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Psychology in the Schools|May 16, 2022
Special education staff well-being and the effectiveness of remote services during the COVID-19 pandemicTyler A Womack, Elissa M Monteiro
Psychology in the Schools|May 16, 2022
The impact of the COVID-19 school closures on families with children with disabilities: A qualitative analysisMolly Lipkin, Franci Crepeau-Hobson
Psychology in the Schools|May 16, 2022
Mediating effect of resilience in the relationship between loneliness and life satisfaction during COVID-19: A cross-country study of Thai and Chinese college studentsChia-Ching Tu, Dong Yang, Lei Pan, et al.
Psychology in the Schools|May 16, 2022
Psychological state and its correlates of local college students in Wuhan during COVID-19 pandemicFenghuixue Liu, Luojia Dai, Yuyang Cai, et al.
Psychology in the Schools|May 16, 2022
Teachers' Consistency of Emotional Support Moderates the Association Between Young Children's Regulation Capacities and Their Preschool AdjustmentCraig S Bailey, Ashlin R Ondrusek, Timothy W Curby, et al.
Psychology in the Schools|February 19, 2011
The Differences between Retained and Promoted Children in Educational Services ReceivedLisa S Peterson, Jan N Hughes
Psychology in the Schools|September 28, 2011
SCHOOL-BASED PROMOTION OF FRUIT AND VEGETABLE CONSUMPTION IN MULTICULTURALLY DIVERSE, URBAN SCHOOLSJessica Blom-Hoffman
Psychology in the Schools|July 18, 2017
The Student-Teacher Relationship Quality of Abused ChildrenJenna Montgomery Armstrong, Mary E Haskett, Amy L Hawkins
Psychology in the Schools|March 12, 2026
Cognitive Processes Influencing Written Sentence Construction in School-Aged Children With Prenatal Alcohol ExposureMolly N Millians, Julie A Kable, Claire D Coles, et al.
Psychology in the Schools|April 11, 2017
Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-SolvingGazi F Azad, Mina Kim, Steven C Marcus, et al.
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