Sien Vandesande

Dr. Sien Vandesande

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Research Focus & Metrics

Academic Career Length

9Years (2018-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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18 October 2020 in Journal of Applied Research in Intellectual Disabilities
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Journal Article
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BMBea Maes
Bea Maes
SNSara Nijs
Sara Nijs
SVSien Vandesande
Sien Vandesande
VIVan Keer Ines
Van Keer Ines
MAMichael Arthur-Kelly
Michael Arthur-Kelly
APAnnette Van der Putten
Annette Van der Putten

1 February 2019 in Research in Developmental Disabilities
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Journal Article
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VIVan Keer Ines
Van Keer Ines
ECEva Ceulemans
Eva Ceulemans
NBNadja Bodner
Nadja Bodner
SVSien Vandesande
Sien Vandesande
KLKarla Van Leeuwen
Karla Van Leeuwen
BMBea Maes
Bea Maes

11 July 2018 in Journal of Applied Research in Intellectual Disabilities
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Journal Article
Closed access
PDF file
SVSien Vandesande
Sien Vandesande
GBGuy Bosmans
Guy Bosmans
CSCarlo Schuengel
Carlo Schuengel
BMBea Maes
Bea Maes


8 August 2020 in International Journal of Developmental Disabilities
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Journal Article
Closed access
SVSien Vandesande
Sien Vandesande
IKInes Van Keer
Ines Van Keer
ADAnn Dhondt
Ann Dhondt
BMBea Maes
Bea Maes
Children with a significant cognitive and motor developmental delay (SDD) are vulnerable for the development of (future) behavioral and mental health problems. This paper aims to assess the social-emotional functioning of these children, both globally and in various domains. Semi-structured interviews with one or more primary caregiver(s) of 45 children were conducted and analyzed on 13 domains of social-emotional functioning, according to the Scale for Emotional Development - Revised (SED-R). The SED-R scoring system was slightly adapted in the current study in order to elucidate more subtle differences between children. A general delayed social-emotional development was found, with children functioning within different phases across domains and certain domains generally showing higher or lower scores. To capture the emotional needs of children with SDD, a more disaggregated scoring system seems valuable so that both the global level and the level per domain can be taken in consideration in designing interventions.

3 September 2019 in Attachment & Human Development
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Journal Article
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SVSien Vandesande
Sien Vandesande
GBGuy Bosmans
Guy Bosmans
PSPaula Sterkenburg
Paula Sterkenburg
CSCarlo Schuengel
Carlo Schuengel
WNWim Van Den Noortgate
Wim Van Den Noortgate
BMBea Maes
Bea Maes
The relationships between children with severe or profound intellectual disabilities (ID) and their parents may fulfil attachment functions, such as regulating emotional responses to stress. This study examined the extent to which children with severe or profound ID differentiate between their parents and a stranger as a resource for stress-regulation. A home-based experimental paradigm was conducted and video-recorded in 38 families. Children (1–8 years) were exposed to four naturalistic stressors followed by comfort, randomly provided by the parents or the stranger. Emotional behaviour (arousal and valence) and the skin conductance level were simultaneously recorded. With regard to both emotional behaviour and skin conductance, children significantly differentiated between their parents as attachment figures and the stranger during stress and comfort, despite their impairments on various developmental domains. Behavioural observation and physiology show complementary manifestations of parent-child attachment in this population.