UNCOVERING CHILD’S VIEW BY TAILORED INTERVIEWING 93 4 analyses were conducted. The first analysis focused on classifying the interviews as successful and were conducted by four researchers (SD, ES, ML, JZ). Interviews were classified as successful when all researchers agreed that the child perspective on everyday activities was uncovered. Also pre-set codes were used to code verbally/non-verbally (in)adequate responses of the child and detect a possible interview pattern. The second analysis was done by one researcher (SD) with the classification of communication level (Oskam & Scheres, 2016) (see figure 1) and the type of questions (Blank (2001). SD is a certified speech-language pathologist and a paediatric psychologist. Reactions of the children were observed, and notes were taken on communication abilities of each child. Analysis resulted in a description of the child’s and interviewers’ communication and a conclusion on the level of communication of the child. The results were checked by another certified speechlanguage pathologist (PW) who is specialist in children with developmental disorders and discussed with SD. The third analysis contained a qualitative directed content analysis (Hsieh & Shannon, 2005) in which both the videotape and the audio transcription were viewed, read and re-read by two researchers (JZ, ES) to direct pre-set codes of verbal and non-verbal communication behaviours, and interactions between interviewer, interviewee, and participating parents. The pre-set codes were piloted in one case by two researchers (JZ, ES) independently to standardize the coding process which resulted in the final set of codes. Each researcher (JZ, ES) than used the final version of the pre-set codes to analyse four cases each. Both researchers made case notes reflecting their experiences during the coding process. JZ and ES discussed the codes given in each video and categorized codes into sub-themes. These subthemes, explained with interview examples, were presented to the interviewer for member-checking and then discussed with the research group to finalize the categorization process into themes. Findings First, the successfulness of disclosure of child’s perspective is described. Secondly, the outcome of the description of the communication levels of the children, and thirdly the themes as result of the directed content analysis are described: parental influence and interviewer skills. Disclosure of child’s perspective Each interview started with a unique setting and explanation of the interview procedures to be used with that specific child, based on the clinical decision
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