A systematic review of activities of daily living measures for children and adolescents with cerebral palsy. Dev Med Child Neurol. 2014;56(3):233-44. 68. Fisher A, Bray Jones K. Assessment of motor and process skills: Volume 1. Fort Collins, CO: Three Star Press; 2010. 69. Anastasi A. Psychological testing. New York: MacMillan Publishing Co.; 1988. p. 102. 70. Brink C, Florijn J, Beernink L, Klop-Commelin W, Scheijmans C, Lindenschot M. Meten van kwaliteit van uitvoering van activiteiten bij kinderen met een mitochondriële aandoening Ergotherapie Wetenschap. 2021;49(2):39-47. 71. Bowyer PL, Kramer J, Kielhofner G, Maziero-Barbosa V, Girolami G. Measurement properties of the Short Child Occupational Profile (SCOPE). Physical & occupational therapy in pediatrics. 2007;27(4):67-85. 72. Bowyer P, Ross M, Schwartz O, Kielhofner G, Kramer J. The Short Child Occupational Profile (SCOPE) (version 2.1). Chicago, IL: Model of Human Occupation Clearinghouse, Department of Occupational Therapy, University of Illinois at Chicago. 2005.
RkJQdWJsaXNoZXIy MjY0ODMw