Self-determination is a prominent construct and major outcome for all people, acting as a predictor of quality of life, and strongly correlated with personal development, independence, and participation. However, persons with intellectual and developmental disabilities (IDD) tend to be excluded from self-determined learning. This study aims to establish the self-determination profile of adolescents and adults with and without IDD, examining differences among both groups and analyzing the effect of some personal and contextual variables on self-determination. The Self-Determination Inventory: Portuguese translation (SDI), was completed by 366 participants, aged 13 and 73 years (26±13.92), 205 females and 161 males, with (n=183) IDD and without (n=183) IDD. Participants with IDD were less self-determined than their typical peers. There were no significant differences when gender is analyzed (females vs. males), although females without IDD had a higher level of self-determination. Age shows different self-determinations trajectories: without IDD tend to be more self-determined with age, although between 26- 30y scores tend to increase. Younger participants (13-15y) with IDD in regular settings are more self-determined than older participants. Participants with IDD living at own home present more self-determined actions, followed by institutional settings and finally in relatives’ home. Effect sizes vary between moderate to strong.

Cerebral palsy is a neurodevelopmental disorder that can impair self-regulatory skills. Narrative-based tools, such as “The Incredible Adventures of Anastácio, the Explorer”, have shown promise in fostering these competencies in children with cerebral palsy. This study evaluated a training program for psychologists using a story-based intervention to promote self-regulation skills in children with cerebral palsy. A sequential explanatory mixed-methods design assessed declarative and procedural knowledge and self-efficacy changes. Seventeen psychologists completed a three-level program: Level 1 included sociodemographic and declarative knowledge assessments (pre/post); Level 2 focused on self-efficacy (pre/post) and a procedural knowledge task; and Level 3 reassessed self-efficacy (post 2). Semi-structured interviews explored participants’ experiences qualitatively. Results showed a significant increase in declarative knowledge, confirming the effectiveness of training. All participants demonstrated positive levels of procedural knowledge despite individual variations. Self-efficacy did not increase significantly, likely due to the tool’s high initial score and novelty. Qualitative findings highlighted the value of balancing theoretical and practical components in training. Although self-efficacy gains were limited, the program enhanced psychologists’ declarative and procedural knowledge. Findings suggest that narrative-based training may help professionals update their knowledge and practices, supporting the promotion of self-regulatory skills in children with cerebral palsy.