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dc.contributor.authorArellano, Jesselyn
dc.creatorArellano, Jesselyn
dc.date2021-11-24T14:05:45.000
dc.date.accessioned2021-11-29T12:09:14Z
dc.date.available2021-11-29T12:09:14Z
dc.date.issued2021-05-01
dc.date.submitted2021-08-11T11:12:03-07:00
dc.identifierresearchday/2021/gradfacultypres/5
dc.identifier.urihttp://hdl.handle.net/20.500.13013/1482
dc.description.abstractThe purpose of this systematic literature review is to examine whether sensory-based interventions targeting movement can have an impact on a child with ASD’s education participation.
dc.titleDo Movement-Based Sensory Interventions Increase Education Participation in the Classroom for Students with ASD?
dc.typeevent
dc.legacy.pubstatuspublished
dc.legacy.ssustatusGraduate
dc.contributor.sponsorTurcotte, Jill
dc.legacy.pubtitleResearch Day
dc.legacy.identifierhttps://digitalcommons.salemstate.edu/cgi/viewcontent.cgi?article=1252&context=researchday&unstamped=1
dc.legacy.identifieritemhttps://digitalcommons.salemstate.edu/researchday/2021/gradfacultypres/5
dc.legacy.identifierfilehttps://digitalcommons.salemstate.edu/context/researchday/article/1252/type/native/viewcontent


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