Parents matter: Parent acceptance of school‐based executive functions interventions relates to improved child outcomes-Reference-Cited by-同舟云学术

Parents matter: Parent acceptance of school‐based executive functions interventions relates to improved child outcomes

Published:2022-01-08 Issue:7 Volume:78 Page:1388-1406
ISSN:0021-9762
Container-title:Journal of Clinical Psychology
language:en
Short-container-title:J Clin Psychol

Author:

Rothschild Leah B.¹,Ratto Allison B.²³,Kenworthy Lauren²³,Hardy Kristina K.²³,Verbalis Alyssa²³,Pugliese Cara²³,Strang John F.²³,Safer‐Lichtenstein Jonathan⁴,Anthony Bruno J.⁵⁶,Anthony Laura G.⁵⁶,Guter Madison M.¹,Haaga David A. F.¹^ORCID

Affiliation:

1. Department of Psychology, Asbury Building American University Washington District of Columbia USA

2. Center for Autism Spectrum Disorders Children's National Hospital Rockville Maryland USA

3. Division of Pediatric Neuropsychology, Children's National Health System, Department of Psychiatry The George Washington University School of Medicine

4. Department of Special Education and Clinical Sciences University of Oregon Eugene Oregon USA

5. Department of Psychiatry, CU Anschutz Medical Campus Children's Hospital Colorado Aurora Colorado USA

6. University of Colorado School of Medicine and the Children's Hospital of Colorado Aurora Colorado USA

Funder

NIH Clinical Center

Patient-Centered Outcomes Research Institute

Publisher

Wiley

Subject

Arts and Humanities (miscellaneous),Clinical Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/jclp.23309

Reference66 articles.

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5. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

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