Pub Date : 2022-01-29DOI: 10.1177/10742956211072555
P. Riccomini, Bradley Witzel, Divya S. Deshpande
Students with emotional and behavioral disorders struggle with learning and retaining many aspects of mathematics. Tasks requiring conceptual understanding and reasoning are especially challenging. Given these difficulties, it is essential that teachers use techniques designed to support mathematical learning. We explain how to infuse peer-mediated strategies with two promising instructional techniques to scaffold learning and remembering of mathematical concepts and skills. Examples are illustrated within the context of an inclusive middle school mathematics course.
{"title":"Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD","authors":"P. Riccomini, Bradley Witzel, Divya S. Deshpande","doi":"10.1177/10742956211072555","DOIUrl":"https://doi.org/10.1177/10742956211072555","url":null,"abstract":"Students with emotional and behavioral disorders struggle with learning and retaining many aspects of mathematics. Tasks requiring conceptual understanding and reasoning are especially challenging. Given these difficulties, it is essential that teachers use techniques designed to support mathematical learning. We explain how to infuse peer-mediated strategies with two promising instructional techniques to scaffold learning and remembering of mathematical concepts and skills. Examples are illustrated within the context of an inclusive middle school mathematics course.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"42 - 52"},"PeriodicalIF":0.6,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119273","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 : 2022-01-29DOI: 10.1177/10742956211072840
P. Mooney, Joseph B. Ryan
Practitioner journals like Beyond Behavior play a critical role in translating research to practice for teaching professionals (Hott et al., 2018; Lastrapes & Mooney, 2021). Informing educators of researchor evidence-based academic, behavioral, and social-emotional practices is particularly important within the field of emotional and behavioral disorders (EBD), given the poor outcomes of these students and the high turnover of professionals within the field. Using instructional practices that are supported by scientific rigor is viewed as legally, ethically, meaningfully, and logically a better choice to meet the educational needs of this population than use of nontested practices (Cook & Farley, 2019). In this first issue of Volume 31, an exceptional group of educational researchers highlight research-based practices that have a great likelihood of improving math teaching and learning for students with EBD. Before we preview the six articles that are included in this issue, we provide a two-part rationale for targeting math instruction for students with EBD. First, as indicated in each of the articles, the math achievement of students with EBD lags behind that of peers without disabilities as well as other students with disabilities. In 2004, Reid and colleagues compared achievement samples of students with EBD to students without EBD and reported that math outcomes were significantly lower for students with EBD. Epstein et al. (2005) characterized the delays as evident across age ranges, stable, and of a magnitude between one and two grade levels behind their peers. These findings necessitate direct efforts to address math underachievement in students with EBD. The co-existence of behavioral and math disabilities may make it more difficult for students to respond to intervention than students with either math or behavioral struggles, particularly for students with externalizing behaviors (Benz & Powell, 2021). These data make clear the understanding that high-quality mathematics intervention must simultaneously be employed with high-quality positive behavioral interventions and supports for students with EBD. Moreover, teacher quality in providing high-quality behavioral interventions and supports has been shown to correlate with student motivation to learn math and their math achievement (van Dijk et al., 2019). All of these findings necessitate direct efforts to address math underachievement in students with EBD. Second, and accepting the findings of Benz and Powell (2021), there is reason to be optimistic about the notion that implementing research-based math interventions can positively impact outcomes of students with EBD. Systematic reviews of teacher-, peer-, and student-directed intervention research in math for students with EBD have shown that direct intervention often results in student achievement gains (Dunn et al., 2017; Peltier et al., 2020, 2021). Across three reviews, the following practitioneroriented implications were offered
《超越行为》(Beyond Behavior)等从业者期刊在将研究转化为教学专业人员的实践方面发挥着关键作用(Hott等人，2018;Lastrapes & Mooney, 2021)。在情绪和行为障碍(EBD)领域，考虑到这些学生的不良结果和该领域专业人员的高流动率，向教育工作者通报研究或基于证据的学术、行为和社会情感实践尤为重要。与使用未经测试的实践相比，使用科学严谨性支持的教学实践被认为是在法律上、道德上、有意义上和逻辑上更好的选择，以满足这一人群的教育需求(Cook & Farley, 2019)。在第31卷的第一期中，一组杰出的教育研究人员强调了基于研究的实践，这些实践极有可能改善EBD学生的数学教学。在我们预览本期中包含的六篇文章之前，我们提供了针对EBD学生的数学教学的两部分基本原理。首先，正如每篇文章所指出的那样，EBD学生的数学成绩落后于非残疾学生以及其他残疾学生。2004年，Reid和他的同事比较了有EBD的学生和没有EBD的学生的成绩样本，报告说有EBD的学生的数学成绩明显较低。爱泼斯坦等人(2005)认为，这种延迟在各个年龄段都很明显，而且稳定，并且在一到两个年级之间落后于同龄人。这些发现需要直接努力解决EBD学生数学成绩不佳的问题。行为和数学障碍的共存可能使学生比数学或行为困难的学生更难以对干预做出反应，特别是对于有外化行为的学生(Benz & Powell, 2021)。这些数据表明，高质量的数学干预必须与高质量的积极行为干预和对EBD学生的支持同时进行。此外，教师在提供高质量行为干预和支持方面的质量已被证明与学生学习数学的动机和数学成绩相关(van Dijk et al.， 2019)。所有这些发现都需要直接努力解决EBD学生数学成绩不佳的问题。其次，接受Benz和Powell(2021)的研究结果，我们有理由对实施基于研究的数学干预可以对EBD学生的结果产生积极影响的观点持乐观态度。对EBD学生数学的教师、同伴和学生导向干预研究的系统回顾表明，直接干预通常会导致学生成绩的提高(Dunn等人，2017;Peltier et al.， 2020, 2021)。在三篇综述中，研究小组成员提出了以下面向从业者的建议:(a)在提供干预措施时要明确;(b)在规划干预措施时采用全部以教师、同伴和学生为导向的方法;(c)在教师提供的干预措施中，在具体-表征-抽象的教学序列中纳入操纵手段;(d)将干预类型与学生需求和/或学生提供干预的教学阶段相匹配。当我们从特别系列的基本原理过渡到对其中文章的简要描述时，让我们对Corey Peltier博士表示感谢，感谢他愿意招募系列作者并贡献自己的力量。我们也感谢其他贡献作者。读者可能会对Peltier博士和其他作者积极参与实验探究以确定有希望的EBD学生数学改进实践的事实感到兴奋。在开篇文章中，Sarah Powell, Sarah Benz, Erica Mason和Erica Lembke描述了如何组织和加强对EBD学生的数学干预。作者对个体化干预的三步过程提供了详细的指导，包括(a)确定关键的数学内容并制定适当的范围和顺序;(b)设计具有共同会议结构的干预;(c)通过增加剂量、关注对齐和关注转移来嵌入和加强学生的支持。在第二篇文章中，Margaret Flores和Vanessa Hinton明确地描述了如何将具体-表示-抽象的指令序列整合到小学学生的编程中。通过对教师指导的课堂活动、方法、材料、程序和有用提示的详细描述，弗洛雷斯和辛顿为读者提供了足够的教学信息，以促进学生的概念理解和数学思维。1072840 bbxxxx10.1177 /10742956211072840超越行为研究-文章2022
{"title":"Research-Based Strategies to Improve Math Instruction for Teachers and Outcomes for Students With Emotional and Behavioral Disorders","authors":"P. Mooney, Joseph B. Ryan","doi":"10.1177/10742956211072840","DOIUrl":"https://doi.org/10.1177/10742956211072840","url":null,"abstract":"Practitioner journals like Beyond Behavior play a critical role in translating research to practice for teaching professionals (Hott et al., 2018; Lastrapes & Mooney, 2021). Informing educators of researchor evidence-based academic, behavioral, and social-emotional practices is particularly important within the field of emotional and behavioral disorders (EBD), given the poor outcomes of these students and the high turnover of professionals within the field. Using instructional practices that are supported by scientific rigor is viewed as legally, ethically, meaningfully, and logically a better choice to meet the educational needs of this population than use of nontested practices (Cook & Farley, 2019). In this first issue of Volume 31, an exceptional group of educational researchers highlight research-based practices that have a great likelihood of improving math teaching and learning for students with EBD. Before we preview the six articles that are included in this issue, we provide a two-part rationale for targeting math instruction for students with EBD. First, as indicated in each of the articles, the math achievement of students with EBD lags behind that of peers without disabilities as well as other students with disabilities. In 2004, Reid and colleagues compared achievement samples of students with EBD to students without EBD and reported that math outcomes were significantly lower for students with EBD. Epstein et al. (2005) characterized the delays as evident across age ranges, stable, and of a magnitude between one and two grade levels behind their peers. These findings necessitate direct efforts to address math underachievement in students with EBD. The co-existence of behavioral and math disabilities may make it more difficult for students to respond to intervention than students with either math or behavioral struggles, particularly for students with externalizing behaviors (Benz & Powell, 2021). These data make clear the understanding that high-quality mathematics intervention must simultaneously be employed with high-quality positive behavioral interventions and supports for students with EBD. Moreover, teacher quality in providing high-quality behavioral interventions and supports has been shown to correlate with student motivation to learn math and their math achievement (van Dijk et al., 2019). All of these findings necessitate direct efforts to address math underachievement in students with EBD. Second, and accepting the findings of Benz and Powell (2021), there is reason to be optimistic about the notion that implementing research-based math interventions can positively impact outcomes of students with EBD. Systematic reviews of teacher-, peer-, and student-directed intervention research in math for students with EBD have shown that direct intervention often results in student achievement gains (Dunn et al., 2017; Peltier et al., 2020, 2021). Across three reviews, the following practitioneroriented implications were offered","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"3 - 4"},"PeriodicalIF":0.6,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41994995","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 : 2022-01-29DOI: 10.1177/10742956211072421
Margaret M. Flores, PhD, BCBA-D, Vanessa M. Hinton, PhD
The concrete–representational–abstract (CRA) sequence of instruction is an explicit methodology for teaching mathematics using multiple representations of concepts. Learning concepts through multiple representations fosters conceptual understanding and mathematical thinking. This article describes how a special education teacher used explicit CRA instruction with two elementary students with emotional and behavioral disorders. Its aims are to describe and provide a rationale for explicit CRA instruction. We describe lesson activities, methods, materials, and procedures. Finally, we offer suggestions for effective implementation.
{"title":"Use of the Concrete–Representational–Abstract Instructional Sequence to Improve Mathematical Outcomes for Elementary Students With EBD","authors":"Margaret M. Flores, PhD, BCBA-D, Vanessa M. Hinton, PhD","doi":"10.1177/10742956211072421","DOIUrl":"https://doi.org/10.1177/10742956211072421","url":null,"abstract":"<p>The concrete–representational–abstract (CRA) sequence of instruction is an explicit methodology for teaching mathematics using multiple representations of concepts. Learning concepts through multiple representations fosters conceptual understanding and mathematical thinking. This article describes how a special education teacher used explicit CRA instruction with two elementary students with emotional and behavioral disorders. Its aims are to describe and provide a rationale for explicit CRA instruction. We describe lesson activities, methods, materials, and procedures. Finally, we offer suggestions for effective implementation.</p>","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"79 7","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496688","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 : 2022-01-27DOI: 10.1177/10742956211072259
Stephanie Morano, Susan M. Aigotti
Fluency in math facts and procedures is critical for math achievement overall and often challenging for students with emotional and behavioral disorders to develop. This article describes how to implement two complementary and evidence-based practice strategies, incremental rehearsal and Cover-Copy-Compare, to build declarative and procedural fluency in tandem. How-to steps, example materials, and additional resources are provided.
{"title":"How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies","authors":"Stephanie Morano, Susan M. Aigotti","doi":"10.1177/10742956211072259","DOIUrl":"https://doi.org/10.1177/10742956211072259","url":null,"abstract":"Fluency in math facts and procedures is critical for math achievement overall and often challenging for students with emotional and behavioral disorders to develop. This article describes how to implement two complementary and evidence-based practice strategies, incremental rehearsal and Cover-Copy-Compare, to build declarative and procedural fluency in tandem. How-to steps, example materials, and additional resources are provided.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"53 - 64"},"PeriodicalIF":0.6,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42442373","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 : 2021-08-22DOI: 10.1177/10742956211040531
Joseph B. Ryan, P. Mooney
{"title":"Meeting the Needs of Students With Emotional and Behavioral Disorders","authors":"Joseph B. Ryan, P. Mooney","doi":"10.1177/10742956211040531","DOIUrl":"https://doi.org/10.1177/10742956211040531","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"123 - 123"},"PeriodicalIF":0.6,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42266896","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 : 2021-08-01DOI: 10.1177/10742956211029605
P. Mooney, Joseph B. Ryan
{"title":"Providing More and Better Practice Opportunities Within the Instructional Programs of Students with Emotional and Behavioral Disorders","authors":"P. Mooney, Joseph B. Ryan","doi":"10.1177/10742956211029605","DOIUrl":"https://doi.org/10.1177/10742956211029605","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"63 - 63"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211029605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48118217","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 : 2021-08-01DOI: 10.1177/10742956211020832
Skip Kumm, Jacob Reeder, E. Farrell
Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.
{"title":"Social Skills Practice Strategy Opportunities for Students With EBD","authors":"Skip Kumm, Jacob Reeder, E. Farrell","doi":"10.1177/10742956211020832","DOIUrl":"https://doi.org/10.1177/10742956211020832","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"42 10","pages":"97 - 106"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211020832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41262315","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 : 2021-08-01DOI: 10.1177/10742956211021377
Luke Santamaria
This professional resource review examines how van Diepen and van Diepen’s ABA Visualized: A Visual Guidebook for Parents and Teachers (2019) serves as a useful resource for parents and practitioners in managing the behavior issues of children with disabilities, including those with emotional and behavioral disorders. Information about applied behavior analysis (ABA) and the presentation of ABA strategies are appraised.
{"title":"ABA Visualized: A Visual Guidebook for Parents and Teachers","authors":"Luke Santamaria","doi":"10.1177/10742956211021377","DOIUrl":"https://doi.org/10.1177/10742956211021377","url":null,"abstract":"This professional resource review examines how van Diepen and van Diepen’s ABA Visualized: A Visual Guidebook for Parents and Teachers (2019) serves as a useful resource for parents and practitioners in managing the behavior issues of children with disabilities, including those with emotional and behavioral disorders. Information about applied behavior analysis (ABA) and the presentation of ABA strategies are appraised.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"116 - 118"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211021377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48921012","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 : 2021-08-01DOI: 10.1177/10742956211020666
Michele L. Moohr, Kinga Balint-Langel, Jonte' C. Taylor, Karen L. Rizzo
The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.
{"title":"Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders","authors":"Michele L. Moohr, Kinga Balint-Langel, Jonte' C. Taylor, Karen L. Rizzo","doi":"10.1177/10742956211020666","DOIUrl":"https://doi.org/10.1177/10742956211020666","url":null,"abstract":"The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"85 - 96"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211020666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48895445","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 : 2021-08-01DOI: 10.1177/10742956211021858
T. Barnes, Christina Cipriano, Yu Xia
Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.
{"title":"Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom","authors":"T. Barnes, Christina Cipriano, Yu Xia","doi":"10.1177/10742956211021858","DOIUrl":"https://doi.org/10.1177/10742956211021858","url":null,"abstract":"Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"107 - 115"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211021858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42702070","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：