Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training
Author:
Funder
Foundation for Prader-Willi Research
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Link
https://link.springer.com/content/pdf/10.1007/s10803-022-05695-9.pdf
Reference71 articles.
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2. Barnett, L. A. (1990). Developmental benefits of play for children. Journal of leisure Research, 22(2),138–153
3. Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities:A review of the literature.Topics in Early Childhood Special Education, 28(2),109–125
4. Barton, E. E., & Wolery, M. (2010). Training teachers to promote pretend play in young children with disabilities.Exceptional Children, 77(1),85–106
5. Bennett, J. A., Germani, T., Haqq, A. M., & Zwaigenbaum, L. (2015). Autism spectrum disorder in Prader–Willi syndrome: a systematic review.American Journal of Medical Genetics Part A, 167(12),2936–2944
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1. Efficacy of a Remote Play-Based Intervention for Children With Prader-Willi Syndrome;American Journal on Intellectual and Developmental Disabilities;2024-06-26
2. Neurodevelopmental Manifestations and Birth Defects in Prader-Willi Syndrome: Findings from a Study in Western Ukraine;Biomedical and Pharmacology Journal;2023-06-30
3. What underlies emotion regulation abilities? An innovative programme based on an integrative developmental approach to improve emotional competencies: Promising results in children with Prader–Willi syndrome;Frontiers in Psychiatry;2022-12-21
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