Journal of Communication Disorders最新文献

{"title":"Perceptual and acoustic predictors of speech intelligibility among Hebrew-speaking young adults with down syndrome","authors":"Micalle Carl,&nbsp;Michal Icht","doi":"10.1016/j.jcomdis.2025.106529","DOIUrl":"10.1016/j.jcomdis.2025.106529","url":null,"abstract":"<div><h3>Background</h3><div>Down syndrome (DS) is a common chromosomal disorder associated with various speech impairments, including reduced intelligibility. While speech subsystem deficits in DS have been documented, their relative influence on intelligibility remains understudied, particularly in non-English speaking populations. This study investigated speech intelligibility and select subsystem functioning in Hebrew-speaking young adults with DS, aiming to describe the speech production disorder and identify predictors of single-word intelligibility in this population.</div></div><div><h3>Methods</h3><div>Twenty-four adults with DS and 24 typically developing (TD) peers produced common single words in Hebrew. Perceptual and acoustic analyses were conducted on select speech subsystems, including articulatory (consonant and vowel production) and phonatory measures.</div></div><div><h3>Results</h3><div>Speakers with DS had higher error rates for complex consonants and demonstrated vowel space centralization compared to TD peers. Group differences were observed in most acoustic vowel measures, with interactions with speaker gender, but only select acoustic voice measures. Stepwise regression analysis identified three significant predictors of single-word intelligibility in the DS group, namely Percentage of Consonants Correct (PCC), Jitter (ppq), and average ellipse size of vowel clusters within the acoustic vowel space.</div></div><div><h3>Conclusions</h3><div>These findings highlight the complex nature of speech intelligibility deficits in individuals with DS, emphasizing both articulatory and phonatory contributing factors. The results also suggest potential cross-linguistic differences in subsystem contributions to intelligibility. Clinical implications include the need for comprehensive assessment and targeted interventions addressing multiple speech subsystems in this population.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106529"},"PeriodicalIF":1.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading in aphasia: Supporting engagement in and enjoyment of reading in an aphasia support centre","authors":"Janet Webster ,&nbsp;Julie Morris ,&nbsp;Kathy Cann","doi":"10.1016/j.jcomdis.2025.106528","DOIUrl":"10.1016/j.jcomdis.2025.106528","url":null,"abstract":"<div><div>People with aphasia often experience difficulties with reading. Within the literature, there are a small number of reports of dedicated book clubs for people with aphasia, providing a social activity for individuals to reconnect with reading in a supportive environment. This paper describes an exploratory study investigating how to support people with aphasia's engagement and enjoyment of reading in an aphasia support centre. The study consisted of two phases. In phase 1, a focus group explored people with aphasia's reading and preferences about social reading activities. In phase 2, a novel reading group that reflected the preferences shared within the focus group was offered in the support centre.</div><div>The focus group revealed individual variability in both pre- and post-stroke reading. People were motivated to read but found it effortful. Participants were interested in a social reading activity but felt a book club was not feasible due to differences in reading preferences, ability, and the effort required to read. The novel reading group was designed to allow individuals to share what they had read at home in a supportive and encouraging environment. The format allowed everyone to engage and participants reported improved reading. This social reading activity encouraged people to read their own reading material rather than a shared book, allowing consideration of personal preference and accommodation of different levels of reading ability. Individuals did not need to read the same reading material to benefit from sharing the experience of reading.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106528"},"PeriodicalIF":1.8,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The perceptions, attitudes and experiences of service users with telehealth speech-language pathology services","authors":"Reem S.W. Alyahya","doi":"10.1016/j.jcomdis.2025.106527","DOIUrl":"10.1016/j.jcomdis.2025.106527","url":null,"abstract":"<div><h3>Aims</h3><div>To investigate the perceptions, attitudes, and experiences of clients and caregivers towards telehealth Speech-Language Pathology (SLP) services.</div></div><div><h3>Methods</h3><div>A comprehensive questionnaire was developed and validated to investigate the perceptions, attitudes, and experiences of service users towards telehealth services. The questionnaire included questions related to telehealth experience, client's preferences, and the perceived facilitators, barriers, advantages, and disadvantages of telehealth. Phone survey was used to collect data from clients and caregivers of clients who received telehealth SLP services during and after the COVID-19 pandemic.</div></div><div><h3>Results</h3><div>A total of 293 clients and caregivers participated in this study. The findings indicated that 97.95 % of the respondents reportedly received telehealth SLP services for the first time during the COVID-19 pandemic, mainly through video-communication (51.2 %), and for different clinical services, with therapy (31.04 %) and monitoring (31.28 %) being the highest services. Of the total respondents, 54.95 % felt that telehealth appointments were similar to in-person appointments. However, 41.30 % of the respondents preferred receiving in-person appointments. Statistical analyses indicated that eight factors were perceived by service users as significant primary facilitators of telehealth (e.g., good internet connection, available resources, experience with technology), whereas only three factors were perceived as significant primary barriers (e.g., poor image/sound quality, and client's communication impairments). Furthermore, 10 factors were perceived as significant primary advantages of telehealth (e.g., reduced cost and travel time), while only one factor was identified as a significant primary disadvantage (inability to conduct a physical examination).</div></div><div><h3>Conclusions</h3><div>Service users identified numerous advantages of telehealth, including improved access to healthcare, and reduced costs, while only one disadvantage was identified (lack of physical examinations). The perceived facilitators and barriers of telehealth by service users can be classified into technology-related factors (e.g., comfort with technology, internet connection) and client-related factors (e.g., client's cognitive and sensory abilities). These technology and client-related factors should be considered by policy makers and funding bodies while planning the establishment or expansion of telehealth services.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106527"},"PeriodicalIF":1.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of reliability and validity of the Boston diagnostic aphasia examination (BDAE-2) in a Serbian population","authors":"Mile Vuković ,&nbsp;Lana Jerkić Rajić ,&nbsp;Tanja Milovanović ,&nbsp;Natalie F. Douglas","doi":"10.1016/j.jcomdis.2025.106526","DOIUrl":"10.1016/j.jcomdis.2025.106526","url":null,"abstract":"<div><div>The Boston Diagnostic Aphasia Examination (BDAE) has been extensively utilized in Serbia; however, data on its psychometric properties within this context are limited. This study aimed to evaluate the reliability and validity of the BDAE-2 in Serbian-speaking individuals with aphasia. The sample comprised 119 participants with stroke-induced aphasia and 51 neurologically healthy speakers. A Serbian translation of the second edition of the BDAE was administered to all participants. Findings indicated that the Serbian version of the BDAE-2 exhibited strong internal consistency, high inter-rater reliability, satisfactory construct validity, and robust discriminative capacity for differentiating individuals with aphasia from neurotypical speakers. Furthermore, specific subtests effectively distinguished between various aphasia types and demonstrated sensitivity to aphasia severity levels. Sociodemographic factors (gender, education, age) significantly influenced assessments of certain language abilities. In conclusion, the BDAE-2 was found to be a reliable diagnostic tool for assessing aphasia in Serbian speakers, showcasing favorable psychometric properties.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106526"},"PeriodicalIF":1.8,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early language outcomes of children born with unilateral aural atresia","authors":"Anna Persson ,&nbsp;Peter Carew ,&nbsp;Traci Flynn","doi":"10.1016/j.jcomdis.2025.106523","DOIUrl":"10.1016/j.jcomdis.2025.106523","url":null,"abstract":"<div><h3>Objective</h3><div>Aural atresia is a congenital malformation involving the ear canal. There is limited investigation into the impact of aural atresia and the associated hearing loss on language in the early years of development.</div></div><div><h3>Methods</h3><div>Eight children with unilateral aural atresia were followed longitudinally at 30- and 60-days post hearing device fitting, 12 months, 18 months, 24 months, 30 months, and 36 months of age. Expressive language, auditory development, functional auditory performance, and hearing device use were measured.</div></div><div><h3>Results</h3><div>Two children were delayed in expressive language at 24 months of age. Children's auditory development and functional auditory performance were in the average or above average range. Children wore their hearing devices for an average of 1–2 hours per day.</div></div><div><h3>Conclusion</h3><div>Thirty-three percent of children (<em>n</em> = 2) were performing below the language levels expected for peers without hearing loss. Children's auditory development and functional auditory performance are comparable to children with typical hearing despite their low hearing device use. These results should be interpreted with caution due to the small number of children participating in the study.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106523"},"PeriodicalIF":1.8,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prosody and gestures help pragmatic processing in children with Developmental Language Disorder","authors":"Albert Giberga ,&nbsp;Ernesto Guerra ,&nbsp;Nadia Ahufinger ,&nbsp;Alfonso Igualada ,&nbsp;Mari Aguilera ,&nbsp;Núria Esteve-Gibert","doi":"10.1016/j.jcomdis.2025.106525","DOIUrl":"10.1016/j.jcomdis.2025.106525","url":null,"abstract":"<div><div>The combination of linguistic prosody and bodily signals help typically developing children (TD) in accessing pragmatic meanings. We investigated the benefits of prosodic and gestural cues for processing pragmatic meanings in children with Developmental Language Disorder (DLD), having difficulties with structural language and pragmatics. 34 children with DLD and 45 TD controls, aged 5 to 10, participated in two visual-world eye-tracking tasks on pragmatic meanings that varied in complexity and develop in different stages: interrogative meaning (Exp. 1, less complex, developing earlier) and indirect requests (Exp. 2, more complex, developing later). In both experiments we manipulated the cues highlighting the intended meaning (prosodically-enhanced, multimodally-enhanced, and no-enhancement). The results showed that all children benefited from prosodic- and multimodal-enhancement to comprehend less complex meanings developing earlier, that younger children with DLD were less accurate even if such cues were present, and that the multimodal-enhancement was especially helpful for children with DLD when processing more complex meanings at an older age. Eye gaze data in both experiments revealed that, compared to TD children, children with DLD showed less clear preference to look at the Target image after the unfolding of bodily and prosodic cues, but that multimodal cues did reduce the children's bias to look at the literal interpretation of indirect requests. Our results highlight the importance of prosodic and bodily cues for the processing of pragmatic meanings that vary in complexity, especially when linguistic abilities are impaired, and have important implications on the communicative strategies that professionals use with children with DLD.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106525"},"PeriodicalIF":1.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reliability and validity of the Turkish version of the test of childhood stuttering (TOCS)","authors":"Ayşe İlayda Mutlu ,&nbsp;Ayşen Köse ,&nbsp;Şadiye Bacık Tırank","doi":"10.1016/j.jcomdis.2025.106524","DOIUrl":"10.1016/j.jcomdis.2025.106524","url":null,"abstract":"<div><h3>Propose</h3><div>This study aimed to evaluate the reliability and validity of the Turkish version of the Test of Childhood Stuttering (TOCS).</div></div><div><h3>Methods &amp; Procedure</h3><div>The TOCS was translated into Turkish, then back into English by a linguist, and reviewed by an evaluation committee. The translated version was administered to 50 children who stutter (CWS) and 50 who do not (CWNS). After 7–10 days, 12 randomly selected children were re-evaluated. Reliability was assessed using Cronbach's alpha, test-retest methods, and inter-rater reliability. Content validity was confirmed through a pilot study and expert feedback. Construct validity was examined by analyzing test performance, comparing scores between CWS and CWNS, correlating modality test scores, and performing factor analysis. Criterion validity was assessed by correlating TOCS-TR scores with the Stuttering Severity Instrument-4 Turkish Version (SSI-4-TR).</div></div><div><h3>Results</h3><div>Internal consistency was high, with Cronbach's alpha at .89. The test-retest correlation coefficient for Speech Fluency Measure subtest were .95, the Speech Fluency Rating Scale subtest was .91, and the Disfluency-Related Consequences Rating Scale Index was .91. Inter-rater reliability showed excellent agreement. Content validity was culturally appropriate. Construct validity indicated an 82% positive predictive value, 100% sensitivity, and 78% specificity for the Speech Fluency Rating Scale and Disfluency-Related Consequences Rating Scale. Criterion validity showed 80% agreement with SSI-4-TR.</div></div><div><h3>Conclusions &amp; Implications</h3><div>The TOCS-TR demonstrated strong reliability and validity, making it a valuable tool for assessing stuttering severity in children and distinguishing between CWS and CWNS</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106524"},"PeriodicalIF":1.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“It's not that bad but it's not so fun either”- A qualitative study on school-aged children's perceptions of speech and language therapy for developmental language disorders","authors":"Yoni Van Poucke,&nbsp;Kristiane Van Lierde,&nbsp;Cassandra Alighieri","doi":"10.1016/j.jcomdis.2025.106512","DOIUrl":"10.1016/j.jcomdis.2025.106512","url":null,"abstract":"<div><h3>Introduction</h3><div>Different studies have explored the experiences and perspectives of parents on developmental language disorders (DLD). Recently, different authors also called for more research hearing the children's voices. Unfortunately, this topic is under-researched. Therefore, this study investigated how school-aged Flemish children with DLD experience speech and language therapy for DLD.</div></div><div><h3>Methods</h3><div>Seven Flemish children with DLD, aged between 6 and 12 years, were included in this study. Child-friendly semi-structured interviews were conducted to investigate their perceptions of speech and language therapy. Data derived from these interviews were analysed using an descriptive thematic content analysis. Trustworthiness of the data was achieved by applying researcher triangulation and use of narrative autobiographies.</div></div><div><h3>Results</h3><div>During the analyses, six major teams were identified: (1) mixed emotions towards therapy, (2) challenges and difficulties in therapy, (3) impact of therapy context and timing, (4) social reactions and peer awareness, (5) engagement through play, and (6) learning and therapy goals. Each theme was divided into different subthemes. The theme ‘mixed emotions towards therapy’ was divided into the subthemes positive feelings, mixed feelings, and shame and embarrassment. Confronting difficulties and task focus were the subthemes of the major theme ‘challenges and difficulties in therapy’. The theme ‘impact of therapy context and timing’ consisted of two subthemes, namely after-school therapy and in-school therapy. Reactions from peers was the subtheme of ‘social reactions and peer awareness’. Engagement through play was divided into enjoyment of games and rewards. And the theme ‘learning and therapy goals’ was divided into the subthemes value of learning and collaboration with teachers.</div></div><div><h3>Conclusion</h3><div>While most children had positive attitudes on speech hand language therapy, some reported embarrassment or discomfort. The timing of therapy sessions, whether during or outside school hours, influenced engagement, as did the use of games and rewards. Children generally valued a playful approach, though variety in activities was important. Understanding the goals and benefits of speech and language therapy also increased intrinsic motivation for some children. SLTs should consider these factors and minimize biases to improve therapy outcomes. Future research should explore ways to better align therapy with children's preferences and developmental needs.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106512"},"PeriodicalIF":1.8,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143600956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pausing patterns in English school-age children with a history of late talking: Frequent pauses and prolonged response delays","authors":"Yanting Sun ,&nbsp;Hongwei Ding","doi":"10.1016/j.jcomdis.2025.106514","DOIUrl":"10.1016/j.jcomdis.2025.106514","url":null,"abstract":"<div><h3>Introduction</h3><div>This study explored silent pause patterns, their interaction with filled pauses, and response delays in five-year-old children who were previously identified as late talkers in their conversations with adults.</div></div><div><h3>Methods</h3><div>We analyzed 73 child-adult conversations (36 with a late-talking history, 37 typically developing) from the CHILDES Clinical English Ellis Weismer Corpus at age five across three temporal stages. Using <em>Praat</em>, we identified and classified silent pauses (&gt; 250 ms) by duration and position and annotated them across three tiers: silent pause categories, pauses near filled pauses, and response delays. We employed mixed-effects models to examine group and gender differences in pause duration, frequency, and position, alongside their relationship with filled pauses, and response delays across conversational stages.</div></div><div><h3>Results</h3><div>Duration-based analyses revealed children with a history of late talking produced longer and more frequent silent pauses than typically developing children, particularly at 500–1000 ms, with males showing fewer short pauses. Position-based analyses showed children with a history of late talking exhibited more utterance-onset and within-phrase pauses, whilst males demonstrated shorter utterance onset pauses. Whilst typically developing children demonstrated decreased pausing across conversational stages, children with a late-talking history maintained consistent patterns. Both groups preferred ‘um’ over ‘uh’, though children with a late-talking history showed greater reliance on ‘um’-silent pause combinations. Response delay analyses indicated these children had longer delays.</div></div><div><h3>Conclusions</h3><div>School-age children with a history of late talking demonstrate persistent differences in pausing patterns, highlighting the need for extended support. These findings inform the development of targeted interventions considering conversational timing in clinical practice.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106514"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a scoring template to identify intervention goals for adolescent social communication interventions","authors":"Gerard H. Poll ,&nbsp;William J. Boone ,&nbsp;Janis Petru","doi":"10.1016/j.jcomdis.2025.106513","DOIUrl":"10.1016/j.jcomdis.2025.106513","url":null,"abstract":"<div><h3>Background</h3><div>Social communication is a critical skill for adolescents at risk for communication disorders as they transition from compulsory education to adult contexts. Identifying intervention goals that are well tailored to the individual requires information from assessments that 1) describe the examinee's present level of social communication ability and 2) identify skills that are just beyond the examinee's current ability level that may challenge the examinee.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to evaluate the psychometric properties of a new assessment of social communication for adolescents, and to explore whether a Rasch keyform – a scoring template that links an examinee's overall ability to their scores on individual instrument items–provides an interpretable assessment output for intervention goal selection.</div></div><div><h3>Method</h3><div>The new Transition Pragmatics Interview (TPI; Poll et al., 2024) was administered to 109 adolescents (14 to 21 years) of varied social communication abilities. Data were analyzed using Rasch analysis to evaluate the psychometrics of the TPI. Keyform displays for employment-related TPI items were generated for three participants at different levels of ability.</div></div><div><h3>Results</h3><div>Analyses supported the TPI as a unidimensional and reliable scale. Keyform displays facilitated the identification of transition zones for each of the three exemplar respondents. Transition zones are item sets at difficulty levels associated with emerging participant abilities.</div></div><div><h3>Conclusions</h3><div>TPI keyforms detailed the present level of participant ability and identified items which would be the next most challenging. Data from three exemplar respondents were reviewed in order to show how keyforms could provide information to identify appropriate social communication intervention goals when combined with the examinee's career goals, academic standards, and industry standards for social communication.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106513"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143562091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}