Pub Date : 2020-03-05DOI: 10.1080/17489539.2020.1732024
J. Ferron, H. Goldstein, Arnold Olszewski, Lodi Rohrer
Abstract Single-case experimental designs are often used to examine the efficacy and effectiveness of interventions that are designed to change behaviors so that they are less problematic and more similar to the behavior of typically developing peers. By defining a goal level for the behavior, we were able to develop an effect size based on the percent of goal obtained (PoGO). We discuss methods for determining the goal and methods of estimating PoGO, including those for when there are and are not trends. Applicability is demonstrated using data from single-case experimental design studies of speech production, early literacy, and social skill interventions in the early childhood literature and by comparing PoGO to graphic displays and other summary measures, including Tau-U, NAP, the standardized mean difference, and the log-response ratio. We consider how PoGO could be used in systematic reviews, provide recommendations, and discuss areas in need of research.
{"title":"Indexing effects in single-case experimental designs by estimating the percent of goal obtained","authors":"J. Ferron, H. Goldstein, Arnold Olszewski, Lodi Rohrer","doi":"10.1080/17489539.2020.1732024","DOIUrl":"https://doi.org/10.1080/17489539.2020.1732024","url":null,"abstract":"Abstract Single-case experimental designs are often used to examine the efficacy and effectiveness of interventions that are designed to change behaviors so that they are less problematic and more similar to the behavior of typically developing peers. By defining a goal level for the behavior, we were able to develop an effect size based on the percent of goal obtained (PoGO). We discuss methods for determining the goal and methods of estimating PoGO, including those for when there are and are not trends. Applicability is demonstrated using data from single-case experimental design studies of speech production, early literacy, and social skill interventions in the early childhood literature and by comparing PoGO to graphic displays and other summary measures, including Tau-U, NAP, the standardized mean difference, and the log-response ratio. We consider how PoGO could be used in systematic reviews, provide recommendations, and discuss areas in need of research.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"48 1","pages":"27 - 6"},"PeriodicalIF":0.0,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85444301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.1080/17489539.2020.1733251
Ranjini Mohan
Q Are phonological and/or orthographic treatments effective in prophylaxis of naming for semantic and logopenic variants of primary progressive aphasia?, 2. Are phonological and/or orthographic treatments effective in remediation of naming for semantic and logopenic variants of primary progressive aphasia? 3. Are phonological and/or orthographic treatments effective in generalization of naming to untrained picture exemplars, words, and tasks?
{"title":"Promising preliminary evidence for prophylaxis and remediation of anomia in primary progressive aphasia despite methodological limitations1","authors":"Ranjini Mohan","doi":"10.1080/17489539.2020.1733251","DOIUrl":"https://doi.org/10.1080/17489539.2020.1733251","url":null,"abstract":"Q Are phonological and/or orthographic treatments effective in prophylaxis of naming for semantic and logopenic variants of primary progressive aphasia?, 2. Are phonological and/or orthographic treatments effective in remediation of naming for semantic and logopenic variants of primary progressive aphasia? 3. Are phonological and/or orthographic treatments effective in generalization of naming to untrained picture exemplars, words, and tasks?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"8 1","pages":"113 - 117"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74346974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.1080/17489539.2020.1732029
Milica Miočević, F. Klaassen, Gemma G. M. Geuke, Mariola Moeyaert, M. Maric
Abstract Single-Case Experimental Designs (SCEDs) have lately been recognized as a valuable alternative to large-group studies. SCEDs form a great tool for the evaluation of treatment effectiveness in heterogeneous and low-incidence conditions, which are common in the field of communication disorders. Mediation analysis is indispensable in treatment research because it informs researchers about the mechanism through which the intervention leads to changes (e.g., communication skills) in the outcome of interest (e.g., developmental outcomes). Despite the increasing popularity of both SCEDs and mediation analysis, there are currently no methods for estimating mediated effects for a single individual. This paper describes how Bayesian piecewise regression analysis can be used for mediation analysis in SCEDs. A Playskin LiftTM dataset from one infant born preterm who is at risk for cognitive developmental delays is used to illustrate two approaches to mediation analysis in SCEDs: Bayesian computation of the mediated effect and Bayesian informative hypothesis testing. Annotated R code is provided so researchers can easily fit the proposed models to their own SCED data set. Advantages and limitations of the method are discussed.
{"title":"Using Bayesian methods to test mediators of intervention outcomes in single-case experimental designs","authors":"Milica Miočević, F. Klaassen, Gemma G. M. Geuke, Mariola Moeyaert, M. Maric","doi":"10.1080/17489539.2020.1732029","DOIUrl":"https://doi.org/10.1080/17489539.2020.1732029","url":null,"abstract":"Abstract Single-Case Experimental Designs (SCEDs) have lately been recognized as a valuable alternative to large-group studies. SCEDs form a great tool for the evaluation of treatment effectiveness in heterogeneous and low-incidence conditions, which are common in the field of communication disorders. Mediation analysis is indispensable in treatment research because it informs researchers about the mechanism through which the intervention leads to changes (e.g., communication skills) in the outcome of interest (e.g., developmental outcomes). Despite the increasing popularity of both SCEDs and mediation analysis, there are currently no methods for estimating mediated effects for a single individual. This paper describes how Bayesian piecewise regression analysis can be used for mediation analysis in SCEDs. A Playskin LiftTM dataset from one infant born preterm who is at risk for cognitive developmental delays is used to illustrate two approaches to mediation analysis in SCEDs: Bayesian computation of the mediated effect and Bayesian informative hypothesis testing. Annotated R code is provided so researchers can easily fit the proposed models to their own SCED data set. Advantages and limitations of the method are discussed.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"52 1","pages":"52 - 68"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78576157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/17489539.2019.1683948
P. Yoder, M. Crandall
Abstract Blindness to participants’ assigned treatment group is an essential protection against detection bias in between-group experimental designs testing treatment effects on generalized communication and language competence. Blindness to treatment group cannot be achieved when the other people in the communication sample (e.g. parents or peers) or the reporters of children’s communication or language behavior (e.g. parents or teachers) are also the implementers of the treatment. Internally valid between-group experiments measure generalized communication and language in ways that are constant across treatment groups by examiners who are blind to treatment assignment. When language or communication samples are used to measure generalized skills or developmental level, staff members who are blind to treatment assignment must conduct the data reduction methods (e.g. transcription, verification, and coding). Otherwise, the children’s skill level can be inadvertently over-estimated in the treatment group relative to those in the control group.
{"title":"Rationale for blindness to treatment assignment in between-group experiments testing generalized communication and language","authors":"P. Yoder, M. Crandall","doi":"10.1080/17489539.2019.1683948","DOIUrl":"https://doi.org/10.1080/17489539.2019.1683948","url":null,"abstract":"Abstract Blindness to participants’ assigned treatment group is an essential protection against detection bias in between-group experimental designs testing treatment effects on generalized communication and language competence. Blindness to treatment group cannot be achieved when the other people in the communication sample (e.g. parents or peers) or the reporters of children’s communication or language behavior (e.g. parents or teachers) are also the implementers of the treatment. Internally valid between-group experiments measure generalized communication and language in ways that are constant across treatment groups by examiners who are blind to treatment assignment. When language or communication samples are used to measure generalized skills or developmental level, staff members who are blind to treatment assignment must conduct the data reduction methods (e.g. transcription, verification, and coding). Otherwise, the children’s skill level can be inadvertently over-estimated in the treatment group relative to those in the control group.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"43 1","pages":"225 - 229"},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73419989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/17489539.2019.1682800
D. Ruscello
Data sources: The authors employed three different methods to identify relevant studies (Furlong, Erickson, and Morris, 2017). First, they conducted a literature search that included the following databases: Medline (Ovid), CINAHL (Ebsco), EMBASE (Ovid), PsycINFO (Ovid), ProQuest Central, Cochrane Library, AMED (Ovid), ERIC (ProQuest), Linguistics and Language (LLBA) and SCOPUS (Elsevier). Second, they carried out a hand search of potential data sources, which might publish studies of content interest. Finally, other researchers with an interest in the topic were consulted to identify any additional studies that may have been missed with the other two search strategies. Study selection and assessment: A multistep process was used to select the studies congruent with the author’s selection criteria. Initially, the first author reviewed all titles identified in the search. The abstracts of those studies were read by the author and an independent reviewer. If the abstract did not provide sufficient study detail, the full text was read by both reviewers. All studies were then read by both reviewers independently and an inter-judge agreement figure of 91.7% was computed for the joint selection of studies that met the operational definition utilized by the researchers. Lack of agreement was handled by consensus discussion. When consensus was not achieved, a third reviewer carried out an independent review and dialogue among reviewers was carried out to reach final consensus. A total of 14 studies were identified through the selection process with the studies conducted from 1991 to 2008.
数据来源:作者采用三种不同的方法来识别相关研究(Furlong, Erickson, and Morris, 2017)。首先，他们进行了文献检索，包括以下数据库:Medline (Ovid)、CINAHL (Ebsco)、EMBASE (Ovid)、PsycINFO (Ovid)、ProQuest Central、Cochrane Library、AMED (Ovid)、ERIC (ProQuest)、Linguistics and Language (LLBA)和SCOPUS (Elsevier)。其次，他们对潜在的数据源进行了手工搜索，这些数据源可能会发表关于内容兴趣的研究。最后，咨询了对该主题感兴趣的其他研究人员，以确定其他两种搜索策略可能错过的任何其他研究。研究选择和评估:采用多步骤的过程来选择符合作者选择标准的研究。最初，第一作者审阅了搜索中确定的所有标题。这些研究的摘要由作者和一名独立审稿人阅读。如果摘要没有提供足够的研究细节，则由两位审稿人阅读全文。然后，所有研究都由两位审稿人独立阅读，对于符合研究人员使用的操作定义的联合选择研究，计算出91.7%的审稿人间一致性数字。缺乏一致意见是通过协商一致的讨论来处理的。当没有达成共识时，由第三位审稿人进行独立审查，审稿人之间进行对话以达成最终共识。从1991年到2008年，通过选择过程共确定了14项研究。
{"title":"The evidence-base for computer-based speech therapy for childhood speech sound disorders is somewhat limited1","authors":"D. Ruscello","doi":"10.1080/17489539.2019.1682800","DOIUrl":"https://doi.org/10.1080/17489539.2019.1682800","url":null,"abstract":"Data sources: The authors employed three different methods to identify relevant studies (Furlong, Erickson, and Morris, 2017). First, they conducted a literature search that included the following databases: Medline (Ovid), CINAHL (Ebsco), EMBASE (Ovid), PsycINFO (Ovid), ProQuest Central, Cochrane Library, AMED (Ovid), ERIC (ProQuest), Linguistics and Language (LLBA) and SCOPUS (Elsevier). Second, they carried out a hand search of potential data sources, which might publish studies of content interest. Finally, other researchers with an interest in the topic were consulted to identify any additional studies that may have been missed with the other two search strategies. Study selection and assessment: A multistep process was used to select the studies congruent with the author’s selection criteria. Initially, the first author reviewed all titles identified in the search. The abstracts of those studies were read by the author and an independent reviewer. If the abstract did not provide sufficient study detail, the full text was read by both reviewers. All studies were then read by both reviewers independently and an inter-judge agreement figure of 91.7% was computed for the joint selection of studies that met the operational definition utilized by the researchers. Lack of agreement was handled by consensus discussion. When consensus was not achieved, a third reviewer carried out an independent review and dialogue among reviewers was carried out to reach final consensus. A total of 14 studies were identified through the selection process with the studies conducted from 1991 to 2008.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"1 1","pages":"191 - 199"},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88848381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-25DOI: 10.1080/17489539.2019.1670443
Lauren M. Pierson, J. Ganz
Lauren M. Pierson & J. B. Ganz (Commentary authors) Department of Educational Psychology, Texas A&M University, College Station, TX, USA ............................................................................................................................................................. Q What are the effects of PECS and FPI on communication for individuals with ASD who are minimally verbal?
{"title":"Does use of the Picture Exchange Communication System (PECS) and Focused Playtime Intervention (FPI) improve the communication of children with autism spectrum disorder who are minimally verbal?1","authors":"Lauren M. Pierson, J. Ganz","doi":"10.1080/17489539.2019.1670443","DOIUrl":"https://doi.org/10.1080/17489539.2019.1670443","url":null,"abstract":"Lauren M. Pierson & J. B. Ganz (Commentary authors) Department of Educational Psychology, Texas A&M University, College Station, TX, USA ............................................................................................................................................................. Q What are the effects of PECS and FPI on communication for individuals with ASD who are minimally verbal?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"130 1","pages":"200 - 203"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75848203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-19DOI: 10.1080/17489539.2019.1666494
C. J. Lane, Steven L. Powell
Q (1) Do children with autism spectrum disorder (ASD) learn to contingently apply a novel grammatical form with greater accuracy if taught using a combined explicit-implicit approach rather than implicit-only intervention approach? (2) Do more children with ASD who receive explicit-implicit instruction and learn to apply a novel grammatical form maintain accurate use of that form after a one-week delay and do they show better generalization to a play context compared to children who receive implicit only instruction? (3) Do the language, cognitive, or behavioral profiles of children with ASD who learn to apply the novel grammatical form with explicit-implicit instruction differ significantly from those who do not learn to use the marking?
{"title":"Explicit-implicit instruction is a potentially effective approach for teaching grammatical forms to children with autism spectrum disorder1","authors":"C. J. Lane, Steven L. Powell","doi":"10.1080/17489539.2019.1666494","DOIUrl":"https://doi.org/10.1080/17489539.2019.1666494","url":null,"abstract":"Q (1) Do children with autism spectrum disorder (ASD) learn to contingently apply a novel grammatical form with greater accuracy if taught using a combined explicit-implicit approach rather than implicit-only intervention approach? (2) Do more children with ASD who receive explicit-implicit instruction and learn to apply a novel grammatical form maintain accurate use of that form after a one-week delay and do they show better generalization to a play context compared to children who receive implicit only instruction? (3) Do the language, cognitive, or behavioral profiles of children with ASD who learn to apply the novel grammatical form with explicit-implicit instruction differ significantly from those who do not learn to use the marking?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"14 1","pages":"218 - 224"},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80412703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-19DOI: 10.1080/17489539.2019.1629725
Alyssa M. Lanzi, M. Bourgeois
Q For management of post-stroke anomia, what are the effects of specific intervention programs delivered by technology (i.e. computer and smart tablet) on naming abilities and generalization to unt...
{"title":"Treatment programs delivered by technology enhance the management of post-stroke anomia, but generalization to untrained words and everyday communication is still lacking1","authors":"Alyssa M. Lanzi, M. Bourgeois","doi":"10.1080/17489539.2019.1629725","DOIUrl":"https://doi.org/10.1080/17489539.2019.1629725","url":null,"abstract":"Q For management of post-stroke anomia, what are the effects of specific intervention programs delivered by technology (i.e. computer and smart tablet) on naming abilities and generalization to unt...","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"13 1","pages":"177 - 180"},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84504784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-16DOI: 10.1080/17489539.2019.1666492
R. Jokel
Studies with the following designs were eligible: Randomized control trials, non-randomized studies, case–control studies, controlled before-and-after studies, interrupted time–series studies, case series, and single-subject studies. To be included, the study also needed to focus on semantic treatment, report maintenance, and generalization outcomes, and involve participants study who were diagnosed with one of the three PPA variants. Studies were excluded if they did not meet the design criteria (i.e. qualitative studies, non-experimental studies, reviews) or failed to meet the standards of peer-reviewed articles (i.e. clinical notes, conference proceedings, and studies published as book chapters). Studies focused on surgical interventions, brain stimulation, combined interventions, and pharmacological treatment were excluded as well.
{"title":"Generalization (but not maintenance) of treatment gains from semantic therapy may differ by primary progressive aphasia variant1","authors":"R. Jokel","doi":"10.1080/17489539.2019.1666492","DOIUrl":"https://doi.org/10.1080/17489539.2019.1666492","url":null,"abstract":"Studies with the following designs were eligible: Randomized control trials, non-randomized studies, case–control studies, controlled before-and-after studies, interrupted time–series studies, case series, and single-subject studies. To be included, the study also needed to focus on semantic treatment, report maintenance, and generalization outcomes, and involve participants study who were diagnosed with one of the three PPA variants. Studies were excluded if they did not meet the design criteria (i.e. qualitative studies, non-experimental studies, reviews) or failed to meet the standards of peer-reviewed articles (i.e. clinical notes, conference proceedings, and studies published as book chapters). Studies focused on surgical interventions, brain stimulation, combined interventions, and pharmacological treatment were excluded as well.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"31 1","pages":"187 - 190"},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73684230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1080/17489539.2019.1654185
Camille Labrèche, M. Lanovaz
Blinding: Instructors implementing the intervention were not blind to the purpose of the study. However, the authors do not specify whether the individuals analyzing the data were blind, but it would appear unlikely. Study duration: The authors did not provide the timeframe for the duration of the study. The number of sessions conducted with each participant varied according to performance. Participants 1, 2 and 3 took part in a total of 60, 76, and 77 sessions, respectively.
{"title":"Promising results supporting the use of an inhibitory stimulus control procedure to reduce vocal stereotypy, but more data needed to establish social validity1","authors":"Camille Labrèche, M. Lanovaz","doi":"10.1080/17489539.2019.1654185","DOIUrl":"https://doi.org/10.1080/17489539.2019.1654185","url":null,"abstract":"Blinding: Instructors implementing the intervention were not blind to the purpose of the study. However, the authors do not specify whether the individuals analyzing the data were blind, but it would appear unlikely. Study duration: The authors did not provide the timeframe for the duration of the study. The number of sessions conducted with each participant varied according to performance. Participants 1, 2 and 3 took part in a total of 60, 76, and 77 sessions, respectively.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"11 1","pages":"213 - 217"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76237025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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