Pub Date : 2023-01-03DOI: 10.1177/21651434221141405
Maeghan N. Hennessey, Kendra L. Williams-Diehm, J. Martin
It is critical students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. However, the field needs a research-based, structurally sound assessment to assist teachers in assessing such competencies and then writing appropriate transition goals. The purpose of this pilot study is to determine whether modifications can be made to the Employer Identified Trait Assessment (EITA) for use in school settings without altering its underlying structure. Data were collected from 402 transition-age students, professionals, and family members. Three versions of the EITA were modified for use in this pilot study. Results show modifications did not influence the underlying assessment structure. Implications for practice are discussed.
{"title":"Piloting an Assessment of Foundational Workplace Competencies for Students With Disabilities and Competitive Employment Aspirations","authors":"Maeghan N. Hennessey, Kendra L. Williams-Diehm, J. Martin","doi":"10.1177/21651434221141405","DOIUrl":"https://doi.org/10.1177/21651434221141405","url":null,"abstract":"It is critical students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. However, the field needs a research-based, structurally sound assessment to assist teachers in assessing such competencies and then writing appropriate transition goals. The purpose of this pilot study is to determine whether modifications can be made to the Employer Identified Trait Assessment (EITA) for use in school settings without altering its underlying structure. Data were collected from 402 transition-age students, professionals, and family members. Three versions of the EITA were modified for use in this pilot study. Results show modifications did not influence the underlying assessment structure. Implications for practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"184 - 196"},"PeriodicalIF":3.3,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45718894","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 : 2022-12-21DOI: 10.1177/21651434221142801
Wen-hsuan Chang, Valerie L. Mazzotti, Ya-yu Lo, Stephen M. Kwiatek, D. Test
Parents of youth with disabilities require knowledge to support their children in secondary school. In the 21st century, online asynchronous training is one way to provide knowledge to parents in learning secondary transition concepts. We explored the use of an asynchronous online intervention on three parents’ knowledge of the secondary transition process and confidence levels in supporting their children with disabilities. We used a single-case, concurrent multiple baseline design across three transition areas to evaluate parents’ knowledge of secondary transition planning. Preliminary evidence showed the asynchronous online training improved parents’ knowledge of secondary transition for two participants who completed the entire training program across all three transition areas. Limitations and recommendations for future research and practice are discussed.
{"title":"Exploring Asynchronous Online Parent Training on Transition Knowledge of Parents of Youth With Disabilities","authors":"Wen-hsuan Chang, Valerie L. Mazzotti, Ya-yu Lo, Stephen M. Kwiatek, D. Test","doi":"10.1177/21651434221142801","DOIUrl":"https://doi.org/10.1177/21651434221142801","url":null,"abstract":"Parents of youth with disabilities require knowledge to support their children in secondary school. In the 21st century, online asynchronous training is one way to provide knowledge to parents in learning secondary transition concepts. We explored the use of an asynchronous online intervention on three parents’ knowledge of the secondary transition process and confidence levels in supporting their children with disabilities. We used a single-case, concurrent multiple baseline design across three transition areas to evaluate parents’ knowledge of secondary transition planning. Preliminary evidence showed the asynchronous online training improved parents’ knowledge of secondary transition for two participants who completed the entire training program across all three transition areas. Limitations and recommendations for future research and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"197 - 210"},"PeriodicalIF":3.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48761600","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 : 2022-11-28DOI: 10.1177/21651434221136132
L. Kern, Samantha Kelly, Sarah A. Rosati, Samantha B. Shera, Matthew Fluharty, Rachel Gabrilowitz, Devon Carter, Christopher T. H. Liang, Jennifer Freeman
U.S. federal policy recommends college and career readiness (CCR) programs to ensure students are prepared for postsecondary life. CCR programs may be particularly important for students with, or at risk of, emotional behavior disorders (EBD) who experience poor school and postschool outcomes. This literature review examined CCR programs for secondary-age students with, or at risk of, EBD. After a systematic search, 14 articles were identified that met the inclusion criteria. Although all studies resulted in favorable outcomes in some areas, outcomes were not universally positive. Furthermore, the evaluation of study quality indicated the need for increased research rigor. The findings suggest additional research is needed to identify effective CCR components and ascertain specific intervention outcomes that can be expected. Limitations and implications for research and practice are described.
{"title":"Systematic Review of College and Career Readiness Interventions for Students With Emotional and Behavioral Disorders","authors":"L. Kern, Samantha Kelly, Sarah A. Rosati, Samantha B. Shera, Matthew Fluharty, Rachel Gabrilowitz, Devon Carter, Christopher T. H. Liang, Jennifer Freeman","doi":"10.1177/21651434221136132","DOIUrl":"https://doi.org/10.1177/21651434221136132","url":null,"abstract":"U.S. federal policy recommends college and career readiness (CCR) programs to ensure students are prepared for postsecondary life. CCR programs may be particularly important for students with, or at risk of, emotional behavior disorders (EBD) who experience poor school and postschool outcomes. This literature review examined CCR programs for secondary-age students with, or at risk of, EBD. After a systematic search, 14 articles were identified that met the inclusion criteria. Although all studies resulted in favorable outcomes in some areas, outcomes were not universally positive. Furthermore, the evaluation of study quality indicated the need for increased research rigor. The findings suggest additional research is needed to identify effective CCR components and ascertain specific intervention outcomes that can be expected. Limitations and implications for research and practice are described.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"155 - 168"},"PeriodicalIF":3.3,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47590669","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 : 2022-11-04DOI: 10.1177/21651434221128490
K. Sanderson, J. Bumble
Given the importance of family participation in transition planning, it is essential to understand the concerns parents have for their children with disabilities so professionals can better address family needs and develop strategies to enhance expectations and improve student outcomes. Using results from a national U.S. survey, we examined the extent of parent concern with their child’s postschool outcomes, how postschool concerns are organized, and the factors that predict increased concern. Participants were 240 parents of youth with disabilities ages 16 to 21 years. Results indicate that parent concerns are across postschool activities. Predictors of increased concerns included parent and student characteristics. Comparisons between White and non-White families showed differences in extent of postschool concerns between the groups. Paid work experiences and employing a strengths-based approach were related to decreased concerns. Limitations and implications are discussed.
{"title":"Parent Perspectives: Understanding the Postschool Concerns of Parents of Transition-Age Youth With Disabilities","authors":"K. Sanderson, J. Bumble","doi":"10.1177/21651434221128490","DOIUrl":"https://doi.org/10.1177/21651434221128490","url":null,"abstract":"Given the importance of family participation in transition planning, it is essential to understand the concerns parents have for their children with disabilities so professionals can better address family needs and develop strategies to enhance expectations and improve student outcomes. Using results from a national U.S. survey, we examined the extent of parent concern with their child’s postschool outcomes, how postschool concerns are organized, and the factors that predict increased concern. Participants were 240 parents of youth with disabilities ages 16 to 21 years. Results indicate that parent concerns are across postschool activities. Predictors of increased concerns included parent and student characteristics. Comparisons between White and non-White families showed differences in extent of postschool concerns between the groups. Paid work experiences and employing a strengths-based approach were related to decreased concerns. Limitations and implications are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"120 - 132"},"PeriodicalIF":3.3,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49557683","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 : 2022-11-03DOI: 10.1177/21651434221130295
Graham G. Rifenbark, Tyler A. Hicks, Kathryn M. Burke, Rebecca E. Swinburne Romine, Kandace K. Fleming, K. Shogren
In this study, we estimated the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice in secondary transition, at scale in 17 U.S. school districts to enhance self-determination and transition goal attainment outcomes among 340 transition-age adolescents with intellectual disability. An advantage of the SDLMI is that it can be overlaid upon any curriculum and, therefore, can minimize opportunity costs for self-determination instruction. Using the ingredients method, the current study: (a) identified and described the essential ingredients of SDLMI implementation in typical high school settings, (b) assigned and described the cost of needed ingredients, and (c) calculated a generalizable estimate of the average cost of using the SDLMI with 340 students for one school year across 17 school districts to be $40,221.26 (or $118.30 per student). We discuss how decision-makers considering using the SDLMI in their context can minimize costs while maximizing effects on transition goal attainment outcomes. Several implications of these findings for the field of transition are also described.
{"title":"Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method","authors":"Graham G. Rifenbark, Tyler A. Hicks, Kathryn M. Burke, Rebecca E. Swinburne Romine, Kandace K. Fleming, K. Shogren","doi":"10.1177/21651434221130295","DOIUrl":"https://doi.org/10.1177/21651434221130295","url":null,"abstract":"In this study, we estimated the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice in secondary transition, at scale in 17 U.S. school districts to enhance self-determination and transition goal attainment outcomes among 340 transition-age adolescents with intellectual disability. An advantage of the SDLMI is that it can be overlaid upon any curriculum and, therefore, can minimize opportunity costs for self-determination instruction. Using the ingredients method, the current study: (a) identified and described the essential ingredients of SDLMI implementation in typical high school settings, (b) assigned and described the cost of needed ingredients, and (c) calculated a generalizable estimate of the average cost of using the SDLMI with 340 students for one school year across 17 school districts to be $40,221.26 (or $118.30 per student). We discuss how decision-makers considering using the SDLMI in their context can minimize costs while maximizing effects on transition goal attainment outcomes. Several implications of these findings for the field of transition are also described.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"133 - 141"},"PeriodicalIF":3.3,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482184","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 : 2022-11-01Epub Date: 2022-03-09DOI: 10.1177/21651434221081273
Matthew J Smith, Kari Sherwood, Brittany Ross, Eugene A Oulvey, Julie A Monahan, Jessica E Sipovic, Marc S Atkins, Elizabeth C Danielson, Neil Jordan, Justin D Smith
In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a non-randomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and Virtual Reality Job Interview Training (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < 0.05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. Limitations and implications for research and practice are discussed.
{"title":"Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study.","authors":"Matthew J Smith, Kari Sherwood, Brittany Ross, Eugene A Oulvey, Julie A Monahan, Jessica E Sipovic, Marc S Atkins, Elizabeth C Danielson, Neil Jordan, Justin D Smith","doi":"10.1177/21651434221081273","DOIUrl":"10.1177/21651434221081273","url":null,"abstract":"<p><p>In a previous randomized controlled trial (RCT), <i>Virtual Interview Training for Transition Age Youth</i> (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a non-randomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and <i>Virtual Reality Job Interview Training</i> (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both <i>p</i> < 0.05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. Limitations and implications for research and practice are discussed.</p>","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"213-227"},"PeriodicalIF":3.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11178323/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45391718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.1177/21651434221131770
Stephen M. Kwiatek, Valerie L. Mazzotti, Charles L. Wood, Janie N. Vicchio
Students with disabilities experience less postschool success than students without disabilities. Until recently, college and career readiness efforts did not appear to include an explicit focus on students with disabilities. Because most U.S. students with disabilities spend time in general education settings, general education teachers need strategies to prepare all students for college and careers. The predictors of postschool success appear ideal to support general education teachers with this effort. We investigated the use of an asynchronous online intervention to increase two general education teachers’ knowledge of three predictors of postschool success. Results were promising in that the intervention increased participants’ knowledge of the three predictors. We share limitations related to our research design and suggestions for future research and practice.
{"title":"A Promising Asynchronous Online Intervention to Support General Educators’ Knowledge of Predictors of Postschool Success","authors":"Stephen M. Kwiatek, Valerie L. Mazzotti, Charles L. Wood, Janie N. Vicchio","doi":"10.1177/21651434221131770","DOIUrl":"https://doi.org/10.1177/21651434221131770","url":null,"abstract":"Students with disabilities experience less postschool success than students without disabilities. Until recently, college and career readiness efforts did not appear to include an explicit focus on students with disabilities. Because most U.S. students with disabilities spend time in general education settings, general education teachers need strategies to prepare all students for college and careers. The predictors of postschool success appear ideal to support general education teachers with this effort. We investigated the use of an asynchronous online intervention to increase two general education teachers’ knowledge of three predictors of postschool success. Results were promising in that the intervention increased participants’ knowledge of the three predictors. We share limitations related to our research design and suggestions for future research and practice.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"142 - 154"},"PeriodicalIF":3.3,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44701156","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 : 2022-10-16DOI: 10.1177/21651434221123889
Valerie L. Mazzotti, Allison R. Lombardi
{"title":"From the Editors","authors":"Valerie L. Mazzotti, Allison R. Lombardi","doi":"10.1177/21651434221123889","DOIUrl":"https://doi.org/10.1177/21651434221123889","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"175 - 175"},"PeriodicalIF":3.3,"publicationDate":"2022-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47162888","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 : 2022-09-17DOI: 10.1177/21651434221119794
M. Lambert, J. Sinclair, Jodie R. Martin, M. Epstein
Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the Behavioral and Emotional Rating Scale-3: Teacher Rating Scale (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.
{"title":"Validity and Reliability Evidence for Use of the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students","authors":"M. Lambert, J. Sinclair, Jodie R. Martin, M. Epstein","doi":"10.1177/21651434221119794","DOIUrl":"https://doi.org/10.1177/21651434221119794","url":null,"abstract":"Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the Behavioral and Emotional Rating Scale-3: Teacher Rating Scale (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"104 - 115"},"PeriodicalIF":3.3,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46577557","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 : 2022-09-01DOI: 10.1177/21651434221116311
Jessica L. Monahan, Allison R. Lombardi, Joseph W. Madaus, Jennifer Freeman, Nicholas W. Gelbar
All students, including those with disabilities, must be college and career ready, which requires high expectations for them (Every Student Succeeds Act, 2015). In this study, we developed and validated the College and Career Readiness Teacher Expectation Survey (CCR-TES), an instrument that measures the postschool expectations that educators have for students with disabilities (SWD). With a sample of 459 educators, we provide initial evidence for strongly correlated factors, highlighting the difficulty in measuring CCR. Results support one general CCR factor, and invariance testing results show the CCR-TES functions similarly for special and general education teachers. Furthermore, results also revealed educators have somewhat low postsecondary expectations for SWD. Implications for teachers, researchers, and policymakers are discussed.
{"title":"Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students With Disabilities","authors":"Jessica L. Monahan, Allison R. Lombardi, Joseph W. Madaus, Jennifer Freeman, Nicholas W. Gelbar","doi":"10.1177/21651434221116311","DOIUrl":"https://doi.org/10.1177/21651434221116311","url":null,"abstract":"All students, including those with disabilities, must be college and career ready, which requires high expectations for them (Every Student Succeeds Act, 2015). In this study, we developed and validated the College and Career Readiness Teacher Expectation Survey (CCR-TES), an instrument that measures the postschool expectations that educators have for students with disabilities (SWD). With a sample of 459 educators, we provide initial evidence for strongly correlated factors, highlighting the difficulty in measuring CCR. Results support one general CCR factor, and invariance testing results show the CCR-TES functions similarly for special and general education teachers. Furthermore, results also revealed educators have somewhat low postsecondary expectations for SWD. Implications for teachers, researchers, and policymakers are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"83 - 93"},"PeriodicalIF":3.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036340","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}
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：