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

Author

Listed:
  • Armanda Pereira

    (Department of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, Portugal
    These authors contributed equally in the authorship and should be listed as co-first authors.)

  • Pedro Rosário

    (Department of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, Portugal
    These authors contributed equally in the authorship and should be listed as co-first authors.)

  • 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
    Facultad de Ciencias Sociales y Humanidades, Universidad Politécnica y Artística de Paraguay, Mayor Sebastián Bullo s/n, Asunción 1628, Paraguay)

  • 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)

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.

Suggested Citation

  • Armanda Pereira & Pedro Rosário & Sílvia Lopes & Tânia Moreira & Paula Magalhães & José Carlos Núñez & Guillermo Vallejo & Adriana Sampaio, 2019. "Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program," IJERPH, MDPI, vol. 16(19), pages 1-15, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:19:p:3634-:d:271420
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