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A modified version of an intervention was used to teach techniques to improve parent-child interactions and reduce stress. Catriona George and colleagues report on the findings
Learning Disability Practice. 14, 8, 18-24. doi: 10.7748/ldp2011.10.14.8.18.c8740
Correspondencecatriona.george@nhslothian.scot.nhs.uk
Peer reviewThis article has been subject to double blind peer review
Conflict of interestNone declared
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