Saskia Damen
Biographic Data
| ID | 10098243 |
|---|---|
| NAME | Saskia Damen |
| GIVEN NAMES | Saskia |
| FAMILY NAME | Damen |
| SIGNATURE | DAMEN S |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-1840-9571 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Program evaluation of a multiparty communication intervention supporting people with congenital deafblindness
Multiparty communication is not commonly used by people with congenital deafblindness. This study evaluates the feasibility and effectiveness of Get Together, an intervention that supports communication partners in fostering multiparty communication with people with congenital deafblindness. Get Together was used to train four communication partners of individuals with congenital deafblindness. The methods used to assess the program evaluation we…
A Piagetian lens on cognitive development of children and youths with congenital deafblindness
Children with congenital deafblindness (CDB) experience several developmental delays, but an overview of studies on the cognitive development of children and youths with CDB is lacking. In present review, Jean Piaget’s theory of cognitive development was used as a framework to gather and summarize the literature on cognitive development of children and youths with CDB. A scoping review was performed to create a comprehensive overview of studies d…
Applying Erikson’s theory of psychosocial development to understand autonomy development in children and youths with deafblindness
This systematic review revealed how children and youths with congenital deafblindness (CDB) exhibit autonomy characteristics and how caregivers perform autonomy support, which Erikson described as part of the first three stages of psychosocial development. This review comprises 22 studies that explicitly addressed one or more autonomy characteristics or autonomy support tasks. The results demonstrated that children and youths with CDB exhibited m…
Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness
The parents, teachers, and professional caregivers of individuals with disabilities may benefit from interventions to enhance their educational skills. In previous studies, positive effects were observed of a video-feedback intervention for caregivers (i.e. parents, teachers, and professional caregivers) on their communication with an individual with congenital deafblindness. The intervention they received, was the High-Quality Communication (HQC…
Multiparty Conversations With People With Congenital Deafblindness
Typically developing children are exposed to multiparty communication on a daily basis from birth. This facilitates both group belonging and observational learning. However, involvement in multiparty conversations is not self-evident for people with congenital deafblindness due to their dual sensory impairment. This study explored the added value of multiparty conversations for people with congenital deafblindness by analyzing communication partn…
Intersubjectivity Effects of the High-Quality Communication Intervention in People With Deafblindness
Lack of symbolic communication in people with congenital deafblindness may be due to delayed “intersubjectivity,” which stands for the awareness of self and other. Bråten and Trevarthen (2007) proposed that 3 layers of intersubjective development can be distinguished. To test whether progression through these layers can be accelerated by stimulating intersubjectivity mediating partner strategies using the High Quality Communication (HQC) interven…
Stimulating Intersubjective Communication in an Adult with Deafblindness
Sensory disabilities may limit a person's development of intersubjectivity, that is, the awareness of self and other, which develops in conjunction with interpersonal communication. This study used intersubjectivity theory to test a new intervention called the High-Quality Communication (HQC) intervention for its effects on a young adult with congenital deafblindness and a developmental age of between 1.5 and 4 years. Three of his social partners…
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Stimulating Intersubjective Communication in an Adult with Deafblindness
Sensory disabilities may limit a person's development of intersubjectivity, that is, the awareness of self and other, which develops in conjunction with interpersonal communication. This study used intersubjectivity theory to test a new intervention called the High-Quality Communication (HQC) intervention for its effects on a young adult with congenital deafblindness and a developmental age of between 1.5 and 4 years. Three of his social partners…
Intersubjectivity Effects of the High-Quality Communication Intervention in People With Deafblindness
Lack of symbolic communication in people with congenital deafblindness may be due to delayed “intersubjectivity,” which stands for the awareness of self and other. Bråten and Trevarthen (2007) proposed that 3 layers of intersubjective development can be distinguished. To test whether progression through these layers can be accelerated by stimulating intersubjectivity mediating partner strategies using the High Quality Communication (HQC) interven…
Multiparty Conversations With People With Congenital Deafblindness
Typically developing children are exposed to multiparty communication on a daily basis from birth. This facilitates both group belonging and observational learning. However, involvement in multiparty conversations is not self-evident for people with congenital deafblindness due to their dual sensory impairment. This study explored the added value of multiparty conversations for people with congenital deafblindness by analyzing communication partn…
Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness
The parents, teachers, and professional caregivers of individuals with disabilities may benefit from interventions to enhance their educational skills. In previous studies, positive effects were observed of a video-feedback intervention for caregivers (i.e. parents, teachers, and professional caregivers) on their communication with an individual with congenital deafblindness. The intervention they received, was the High-Quality Communication (HQC…
Applying Erikson’s theory of psychosocial development to understand autonomy development in children and youths with deafblindness
This systematic review revealed how children and youths with congenital deafblindness (CDB) exhibit autonomy characteristics and how caregivers perform autonomy support, which Erikson described as part of the first three stages of psychosocial development. This review comprises 22 studies that explicitly addressed one or more autonomy characteristics or autonomy support tasks. The results demonstrated that children and youths with CDB exhibited m…
A Piagetian lens on cognitive development of children and youths with congenital deafblindness
Children with congenital deafblindness (CDB) experience several developmental delays, but an overview of studies on the cognitive development of children and youths with CDB is lacking. In present review, Jean Piaget’s theory of cognitive development was used as a framework to gather and summarize the literature on cognitive development of children and youths with CDB. A scoping review was performed to create a comprehensive overview of studies d…
Program evaluation of a multiparty communication intervention supporting people with congenital deafblindness
Multiparty communication is not commonly used by people with congenital deafblindness. This study evaluates the feasibility and effectiveness of Get Together, an intervention that supports communication partners in fostering multiparty communication with people with congenital deafblindness. Get Together was used to train four communication partners of individuals with congenital deafblindness. The methods used to assess the program evaluation we…
Hearing Impairment and Communication (7 works) · Psychology (6 works) · Developmental psychology (5 works) · Family and Disability Support Research (5 works) · Intervention (counseling) (3 works) · Psychiatry (3 works) · Psychotherapist (3 works) · Social Psychology (3 works) · Assistive Technology in Communication and Mobility (2 works) · Augmentative and alternative communication (2 works)