Publicação
Promoting school engagement in children with cerebral Palsy: A narrative based program
| Resumo: | 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. |
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| Autores principais: | Pereira, Armanda |
| Outros Autores: | Rosário, Pedro; Lopes, Sílvia; Moreira, Tânia; Magalhães, Paula; Núñez, José Carlos; Vallejo, Guillermo; Sampaio, Adriana |
| Assunto: | Cerebral Palsy executive functions school engagement self-regulation intervention program narrative |
| Ano: | 2019 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | 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. |
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