Using PRPP‐Assessment for measuring change in everyday activities by home‐based videos: An exploratory case series study in children with multiple disabilities

Background Currently, paediatric health care aims to use a child‐centred tailor‐made approach. In order to design tailored occupational therapy, the implementation of personalised occupation‐based measurements that guide and evaluate goal setting and are responsive to change is necessary. Purpose Primarily, this study explored the potential of the Perceive, Recall, Plan, and Perform (PRPP) assessment to measure the change in the performance of children with multiple disabilities. As a secondary evaluation, the feasibility of the PRPP‐Intervention in a home‐based program to enable activities was described. The overall aim is to show the potential of the PRPP‐Assessment as an outcome measure to use as a base for designing tailor‐made person‐centred care. Methods An exploratory longitudinal multiple case series mixed‐methods design was used. The PRPP‐Assessment, scored by multiple raters, was conducted based on parent‐provided videos. The assessed activities were chosen by the child and/or parents. Responsiveness was evaluated by hypotheses formulated a priori and by comparing measured change with change on concurrent measures: Goal Attainment Scaling (GAS) and Canadian Occupational Performance Measure (COPM). Over a 6‐week period, children and their parents (or caregivers) participated in an online home‐based video coaching program where parents were coached in the implementation of the training, based on the PRPP‐Intervention, by paediatric occupational therapists on a weekly basis. The feasibility of the intervention was explored using semi‐structured interviews with children, parents, and the treating occupational therapists and was analysed by directed content analysis. Results Three out of 17 eligible children agreed to participate and completed post‐intervention measurement, of which two completed the intervention. Quantitative results showed that eight out of nine activities improved on the PRPP‐Assessment and the COPM, and nine improved on the GAS. In total, 13 out of 15 hypotheses for responsiveness were accepted. Participants experienced the intervention as successful and acceptable. Facilitators and concerns over demand, implementation, practicality, integration, and adaptation were shared. Conclusion The PRPP‐Assessment showed the potential to measure change in a heterogeneous group of children. The results indicated a positive tendency for the intervention and also provide directions for further development.