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Chapter 4
retrieved information to judge its adequacy in relation to the meaning of the question, and (4) response selection: selecting the best fitting answer option [28]. The emerged themes in the summaries were supplemented with related field notes and background information regarding the educational level, age, gender, and occupation of the respondent. Then researcher MW listed all emerging “themes” from the descriptive summaries regarding problems that arose during the four steps of the response process. She established which themes recurred or were common and which were less common or stood alone.
Then she structured the earlier created coding scheme by arranging all open codes by labeling them as, ‘problem with comprehension,’ ‘problem with interpretation,’ ‘problem with retrieval,’ ‘problem with judgment,’ or ‘problem with response selection.’
The following step in analyzing the data was comparing the description of the limitations in functioning and treatment goals described by respondents during the semi-structured interview (interview step 3) to the answer options the respondent selected in the DTTSQ during the think-aloud phase of the data collection (interview step 1). If the chosen answer during step 1 did not fit the description in step 3, researcher MW closely watched the video again to see which actions or thoughts during the four steps of Tourangeau [28] during the response process of the question led the respondent to select the chosen answer option.
As a last step, researcher MW compared the analyzed interviews of low, moderately, and highly educated respondents to see whether or not the problems that occurred during the response processes differed between these groups of respondents.
Transcripts were made in Dutch language. Only quotes used in this paper were translated from Dutch to English by researcher MW and checked by researcher HW, who is a bilingual speaker.
During the whole course of the study, procedures and results were checked and discussed with researchers HW, MJW, and WD.
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