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Open Access

Correction

Correction: School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities

  • PLOS ONE Staff

Notice of republication

This article was republished on July 6, 2020, to remove a paragraph that was incorrectly included in the originally published article. The publisher apologizes for the errors. Please download this article again to view the correct version.

References

  1. 1. Wagner B, Latimer J, Adams E, Carmichael Olson H, Symons M, Mazzucchelli TG, et al. (2020) School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities. PLoS ONE 15(6): e0234895. https://doi.org/10.1371/journal.pone.0234895 pmid:32579567

Citation: PLOS ONE Staff (2020) Correction: School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities. PLoS ONE 15(7): e0236485. https://doi.org/10.1371/journal.pone.0236485

Published: July 22, 2020

Copyright: © 2020 PLOS ONE Staff. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.