Cite
The functional secondary effect after an integrated rehabilitative intervention to learn reading and writing in a girl with Rubinstein-Taybi syndrome.
MLA
Saviola, Donatella, et al. “The Functional Secondary Effect after an Integrated Rehabilitative Intervention to Learn Reading and Writing in a Girl with Rubinstein-Taybi Syndrome.” Journal of Pediatric Rehabilitation Medicine, June 2024, pp. 1–10. EBSCOhost, https://doi.org/10.3233/prm-230051.
APA
Saviola, D., de Gaetano, K., Bruni, S., Chiari, M., Moschini, C., Battagliola, E., Colla, D., Cantoni, M., & De Tanti, A. (2024). The functional secondary effect after an integrated rehabilitative intervention to learn reading and writing in a girl with Rubinstein-Taybi syndrome. Journal of Pediatric Rehabilitation Medicine, 1–10. https://doi.org/10.3233/prm-230051
Chicago
Saviola, Donatella, Katia de Gaetano, Stefania Bruni, Margherita Chiari, Chiara Moschini, Erica Battagliola, Daniela Colla, Matteo Cantoni, and Antonio De Tanti. 2024. “The Functional Secondary Effect after an Integrated Rehabilitative Intervention to Learn Reading and Writing in a Girl with Rubinstein-Taybi Syndrome.” Journal of Pediatric Rehabilitation Medicine, June, 1–10. doi:10.3233/prm-230051.