MINDFULNESS AS AN INTERVENTION FOR IMPROVING ACADEMIC SUCCESS AMONG STUDENTS WITH EXECUTIVE FUNCTIONING DISORDERS

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MCCLOSKEY L.E.

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Journal Paper

Paper Information

Journal: SOCIAL AND BEHAVIORAL SCIENCES Year:2015 | Volume:174 | Issue:- Page(s): 221-226

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Information Journal Paper

Title

MINDFULNESS AS AN INTERVENTION FOR IMPROVING ACADEMIC SUCCESS AMONG STUDENTS WITH EXECUTIVE FUNCTIONING DISORDERS

Author(s)

MCCLOSKEY L.E. | Issue Writer Certificate

Keywords

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Abstract

Cites

EFFECT OF MINDFULNESS PRACTICES ON EXECUTIVE FUNCTIONS OF ELEMENTARY SCHOOL STUDENTS

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APA: Copy

MCCLOSKEY, L.E.. (2015). MINDFULNESS AS AN INTERVENTION FOR IMPROVING ACADEMIC SUCCESS AMONG STUDENTS WITH EXECUTIVE FUNCTIONING DISORDERS. SOCIAL AND BEHAVIORAL SCIENCES, 174(-), 221-226. SID. https://sid.ir/paper/725920/en

Vancouver: Copy

MCCLOSKEY L.E.. MINDFULNESS AS AN INTERVENTION FOR IMPROVING ACADEMIC SUCCESS AMONG STUDENTS WITH EXECUTIVE FUNCTIONING DISORDERS. SOCIAL AND BEHAVIORAL SCIENCES[Internet]. 2015;174(-):221-226. Available from: https://sid.ir/paper/725920/en

IEEE: Copy

L.E. MCCLOSKEY, “MINDFULNESS AS AN INTERVENTION FOR IMPROVING ACADEMIC SUCCESS AMONG STUDENTS WITH EXECUTIVE FUNCTIONING DISORDERS,” SOCIAL AND BEHAVIORAL SCIENCES, vol. 174, no. -, pp. 221–226, 2015, [Online]. Available: https://sid.ir/paper/725920/en

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