2017
DOI: 10.1111/dmcn.13617
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Patient‐reported outcome measures for young people with developmental disabilities: incorporation of design features to reduce cognitive demands

Abstract: Patient-reported outcome measure (PROM) design features can reduce assessment demands related to cognitive processes. Pediatric PROMs underutilize design features that decrease cognitive demands of self-reporting.

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Cited by 16 publications
(16 citation statements)
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“…The consulted HTA experts from the Dutch Health Care Institute emphasized the importance of HRQoL in relative effectiveness assessments for decision-making in the context of new therapeutics [ 71 ]. However, choosing the right instrument for (young) people with cognitive impairments, such as MLD patients, is challenging [ 72 ]. A complicating factor is that patients with MLD are often unable to complete PROMs themselves due to their young age and/or cognitive decline.…”
Section: Discussionmentioning
confidence: 99%
“…The consulted HTA experts from the Dutch Health Care Institute emphasized the importance of HRQoL in relative effectiveness assessments for decision-making in the context of new therapeutics [ 71 ]. However, choosing the right instrument for (young) people with cognitive impairments, such as MLD patients, is challenging [ 72 ]. A complicating factor is that patients with MLD are often unable to complete PROMs themselves due to their young age and/or cognitive decline.…”
Section: Discussionmentioning
confidence: 99%
“…All this cognitive processing must also occur within a timeline dictated by the interviewer or survey format. Self-report measures often used in health-related research are not typically designed with cognitive accessibility in mind and, as a result, are unintelligible to people with IDD (Feldman, Bosett, Collet, & Burnham-Riosa, 2014;Loewenson, Laurell, Hogstedt, D'Ambruoso, & Shroff, 2014;Nicolaidis et al, 2015;O'Keeffe, Guerin, McEvoy, Lockhart, & Dodd, 2019;Schwartz, Kramer, & Longo, 2018). This accounts for the reliance on proxy-reporting evident in the literature.…”
Section: Current Status and Challenges In Assessing Health And Qolmentioning
confidence: 99%
“…There is not one universally accepted definition of accessibility or cognitive accessibility (Johansson, 2016;Persson, Åhman, Yngling, & Gulliksen, 2015). However, there are a key set of design principles that can promote access to people with a broad range of support needs (Schwartz et al, 2018;Tanis et al, 2012;White et al, 2015). For example, providing multiple means of representation (e.g., present content in multiple formats), multiple means of engagement (e.g., provide different ways to connect with content), and multiple means of expression (e.g., create multiple options for how to respond) are key principles of universal design for learning (Rappolt-Schlichtmann, Daley, & Rose, 2012).…”
Section: What Is Cognitive Accessibility?mentioning
confidence: 99%
“…The best responses involved items that participants were able to do or were good at 25 . Congruent visual cues and using the children’s own expressions can improve the validity of PROMs 26 …”
Section: Acquiring the Relevant Proms Contentmentioning
confidence: 99%