Marleen J Janssen
Biographic Data
| ID | 10098244 |
|---|---|
| NAME | Marleen J Janssen |
| GIVEN NAMES | Marleen J |
| FAMILY NAME | Janssen |
| SIGNATURE | JANSSEN M J |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-6749-3493 |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| 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…
Monitoring Communication Development Between Teachers and Their Students With Congenital Deafblindness
The Layered Communication Model (LCM) consists of three layers of intersubjective development divided into different communicative behaviors per layer. Earlier research showed that the LCM can be used to describe the communication level between teachers and their students with congenital deafblindness (CDB). This study analyzed whether the LCM can also be used to monitor the development of LCM behaviors over time. Videos of eight student-teacher …
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…
No prominent works on this page.
Monitoring Communication Development Between Teachers and Their Students With Congenital Deafblindness
The Layered Communication Model (LCM) consists of three layers of intersubjective development divided into different communicative behaviors per layer. Earlier research showed that the LCM can be used to describe the communication level between teachers and their students with congenital deafblindness (CDB). This study analyzed whether the LCM can also be used to monitor the development of LCM behaviors over time. Videos of eight student-teacher …
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 (6 works) · Psychology (5 works) · Developmental psychology (4 works) · Assistive Technology in Communication and Mobility (3 works) · Family and Disability Support Research (3 works) · Augmentative and alternative communication (2 works) · Inclusion and Disability in Education and Sport (2 works) · Medicine (2 works) · Observational study (2 works) · Psychiatry (2 works)