This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration.
{"title":"Technology Integration Among Special Education Certified Co-Teachers in the Inclusion Classroom","authors":"Kathryn Nieves Licwinko","doi":"10.1177/01626434241227170","DOIUrl":"https://doi.org/10.1177/01626434241227170","url":null,"abstract":"This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"8 6","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assistive technology (AT) is a critical in providing students with visual impairments (VI) access to classroom information. However, little is known about how the fluid and diverse experiences across core-content classrooms that impact the nature of AT use among students with VI. We conducted three classroom observations of 10 secondary-age (i.e., 6th through 12th grade) students with VI in core-content classrooms (i.e., math, English, social studies, or science). Wide variations in AT use suggest that AT needs are individualized. Additionally, writing tasks, reading tasks, and independent instructional groupings were associated with the highest rates of AT usage. However, students receive little support for using their AT in classrooms. We offer implications and recommendations for research and practice aimed at increasing AT use in core-content classrooms.
{"title":"Assistive Technology Use Among Students with Visual Impairments in Academic Classes","authors":"Michael Tuttle, Erik W. Carter","doi":"10.1177/01626434231217050","DOIUrl":"https://doi.org/10.1177/01626434231217050","url":null,"abstract":"Assistive technology (AT) is a critical in providing students with visual impairments (VI) access to classroom information. However, little is known about how the fluid and diverse experiences across core-content classrooms that impact the nature of AT use among students with VI. We conducted three classroom observations of 10 secondary-age (i.e., 6th through 12th grade) students with VI in core-content classrooms (i.e., math, English, social studies, or science). Wide variations in AT use suggest that AT needs are individualized. Additionally, writing tasks, reading tasks, and independent instructional groupings were associated with the highest rates of AT usage. However, students receive little support for using their AT in classrooms. We offer implications and recommendations for research and practice aimed at increasing AT use in core-content classrooms.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"162 ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assistive technology (AT) is critical for students with disabilities to access and engage in the general education curriculum, but research has consistently reported a lack of AT knowledge among general and special education teachers. This synthesis reviewed the literature on AT instruction in teacher preparation programs. A total of 14 studies were selected using specific selection criteria. Findings indicated that after receiving AT instruction, pre-service teachers showed positive gains in self-reported AT skills/knowledge, assessed AT skills/knowledge, and attitudes/perspectives toward AT, regardless of modality, incorporated instructional methods, or measurement. Despite the promising effects of AT instruction, this synthesis highlights the scarcity of research in the realm of such instruction within teacher preparation programs and emphasizes the need for more robust research methodologies in this area.
{"title":"Effects of Assistive Technology Instruction on Pre-Service Teachers: A Systematic Review","authors":"Jiyeon Park, Michelle Gremp, M. Ok","doi":"10.1177/01626434231210988","DOIUrl":"https://doi.org/10.1177/01626434231210988","url":null,"abstract":"Assistive technology (AT) is critical for students with disabilities to access and engage in the general education curriculum, but research has consistently reported a lack of AT knowledge among general and special education teachers. This synthesis reviewed the literature on AT instruction in teacher preparation programs. A total of 14 studies were selected using specific selection criteria. Findings indicated that after receiving AT instruction, pre-service teachers showed positive gains in self-reported AT skills/knowledge, assessed AT skills/knowledge, and attitudes/perspectives toward AT, regardless of modality, incorporated instructional methods, or measurement. Despite the promising effects of AT instruction, this synthesis highlights the scarcity of research in the realm of such instruction within teacher preparation programs and emphasizes the need for more robust research methodologies in this area.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"16 8","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139251395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital technology has been an integral part of transforming educational resources for students in recent decades, however, the fallout of the COVID-19 pandemic has focused education on infusion of digital technologies throughout programs to better meet students’ needs. School districts have benefited from the American Rescue Plan Act funding and the surge of new or re-envisioned resources and tools launched in the aftermath of the pandemic’s influence on school environments. Through this phenomenon, new opportunities have become particularly accessible to students with disabilities, and educators are in a new position to collaboratively consult to ensure resource availability. This paper discusses implications of the progressing landscape of technology in schools for providing mental health services. Using a fictional district-wide memo it illustrates how collaborative consultation can guide practitioners to use ethical considerations and ideal practices in technology integration and collaboration to meet the needs of students with disabilities.
近几十年来，数字技术一直是改变学生教育资源的一个组成部分，然而，2019冠状病毒病大流行的影响使教育重点放在将数字技术融入整个课程中，以更好地满足学生的需求。各学区受益于《美国救援计划法案》(American Rescue Plan Act)的资金，以及在疫情对学校环境产生影响后启动的大量新的或重新设想的资源和工具。通过这种现象，残疾学生特别容易获得新的机会，教育工作者处于一个新的位置，可以进行协作协商，以确保资源的可用性。本文讨论了技术的发展前景对学校提供心理健康服务的影响。通过一份虚构的全区备忘录，它说明了协作咨询如何指导从业人员在技术整合和协作方面考虑道德因素和理想做法，以满足残疾学生的需求。
{"title":"Demystifying Tele-Counseling: Meeting Student Needs Through Ethical Decision-Making and Collaborative Consultation","authors":"Mia Kim Williams, Robert Paul Maddox, Tiffany Hunt, Alexandra Frank, James Rujimora, Lindsey Nichols, Heather Summers","doi":"10.1177/01626434231198227","DOIUrl":"https://doi.org/10.1177/01626434231198227","url":null,"abstract":"Digital technology has been an integral part of transforming educational resources for students in recent decades, however, the fallout of the COVID-19 pandemic has focused education on infusion of digital technologies throughout programs to better meet students’ needs. School districts have benefited from the American Rescue Plan Act funding and the surge of new or re-envisioned resources and tools launched in the aftermath of the pandemic’s influence on school environments. Through this phenomenon, new opportunities have become particularly accessible to students with disabilities, and educators are in a new position to collaboratively consult to ensure resource availability. This paper discusses implications of the progressing landscape of technology in schools for providing mental health services. Using a fictional district-wide memo it illustrates how collaborative consultation can guide practitioners to use ethical considerations and ideal practices in technology integration and collaboration to meet the needs of students with disabilities.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"8 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.
{"title":"An Evaluation of Online Training on Pre-service Special Education Teachers’ Case Application of Visual Schedules for Individuals With Intellectual and Developmental Disability in China","authors":"Zhigao Liang, Juanjuan Zuo, David Lee","doi":"10.1177/01626434231214792","DOIUrl":"https://doi.org/10.1177/01626434231214792","url":null,"abstract":"Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"18 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135043236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student’s unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.
{"title":"Navigation Support for Students with Intellectual Disability Using Mobile Devices","authors":"Olivia R. Hester, Lori E. Cooney, Don D. McMahon","doi":"10.1177/01626434231210989","DOIUrl":"https://doi.org/10.1177/01626434231210989","url":null,"abstract":"Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student’s unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"297 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Novice special education teachers often face challenges in developing high-quality Individualized Education Program (IEP) goals for children with autism. The use of artificial intelligence (AI) tools, such as ChatGPT, has shown potential in supporting teachers in IEP development. This study aimed to investigate the impact of ChatGPT on the quality, content, and time spent on IEP goal development for novice special education teachers. Moreover, impact of previous training on IEP and goal development was examined. 22 novice special education teachers were randomly assigned to either the ChatGPT group or the control group. Participants developed IEP goals for five children with autism, and the quality of the goals was assessed using the Revised IEP/IFSP Goals and Objective Rating Instrument. The use of ChatGPT significantly improved the quality of IEP goals developed by novice special education teachers, regardless of previous training status. Moreover, novice teachers who used ChatGPT spent significantly less time developing IEP goals compared to those who did not use ChatGPT. Furthermore, the IEP goals developed by the ChatGPT group were more comprehensive, addressing specific strengths and needs of children with autism, in comparison to the goals developed by the control group. The findings suggest that the use of ChatGPT can be a valuable tool in supporting novice special education teachers in developing high-quality IEP goals efficiently. The study highlights the importance of providing training on IEP development and the potential benefits of AI tools in general and special education practice.
{"title":"Chatting with GPT: Enhancing Individualized Education Program Goal Development for Novice Special Education Teachers","authors":"Salih Rakap","doi":"10.1177/01626434231211295","DOIUrl":"https://doi.org/10.1177/01626434231211295","url":null,"abstract":"Novice special education teachers often face challenges in developing high-quality Individualized Education Program (IEP) goals for children with autism. The use of artificial intelligence (AI) tools, such as ChatGPT, has shown potential in supporting teachers in IEP development. This study aimed to investigate the impact of ChatGPT on the quality, content, and time spent on IEP goal development for novice special education teachers. Moreover, impact of previous training on IEP and goal development was examined. 22 novice special education teachers were randomly assigned to either the ChatGPT group or the control group. Participants developed IEP goals for five children with autism, and the quality of the goals was assessed using the Revised IEP/IFSP Goals and Objective Rating Instrument. The use of ChatGPT significantly improved the quality of IEP goals developed by novice special education teachers, regardless of previous training status. Moreover, novice teachers who used ChatGPT spent significantly less time developing IEP goals compared to those who did not use ChatGPT. Furthermore, the IEP goals developed by the ChatGPT group were more comprehensive, addressing specific strengths and needs of children with autism, in comparison to the goals developed by the control group. The findings suggest that the use of ChatGPT can be a valuable tool in supporting novice special education teachers in developing high-quality IEP goals efficiently. The study highlights the importance of providing training on IEP development and the potential benefits of AI tools in general and special education practice.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"282 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this descriptive review of nine research studies was to explore the types of educational technologies used with SWDs to support written expression (WE), the implementation of the educational technology for WE, and the methods and domains WE outcomes are measured. This review focused on: (1) the technologies utilized in combination with WE outcomes; (2) student demographics, background experience and knowledge of technology, and the training they received for the educational technology in the intervention; (3) strategy use for WE and the accompanying student training; and (4) the instrumentation and WE criteria assessed. Based on the results of this review, we provide recommendations for future research around educational technologies to support WE.
{"title":"Educational Technology to Support Written Expression: A Systematic Literature Review","authors":"Samantha R. Goldman, Adam Carreon, Sean J. Smith, Kathleen N. Zimmerman","doi":"10.1177/01626434231210987","DOIUrl":"https://doi.org/10.1177/01626434231210987","url":null,"abstract":"The purpose of this descriptive review of nine research studies was to explore the types of educational technologies used with SWDs to support written expression (WE), the implementation of the educational technology for WE, and the methods and domains WE outcomes are measured. This review focused on: (1) the technologies utilized in combination with WE outcomes; (2) student demographics, background experience and knowledge of technology, and the training they received for the educational technology in the intervention; (3) strategy use for WE and the accompanying student training; and (4) the instrumentation and WE criteria assessed. Based on the results of this review, we provide recommendations for future research around educational technologies to support WE.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" 44","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent findings from social attention research suggest direct engagement with others is a necessary condition for the social cognitive development of both autistic children and their typically developing peers. These findings come from studies that have used eye-tracking technology and paradigms for measuring social attention in naturalistic, real-time settings. Social interactions allow two social partners to coordinate their attention in order to understand each other. Using a framework for studying social cognitive development and social attention in the context of social interactions, this article proposes the use of eye-tracking paradigms for social attention research and presents an intervention called second-person interactions (SPI). The article provides a review of eye-tracking research and interventions for social attention and describes the methods for assessing social attention using the SPI intervention.
{"title":"Using Eye-Tracking Methods for Social Attention Research and Interventions","authors":"Catherine A. Bacos, Michael P. McCreery, Randall Boone","doi":"10.1177/01626434231210986","DOIUrl":"https://doi.org/10.1177/01626434231210986","url":null,"abstract":"Recent findings from social attention research suggest direct engagement with others is a necessary condition for the social cognitive development of both autistic children and their typically developing peers. These findings come from studies that have used eye-tracking technology and paradigms for measuring social attention in naturalistic, real-time settings. Social interactions allow two social partners to coordinate their attention in order to understand each other. Using a framework for studying social cognitive development and social attention in the context of social interactions, this article proposes the use of eye-tracking paradigms for social attention research and presents an intervention called second-person interactions (SPI). The article provides a review of eye-tracking research and interventions for social attention and describes the methods for assessing social attention using the SPI intervention.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"3 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135872462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Editing and revising is a necessary, yet complex, stage of the writing process that is challenging for students with and without disabilities. One solution to improve overall writing outcomes is with strategy instruction, such as the Strategic Instruction Model for writing. More specifically, strategies such as the Error Monitoring Strategy, that support editing and revising. Additionally, with the increase in access to devices, and the continued development of tools that support writing, these strategies should be aligned to technologies to further support students with learning disabilities and other struggling writers. Simply providing teaching strategies to students and providing them with devices is not enough to improve writing outcomes. Rather, explicit instruction in the strategy and the tool, along with how to use them together, is necessary.The purpose of this article is to offer an example of how educators can combine effective writing strategy instruction with readily and easily available technology tools to support the needs of students who struggle with writing.
{"title":"Aligning an Editing and Revising Writing Strategy to Technology Supports for Students With Learning Disabilities","authors":"Samantha R. Goldman, Adam Carreon, Sean J. Smith","doi":"10.1177/01626434231211294","DOIUrl":"https://doi.org/10.1177/01626434231211294","url":null,"abstract":"Editing and revising is a necessary, yet complex, stage of the writing process that is challenging for students with and without disabilities. One solution to improve overall writing outcomes is with strategy instruction, such as the Strategic Instruction Model for writing. More specifically, strategies such as the Error Monitoring Strategy, that support editing and revising. Additionally, with the increase in access to devices, and the continued development of tools that support writing, these strategies should be aligned to technologies to further support students with learning disabilities and other struggling writers. Simply providing teaching strategies to students and providing them with devices is not enough to improve writing outcomes. Rather, explicit instruction in the strategy and the tool, along with how to use them together, is necessary.The purpose of this article is to offer an example of how educators can combine effective writing strategy instruction with readily and easily available technology tools to support the needs of students who struggle with writing.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"3 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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