Pub Date : 2020-10-07DOI: 10.1177/2165143420961853
Vidya D. Munandar, L. A. Bross, Kathleen N. Zimmerman, Mary E. Morningstar
Job seekers with autism will likely benefit from explicit instruction in job interviewing skills given their social communication support needs. The purpose of this study was to examine the effects of a video-based intervention (VBI) to increase storytelling ability in responding to Patterned Behavior Description Interview (PBDI) questions in mock job interviews for college students with autism. This type of question is increasingly used in job interviews as a tool to select and hire candidates. A concurrent multiple-probe across participants design was used for four college students with autism (ages 19–38 years). Results indicated a functional relation between VBI and storytelling abilities was present for all participants. Implications for practice and research related to enhancing the job interviewing skills of college students with autism are discussed.
{"title":"Video-Based Intervention to Improve Storytelling Ability in Job Interviews for College Students With Autism","authors":"Vidya D. Munandar, L. A. Bross, Kathleen N. Zimmerman, Mary E. Morningstar","doi":"10.1177/2165143420961853","DOIUrl":"https://doi.org/10.1177/2165143420961853","url":null,"abstract":"Job seekers with autism will likely benefit from explicit instruction in job interviewing skills given their social communication support needs. The purpose of this study was to examine the effects of a video-based intervention (VBI) to increase storytelling ability in responding to Patterned Behavior Description Interview (PBDI) questions in mock job interviews for college students with autism. This type of question is increasingly used in job interviews as a tool to select and hire candidates. A concurrent multiple-probe across participants design was used for four college students with autism (ages 19–38 years). Results indicated a functional relation between VBI and storytelling abilities was present for all participants. Implications for practice and research related to enhancing the job interviewing skills of college students with autism are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"203 - 215"},"PeriodicalIF":3.3,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420961853","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-23DOI: 10.1177/2165143420953908
Annemarie L. Horn, Selena J. Layden, Jonna Bobzien
The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the intervention. Data indicated most participants required noncontrolling prompts in addition to the VM to acquire and perform the task analysis (TA) steps with accuracy. Yet once participants reached criterion, they independently performed the multistep skills and the newly learned behaviors were generalized and maintained 6 weeks posttreatment. These results extend the potential utility of VM instruction. Implications for research and practical application are discussed.
{"title":"Where Are You? Young Adults With Autism Calling and Texting Location Following Video Modeling Instruction","authors":"Annemarie L. Horn, Selena J. Layden, Jonna Bobzien","doi":"10.1177/2165143420953908","DOIUrl":"https://doi.org/10.1177/2165143420953908","url":null,"abstract":"The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the intervention. Data indicated most participants required noncontrolling prompts in addition to the VM to acquire and perform the task analysis (TA) steps with accuracy. Yet once participants reached criterion, they independently performed the multistep skills and the newly learned behaviors were generalized and maintained 6 weeks posttreatment. These results extend the potential utility of VM instruction. Implications for research and practical application are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"366 5","pages":"17 - 27"},"PeriodicalIF":3.3,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420953908","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41286559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-23DOI: 10.1177/2165143420958607
Carly B. Gilson, Christopher G. Thompson, Kristina E. Ingles, Kaitlyn Stein, Naike Wang, Malena A. Nygaard
There is a growing urgency to equip transition-age students with intellectual and developmental disabilities for competitive, integrated employment. Prior research demonstrates the positive effects of job coaching, yet no known training exists for educators to learn how to provide appropriate employment-related supports to promote student independence and social integration. We conducted a stratified quasi-experimental design to evaluate the efficacy and social validity of a professional development pilot program for 46 transition educators across three school districts. Our findings indicate the Job Coaching Academy contributed to increased feelings of self-efficacy related to job coaching and modest growth in educators’ coaching behaviors. We share implications for practice and research in expanding targeted training opportunities for transition educators.
{"title":"The Job Coaching Academy for Transition Educators: A Preliminary Evaluation","authors":"Carly B. Gilson, Christopher G. Thompson, Kristina E. Ingles, Kaitlyn Stein, Naike Wang, Malena A. Nygaard","doi":"10.1177/2165143420958607","DOIUrl":"https://doi.org/10.1177/2165143420958607","url":null,"abstract":"There is a growing urgency to equip transition-age students with intellectual and developmental disabilities for competitive, integrated employment. Prior research demonstrates the positive effects of job coaching, yet no known training exists for educators to learn how to provide appropriate employment-related supports to promote student independence and social integration. We conducted a stratified quasi-experimental design to evaluate the efficacy and social validity of a professional development pilot program for 46 transition educators across three school districts. Our findings indicate the Job Coaching Academy contributed to increased feelings of self-efficacy related to job coaching and modest growth in educators’ coaching behaviors. We share implications for practice and research in expanding targeted training opportunities for transition educators.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"148 - 160"},"PeriodicalIF":3.3,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420958607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43267858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-23DOI: 10.1177/2165143420958674
D. Rowe, Valerie L. Mazzotti, C. Fowler, D. Test, Vickie J. Mitchell, K. Clark, D. Holzberg, Tosha L. Owens, Dana E. Rusher, Rachel L. Seaman-Tullis, Christina M. Gushanas, Hannah Castle, Wen-hsuan Chang, Ashley P. Voggt, Stephen M. Kwiatek, Catherine Dean
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.
{"title":"Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills","authors":"D. Rowe, Valerie L. Mazzotti, C. Fowler, D. Test, Vickie J. Mitchell, K. Clark, D. Holzberg, Tosha L. Owens, Dana E. Rusher, Rachel L. Seaman-Tullis, Christina M. Gushanas, Hannah Castle, Wen-hsuan Chang, Ashley P. Voggt, Stephen M. Kwiatek, Catherine Dean","doi":"10.1177/2165143420958674","DOIUrl":"https://doi.org/10.1177/2165143420958674","url":null,"abstract":"Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"28 - 46"},"PeriodicalIF":3.3,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420958674","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42622820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-23DOI: 10.1177/2165143420959055
Kathryn M. Burke, K. Shogren, Sarah R. Carlson
Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.
{"title":"Examining Types of Goals Set by Transition-Age Students With Intellectual Disability","authors":"Kathryn M. Burke, K. Shogren, Sarah R. Carlson","doi":"10.1177/2165143420959055","DOIUrl":"https://doi.org/10.1177/2165143420959055","url":null,"abstract":"Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"135 - 147"},"PeriodicalIF":3.3,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420959055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48987805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-28DOI: 10.1177/2165143420948838
J. Sinclair, Deanne Unruh, K. Kelly
Increasing engagement to school, employment, and community are strong predictors of reducing recidivism for youth involved in the juvenile justice system. This study examined what occurs at reentry upon leaving a youth correctional setting. This study comprised of qualitative semi-structured interviews of transition specialists (TSs; n = 7) and young offenders (n = 8) who participated in a 4-year reentry project in the Pacific Northwest. A total of 21 (13 TS and eight youth) interviews were thematically coded. Findings from this study included the important role of the TS in supporting a youth’s school, family, and community reentry. Key themes are described around the services to support employment, school engagement, and independent living during a youth’s reentry into a school setting.
{"title":"Relationships Matter: The Role Transition Specialists Play in Youth’s Reentry From the Juvenile Justice System","authors":"J. Sinclair, Deanne Unruh, K. Kelly","doi":"10.1177/2165143420948838","DOIUrl":"https://doi.org/10.1177/2165143420948838","url":null,"abstract":"Increasing engagement to school, employment, and community are strong predictors of reducing recidivism for youth involved in the juvenile justice system. This study examined what occurs at reentry upon leaving a youth correctional setting. This study comprised of qualitative semi-structured interviews of transition specialists (TSs; n = 7) and young offenders (n = 8) who participated in a 4-year reentry project in the Pacific Northwest. A total of 21 (13 TS and eight youth) interviews were thematically coded. Findings from this study included the important role of the TS in supporting a youth’s school, family, and community reentry. Key themes are described around the services to support employment, school engagement, and independent living during a youth’s reentry into a school setting.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"4 - 16"},"PeriodicalIF":3.3,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420948838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44720579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-28DOI: 10.1177/2165143420952050
David R. Johnson, M. Thurlow, Yi-Chen Wu, J. LaVelle, Ernest C Davenport
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories—autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.
{"title":"IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012","authors":"David R. Johnson, M. Thurlow, Yi-Chen Wu, J. LaVelle, Ernest C Davenport","doi":"10.1177/2165143420952050","DOIUrl":"https://doi.org/10.1177/2165143420952050","url":null,"abstract":"This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories—autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"43 1","pages":"226 - 239"},"PeriodicalIF":3.3,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420952050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48079002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-20DOI: 10.1177/2165143420948766
Melissa A. Sreckovic, K. Hume, T. Regan
Developing skills for functional independence is important to gain employment, engage in postsecondary education, and live independently. Unfortunately, individuals with autism spectrum disorder (ASD) experience difficulties with functional independence skills needed to complete common, everyday tasks. This study examined the effects of work systems to increase independent task initiation and completion of tasks in home settings completed by three adolescents with ASD. The work systems were implemented by parents. Results indicated parent-implemented work systems are effective at increasing the task initiation and completion of everyday tasks, completed by adolescents with ASD.
{"title":"Use of Work Systems to Increase the Independence of Adolescents With Autism Spectrum Disorder","authors":"Melissa A. Sreckovic, K. Hume, T. Regan","doi":"10.1177/2165143420948766","DOIUrl":"https://doi.org/10.1177/2165143420948766","url":null,"abstract":"Developing skills for functional independence is important to gain employment, engage in postsecondary education, and live independently. Unfortunately, individuals with autism spectrum disorder (ASD) experience difficulties with functional independence skills needed to complete common, everyday tasks. This study examined the effects of work systems to increase independent task initiation and completion of tasks in home settings completed by three adolescents with ASD. The work systems were implemented by parents. Results indicated parent-implemented work systems are effective at increasing the task initiation and completion of everyday tasks, completed by adolescents with ASD.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"43 1","pages":"240 - 256"},"PeriodicalIF":3.3,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420948766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43109985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-06DOI: 10.1177/2165143420941488
L. A. Bross, J. Travers, Howard P. Wills, Jonathan M. Huffman, Emma K. Watson, Mary E. Morningstar, B. Boyd
This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for all participants. Coworkers, job coaches, and supervisors successfully applied the VM intervention during the generalization condition. Maintenance probes conducted at 2 and 4 weeks indicated that most customer service skills were maintained. Results indicated VM was also effective in enhancing the quality of interactions with customers. Implications for research and practice related to the competitive employment of young adults with ASD are discussed.
{"title":"Effects of Video Modeling for Young Adults With Autism in Community Employment Settings","authors":"L. A. Bross, J. Travers, Howard P. Wills, Jonathan M. Huffman, Emma K. Watson, Mary E. Morningstar, B. Boyd","doi":"10.1177/2165143420941488","DOIUrl":"https://doi.org/10.1177/2165143420941488","url":null,"abstract":"This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for all participants. Coworkers, job coaches, and supervisors successfully applied the VM intervention during the generalization condition. Maintenance probes conducted at 2 and 4 weeks indicated that most customer service skills were maintained. Results indicated VM was also effective in enhancing the quality of interactions with customers. Implications for research and practice related to the competitive employment of young adults with ASD are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"43 1","pages":"209 - 225"},"PeriodicalIF":3.3,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420941488","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49195611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1177/2165143419893363
Belkis Choiseul‐Praslin, Amber E. McConnell
Students with significant disabilities typically experience poor postschool employment outcomes. However, when provided opportunities to work and engage within their communities, they can gain necessary work-specific and workplace social skills to improve outcomes. This article outlines a six-step model for community-based employment programs designed to support students with significant disabilities. The six steps include (a) interagency collaboration, (b) staff training, (c) scheduling, (d) skill acquisition, (e) data tracking, and (f) student involvement. One teacher’s experience as she worked to create such a program is used as a guide to indicate how the steps can be transferred to other schools.
{"title":"Increasing Work Skills for Students With Significant Disabilities: A Six-Step Model for Transition Worksite Programs","authors":"Belkis Choiseul‐Praslin, Amber E. McConnell","doi":"10.1177/2165143419893363","DOIUrl":"https://doi.org/10.1177/2165143419893363","url":null,"abstract":"Students with significant disabilities typically experience poor postschool employment outcomes. However, when provided opportunities to work and engage within their communities, they can gain necessary work-specific and workplace social skills to improve outcomes. This article outlines a six-step model for community-based employment programs designed to support students with significant disabilities. The six steps include (a) interagency collaboration, (b) staff training, (c) scheduling, (d) skill acquisition, (e) data tracking, and (f) student involvement. One teacher’s experience as she worked to create such a program is used as a guide to indicate how the steps can be transferred to other schools.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"43 1","pages":"180 - 186"},"PeriodicalIF":3.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143419893363","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45517775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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