Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program

Armanda Pereira, Pedro Rosário, Sílvia Lopes, Tânia Moreira, Paula Magalhães, José Carlos Núñez, Guillermo Vallejo and Adriana Sampaio
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Armanda Pereira: Department of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, Portugal
Pedro Rosário: Department of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, Portugal
Sílvia Lopes: Department of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, Portugal
Tânia Moreira: Department of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, Portugal
Paula Magalhães: Department of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, Portugal
José Carlos Núñez: Faculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, Spain
Guillermo Vallejo: Faculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, Spain
Adriana Sampaio: Neuropsychophysiology Lab, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, Portugal

IJERPH, 2019, vol. 16, issue 19, 1-15

Abstract: This study assessed the efficacy of an educational program focused on the promotion of school engagement in children with Cerebral Palsy. A 9 weeks, narrative-based intervention program, with a pre-post neuropsychological and self-report evaluation, was developed with a dual focus: a self-regulation theoretical model and executive function stimulation. Fifteen children with Cerebral Palsy participated in the study. Results showed a significant main effect of time (F(2.82) = 6.04, p = 0.0066, partial η 2 = 0.30; F(2.82) = 9.91, p = 0.0006, partial η 2 = 0.41; F(2.82) = 26.90, p < 0.0001, partial η 2 = 0.66) in the three dimensions of school engagement. Findings indicate that the program to train self-regulated competences and executive function skills was efficacious in promoting school engagement in children with Cerebral Palsy. Educational implications were discussed.

Keywords: Cerebral Palsy; executive functions; school engagement; self-regulation; intervention program; narrative (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2019
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