Dutch translation, adaptation and validation of the OT-10 scale for orthostatic tremor

Introduction: There are currently no effective treatments for primary orthostatic tremor (POT). An adequate disease-specific POT severity scale is a prerequisite to conduct clinical trials and monitor disease severity in clinical practice. Recently, the English OT-10 scale has been developed for this purpose. Here we aimed to obtain a scale to measure the severity of POT in Dutch speaking individuals. Methods: An established translation, adaptation and validation approach was employed to obtain a Dutch version of the OT-10 scale. Validation was performed in a Dutch POT cohort (n = 46). Results: A Dutch OT-10 scale was obtained which showed good internal consistency (Cronbach’s alpha > 0.80), total score test–retest reliability (intraclass correlation coefficient > 0.80), and concurrent validity (Pearson correlation > 0.80). Item-to-total correlation was good (weighted kappa > 0.40) for all items, and item test–retest reliability was good (weighted kappa > 0.40) for eight out of ten items. Overall, the Dutch OT-10 scale demonstrated acceptable validity. Conclusions: We obtained and validated a Dutch version of the OT-10 scale, capturing POT severity. Next to its use in clinical practice, translation and validation of the OT-10 scale in more languages will help to find evidence-based treatments for POT

The Netherlands : from diversity celebration to a colorblind approach

This chapter offers a systematic review of sociological research in the Netherlands on the relationship between race/ethnicity and educational inequality between 1980 and 2017. Six major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; (5) family background and (6) an institutional approach, with research on ‘family background’ and ‘political arithmetic’ being the most dominant research traditions. Most of the research conducted in the Netherlands focuses on explaining ‘underachievement’ in relationship to ‘Turkish’, ‘Moroccan’ and ‘Surinamese’ minority students and is characterized by the use of quantitative research methods and a more positivistic approach to social sciences. This rich body of research is written mainly in Dutch and developed in a context characterized by a close collaborative relationship between educational sociologists and the government in conducting research in this area and a shift in policy that emphasises assimilation over multiculturalism