CHAPTER 3 64 For the other questions that focused on the means of performance, the experience of the activity and the child’s wants and needs, no literature existed. Therefore, a conventional content analysis was performed (Hsieh and Shannon 2005) that consisted of three cycles (Miles et al. 2013): 1. In the first cycle, the transcriptions were coded with open-coding and causation-coding techniques. The first five interviews were independently coded by two researchers (ML and JZ) and then discussed to reach a consensus and form the coding book. Subsequently, one researcher (ML) coded the remaining interviews. 2. The second cycle consisted of forming the codes of the first cycle into pattern codes, an action that led to a narrative description of the data with the use of themes. For the question about means of performing, this cycle was performed by one researcher (ML) because this information was ‘factual’. The two other questions (on the experience and the wants and needs) contained more in-depth information; therefore, a nominal group technique (Foth et al. 2016), a more robust analysis method, was chosen. The group consisted of five experts within the allied health care (ML, RN, ES, EC and SE), and the analysis was guided by an independent chair (SK). The experts performed the analysis in two independent groups and reached a consensus after explaining their outcomes. 3. The third cycle consisted of forming pattern codes that transcended the three questions; this process led to a network display of the data. This cycle was performed by two researchers (ML and ES) and the entire research group commented on the results to reach consensus. During coding, analytic memos were written to support reliability. Results The children’s perspectives on everyday activities is presented in two parts: first, the type of activities, and second, the way (means) of performance, experience and wants/needs. Due to variability among the children, the themes were present in all interviews, although there was variation in categories. Types of activities The types of activities the children performed were organised by the three occupational performance areas of Reed and Sanderson (1999): personal maintenance, productivity and leisure. According to Reed and Sanderson (1999), personal- maintenance activities permit a person to maintain individual life-support needs.
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