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

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...

Full description

Bibliographic Details
Main Authors:	Armanda Pereira, Pedro Rosário, Sílvia Lopes, Tânia Moreira, Paula Magalhães, José Carlos Núñez, Guillermo Vallejo, Adriana Sampaio
Format:	Article
Language:	English
Published:	MDPI AG 2019-09-01
Series:	International Journal of Environmental Research and Public Health
Subjects:	cerebral palsy executive functions school engagement self-regulation intervention program narrative
Online Access:	https://www.mdpi.com/1660-4601/16/19/3634

id	doaj-ed4bfc76c5304a05a16df1e58aa4b689
record_format	Article
spelling	doaj-ed4bfc76c5304a05a16df1e58aa4b6892020-11-25T01:14:58ZengMDPI AGInternational Journal of Environmental Research and Public Health1660-46012019-09-011619363410.3390/ijerph16193634ijerph16193634Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based ProgramArmanda Pereira0Pedro Rosário1Sílvia Lopes2Tânia Moreira3Paula Magalhães4José Carlos Núñez5Guillermo Vallejo6Adriana Sampaio7Department of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, PortugalDepartment of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, PortugalDepartment of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, PortugalDepartment of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, PortugalDepartment of Applied Psychology, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, PortugalFaculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, SpainFaculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, SpainNeuropsychophysiology Lab, CIPsi, School of Psychology, University of Minho, 4700-032 Braga, PortugalThis 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, <i>p</i> = 0.0066, partial η<sup>2</sup> = 0.30; F(2.82) = 9.91, <i>p</i> = 0.0006, partial η<sup>2</sup> = 0.41; F(2.82) = 26.90, <i>p</i> < 0.0001, partial η<sup>2</sup> = 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.https://www.mdpi.com/1660-4601/16/19/3634cerebral palsyexecutive functionsschool engagementself-regulationintervention programnarrative
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Armanda Pereira Pedro Rosário Sílvia Lopes Tânia Moreira Paula Magalhães José Carlos Núñez Guillermo Vallejo Adriana Sampaio
spellingShingle	Armanda Pereira Pedro Rosário Sílvia Lopes Tânia Moreira Paula Magalhães José Carlos Núñez Guillermo Vallejo Adriana Sampaio Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program International Journal of Environmental Research and Public Health cerebral palsy executive functions school engagement self-regulation intervention program narrative
author_facet	Armanda Pereira Pedro Rosário Sílvia Lopes Tânia Moreira Paula Magalhães José Carlos Núñez Guillermo Vallejo Adriana Sampaio
author_sort	Armanda Pereira
title	Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program
title_short	Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program
title_full	Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program
title_fullStr	Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program
title_full_unstemmed	Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program
title_sort	promoting school engagement in children with cerebral palsy: a narrative based program
publisher	MDPI AG
series	International Journal of Environmental Research and Public Health
issn	1660-4601
publishDate	2019-09-01
description	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, <i>p</i> = 0.0066, partial η<sup>2</sup> = 0.30; F(2.82) = 9.91, <i>p</i> = 0.0006, partial η<sup>2</sup> = 0.41; F(2.82) = 26.90, <i>p</i> < 0.0001, partial η<sup>2</sup> = 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.
topic	cerebral palsy executive functions school engagement self-regulation intervention program narrative
url	https://www.mdpi.com/1660-4601/16/19/3634
work_keys_str_mv	AT armandapereira promotingschoolengagementinchildrenwithcerebralpalsyanarrativebasedprogram AT pedrorosario promotingschoolengagementinchildrenwithcerebralpalsyanarrativebasedprogram AT silvialopes promotingschoolengagementinchildrenwithcerebralpalsyanarrativebasedprogram AT taniamoreira promotingschoolengagementinchildrenwithcerebralpalsyanarrativebasedprogram AT paulamagalhaes promotingschoolengagementinchildrenwithcerebralpalsyanarrativebasedprogram AT josecarlosnunez promotingschoolengagementinchildrenwithcerebralpalsyanarrativebasedprogram AT guillermovallejo promotingschoolengagementinchildrenwithcerebralpalsyanarrativebasedprogram AT adrianasampaio promotingschoolengagementinchildrenwithcerebralpalsyanarrativebasedprogram
_version_	1725155194536198144

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

Similar Items