Promoting school engagement in children with cerebral Palsy: A narrative based program

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, <i>p</i> = 0.0066, partial η² = 0.30; F(2.82) = 9.91, <i>p</i> = 0.0006, partial η² = 0.41; F(2.82) = 26.90, <i>p</i> < 0.0001, partial η² = 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.