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Patient‐reported outcome measures for young people with developmental disabilities: incorporation of design features to reduce cognitive demands
Author(s) -
Schwartz Ariel E,
Kramer Jessica M,
Longo Angela L
Publication year - 2018
Publication title -
developmental medicine and child neurology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.658
H-Index - 143
eISSN - 1469-8749
pISSN - 0012-1622
DOI - 10.1111/dmcn.13617
Subject(s) - prom , cognition , patient reported outcome , psychology , health care , clinical psychology , medicine , applied psychology , quality of life (healthcare) , psychiatry , psychotherapist , obstetrics , economics , economic growth
Use of patient‐reported outcome measures ( PROM s) may increase the involvement of young people with developmental disabilities in their healthcare decisions and healthcare‐related research. Young people with developmental disabilities may have difficulty completing PROM s because of extraneous assessment demands that require additional cognitive processes. However, PROM design features may mitigate the impact of these demands. We identified and evaluated six pediatric PROM s of self‐care and domestic life tasks for the incorporation of suggested design features that can reduce cognitive demands. PROM s incorporated an average of 6 out of 11 content, 7 out of 14 layout, and 2 out of 9 administration features. This critical review identified two primary gaps in PROM design: (1) examples and visuals were not optimized to reduce cognitive demands; and (2) administration features that support young people's motivation and self‐efficacy and reduce frustration were underutilized. Because assessment demands impact the validity of PROM s, clinicians should prospectively consider the impact of these demands when selecting PROM s and interpreting scores. What this paper adds 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.