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Angela Labrie Blackwell$suffix/text()$suffix/text(), Danielle C. Yeager$suffix/text()$suffix/text(), Lisa Mische-Lawson$suffix/text()$suffix/text(), Ryan J. Bird$suffix/text()$suffix/text() & Donna Marie Cook$suffix/text()$suffix/text(). (2014) Teaching Children Self-Regulation Skills within the Early Childhood Education Environment: A Feasibility Study. Journal of Occupational Therapy, Schools, & Early Intervention 7:3-4, pages 204-224.
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Christine Teeters Myers, Dana M. Howell & Peggy Wittman. (2014) Inter-Professional Role Perception and Communication of Preservice Students and Therapists in Schools and Early Intervention. Journal of Occupational Therapy, Schools, & Early Intervention 7:1, pages 70-85.
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Anat Golos, Miri Sarid, Michal Weill & Naomi Weintraub. (2013) The Influence of Early Intervention Length on the Participation of Low Socioeconomic At-Risk Preschool Boys: A Two-Group Control Study. Journal of Occupational Therapy, Schools, & Early Intervention 6:3, pages 188-202.
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Articles from other publishers (3)
Vera C. Kaelin, Sylvie Ray-Kaeser, Stefania Moioli, Cornelia Kocher Stalder, Lietta Santinelli, Angelika Echsel & Christina Schulze. (2019) Occupational Therapy Practice in Mainstream Schools: Results from an Online Survey in Switzerland. Occupational Therapy International 2019, pages 1-9.
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Efrat Selanikyo, Naomi Weintraub & Shira Yalon-Chamovitz. (2018) Effectiveness of the Co-PID for Students With Moderate Intellectual Disability. The American Journal of Occupational Therapy 72:2, pages 7202205090p1-7202205090p10.
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Efrat Selanikyo, Shira Yalon-Chamovitz & Naomi Weintraub. (2016) Enhancing classroom participation of students with intellectual and developmental disabilities. Canadian Journal of Occupational Therapy 84:2, pages 76-86.
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