Page 93 - THE DUTCH TALKING TOUCH SCREEN QUESTIONNAIRE

Evoluation of the Dutch and Turkish version
the prototype of the DTTSQ by analyzing the response processes of patients with diverse levels of education. The research question that underlay this study was, “What problems occur during the response process of physical therapy patients with diverse levels of education while they complete the Dutch Talking Touchscreen Questionnaire?”
METHODS
Design
A qualitative study was conducted. The Three-Step Test-Interview (TSTI) method [21] was used to collect observational data on actual response behavior of the respondents. The interviews included both think-aloud and retrospective probing techniques. Qualitative pretesting of questionnaires using cognitive methods such as the TSTI [21] is a well-known step within the development process of health- related questionnaires [22-25]. It enables researchers to give answers to questions such as the following: do all respondents understand the questions in the same way, do the questions ask for information that the respondents have and can retrieve, and does the wording of the questions provide respondents with all necessary information they require to be able to answer them in the way that was intended by its developers [22]?
Device
The DTTSQ was developed during a user-centered design process [20], which meant that low-educated persons were closely involved in designing the questionnaire. As a result, questions about pain location and pain intensity were added to the original questions that addressed the nature and severity of limitations in activities of daily living and the priority in which these limitations should be focused on during physical therapy. Needs regarding ease of use were met by the use of visual (pictures and videos) and auditory (speech) support, which was added to the questions. Respondents could insert their answers by tapping on the touch screen. The DTTSQ started with an introductory video clip in which a host explains the purpose of the questionnaire and gives instructions on how to use the questionnaire (see Appendix 1: 1.“Welcome”). All the questions were shown on separate screens. The application did not have a back function, so respondents could only move forward. After the first three questions, a new clip was shown to introduce and operationalize the term “activities” and to give
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