Pub Date : 2024-04-01DOI: 10.1097/tld.0000000000000338
Krystal L. Werfel, Emily A. Lund
The purpose of this study was to compare three intervention conditions in virtual rapid word learning instruction for young children who are deaf and hard of hearing (DHH): traditional, general physical activity, and semantic richness physical activity. We focused on an initial step in learning a new word: mapping a word form to a referent. Fourteen children who are DHH and 14 children with typical hearing (TH) participated in a pseudoword-learning virtual session in each condition, and receptive and expressive knowledge of targeted pseudowords was assessed. Of interest was the impact of different types of physical activity on rapid learning of word-like forms. There was an interaction of group and condition for expressive production of pseudowords. Children who were DHH learned to produce more pseudowords in the general physical activity condition, whereas children with TH learned to produce more pseudowords in the semantic richness physical activity condition. There were no effects of group or condition on receptive learning of pseudowords. Children who are DHH can rapidly map word-like forms to referents via teleintervention, and physical activity may interact with word learning differently for children who are DHH and children with TH.
{"title":"Effects of Integrating Different Types of Physical Activity Into Virtual Rapid Word Learning Instruction for Children Who Are Deaf and Hard of Hearing","authors":"Krystal L. Werfel, Emily A. Lund","doi":"10.1097/tld.0000000000000338","DOIUrl":"https://doi.org/10.1097/tld.0000000000000338","url":null,"abstract":"The purpose of this study was to compare three intervention conditions in virtual rapid word learning instruction for young children who are deaf and hard of hearing (DHH): traditional, general physical activity, and semantic richness physical activity. We focused on an initial step in learning a new word: mapping a word form to a referent. Fourteen children who are DHH and 14 children with typical hearing (TH) participated in a pseudoword-learning virtual session in each condition, and receptive and expressive knowledge of targeted pseudowords was assessed. Of interest was the impact of different types of physical activity on rapid learning of word-like forms. There was an interaction of group and condition for expressive production of pseudowords. Children who were DHH learned to produce more pseudowords in the general physical activity condition, whereas children with TH learned to produce more pseudowords in the semantic richness physical activity condition. There were no effects of group or condition on receptive learning of pseudowords. Children who are DHH can rapidly map word-like forms to referents via teleintervention, and physical activity may interact with word learning differently for children who are DHH and children with TH.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140758770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1097/tld.0000000000000340
Anthony D. Koutsoftas, Karen Hoover
In this clinical tutorial, we describe the implementation of interventions provided to struggling writers using telepractice as the method of service delivery. The intervention of focus in this article was provided by graduate students who received advanced training in supporting writing to elementary school children with and without learning disabilities. The protocols developed for this study were framed by a theoretical framework for writing (K. D. Ritchey et al., 2016) and based on current best evidence for supporting struggling writers (e.g., A. L. Poch et al., 2022; S. Graham & D. Perin, 2007). In short, we lifted from the research literature available best practices for writing interventions and adapted these for telepractice with elementary-age schoolchildren identified as struggling writers. As part of this clinical tutorial, four different case studies are provided that illustrate how the intervention was adapted to meet individual student needs. Clinical implications for adapting interventions delivered via telepractice for struggling writers are provided alongside future research directions.
在这篇临床教程中，我们介绍了使用远程实践作为服务提供方法，为写作困难的学生提供干预的实施情况。本文重点介绍的干预措施是由接受过高级培训的研究生为有学习障碍和无学习障碍的小学生提供的。为本研究制定的协议以写作理论框架（K. D. Ritchey 等人，2016 年）为框架，并基于当前支持有学习障碍的写作者的最佳证据（例如，A. L. Poch 等人，2022 年；S. Graham 和 D. Perin，2007 年）。简而言之，我们从研究文献中汲取了写作干预的最佳实践，并对其进行了调整，以便对被认定为写作困难的小学学龄儿童进行远程指导。作为临床指导的一部分，我们提供了四个不同的案例研究，说明如何调整干预措施以满足个别学生的需求。此外，还提供了通过远程练习为写作困难学生调整干预措施的临床意义以及未来的研究方向。
{"title":"Implementing Strategy-Based Instruction for Struggling Writers via Telepractice","authors":"Anthony D. Koutsoftas, Karen Hoover","doi":"10.1097/tld.0000000000000340","DOIUrl":"https://doi.org/10.1097/tld.0000000000000340","url":null,"abstract":"In this clinical tutorial, we describe the implementation of interventions provided to struggling writers using telepractice as the method of service delivery. The intervention of focus in this article was provided by graduate students who received advanced training in supporting writing to elementary school children with and without learning disabilities. The protocols developed for this study were framed by a theoretical framework for writing (K. D. Ritchey et al., 2016) and based on current best evidence for supporting struggling writers (e.g., A. L. Poch et al., 2022; S. Graham & D. Perin, 2007). In short, we lifted from the research literature available best practices for writing interventions and adapted these for telepractice with elementary-age schoolchildren identified as struggling writers. As part of this clinical tutorial, four different case studies are provided that illustrate how the intervention was adapted to meet individual student needs. Clinical implications for adapting interventions delivered via telepractice for struggling writers are provided alongside future research directions.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140757596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1097/tld.0000000000000337
Kathleen J. Abendroth
To support adolescents with language-based learning disabilities (LLD), speech–language pathologists (SLPs) should adopt a multiliteracies framework that targets critical media literacy skills. Multiliteracies recognize the increasingly digital and collaborative nature of written language that adolescents encounter and promote using online platforms in educational contexts. This article describes critical media literacy pedagogy and how targeted skills align with concepts and Common Core standards that clinicians address in classroom contexts. Examples of clinical applications demonstrate how SLPs can use critical media literacy to target goals related to self-advocacy, digital citizenship, and cognitive flexibility. Embracing multiliteracies increases inclusivity and allows clinicians to target media literacy skills that are essential for adolescents with LLD to become informed citizens. Social media provides relevant platforms that can be adapted across settings to support written expression.
{"title":"Using Multiliteracies to Target Critical Media Literacy for Adolescents With Language Learning Disabilities","authors":"Kathleen J. Abendroth","doi":"10.1097/tld.0000000000000337","DOIUrl":"https://doi.org/10.1097/tld.0000000000000337","url":null,"abstract":"To support adolescents with language-based learning disabilities (LLD), speech–language pathologists (SLPs) should adopt a multiliteracies framework that targets critical media literacy skills. Multiliteracies recognize the increasingly digital and collaborative nature of written language that adolescents encounter and promote using online platforms in educational contexts. This article describes critical media literacy pedagogy and how targeted skills align with concepts and Common Core standards that clinicians address in classroom contexts. Examples of clinical applications demonstrate how SLPs can use critical media literacy to target goals related to self-advocacy, digital citizenship, and cognitive flexibility. Embracing multiliteracies increases inclusivity and allows clinicians to target media literacy skills that are essential for adolescents with LLD to become informed citizens. Social media provides relevant platforms that can be adapted across settings to support written expression.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140778883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1097/tld.0000000000000339
E. Silliman, R. Bahr, Robin L. Danzak, M. Brea-Spahn
One aim of this article is to shift mindsets from the traditional identification of written language abilities that are “missing” in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students’ responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4–9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided.
{"title":"Coordinating Multiple Language Levels in Writing","authors":"E. Silliman, R. Bahr, Robin L. Danzak, M. Brea-Spahn","doi":"10.1097/tld.0000000000000339","DOIUrl":"https://doi.org/10.1097/tld.0000000000000339","url":null,"abstract":"One aim of this article is to shift mindsets from the traditional identification of written language abilities that are “missing” in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students’ responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4–9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140793178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1097/tld.0000000000000341
{"title":"Innovations in Language and Literacy for Children and Adolescents With Language Disorders","authors":"","doi":"10.1097/tld.0000000000000341","DOIUrl":"https://doi.org/10.1097/tld.0000000000000341","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140775327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1097/tld.0000000000000334
Verónica Vidal, Pamela Urra, Maria Fernanda Cerda Díez, Carla Becerra León, María Consuelo Ramos Alarcón, Juan P. Cortés
The discussion about the words and concepts related to autism is alive in the scholarly community, tacitly or explicitly. Contrasting ideologies linked to the medical model and neurodiversity paradigm underlie terminology referring to autism. The present proof-of-concept study conducted a critical discourse analysis of the terminology (i.e., microstructure) used to describe autism in two academic journals across four decades. Specifically, we utilized the framework provided by Bottema-Beutel et al. (2021) to analyze 35 articles published in Journal of Autism and Developmental Disorders and Autism. These articles were reviewed with a focus on terminology used to describe the concept of autism, autistic individuals, and nonautistic individuals. The main findings support the feasibility of this proof-of-concept study. They revealed a predominant use of potentially ableist language across the four decades and a slow incorporation of alternative terms usually linked with more inclusive language in the last decade. We suggest that this change has been driven by the autistic community in a process of democratizing the role of experts. Accordingly, we recommend including autistic individuals' choices to designate their community.
{"title":"Revealing Conflicting Ideologies","authors":"Verónica Vidal, Pamela Urra, Maria Fernanda Cerda Díez, Carla Becerra León, María Consuelo Ramos Alarcón, Juan P. Cortés","doi":"10.1097/tld.0000000000000334","DOIUrl":"https://doi.org/10.1097/tld.0000000000000334","url":null,"abstract":"The discussion about the words and concepts related to autism is alive in the scholarly community, tacitly or explicitly. Contrasting ideologies linked to the medical model and neurodiversity paradigm underlie terminology referring to autism. The present proof-of-concept study conducted a critical discourse analysis of the terminology (i.e., microstructure) used to describe autism in two academic journals across four decades. Specifically, we utilized the framework provided by Bottema-Beutel et al. (2021) to analyze 35 articles published in Journal of Autism and Developmental Disorders and Autism. These articles were reviewed with a focus on terminology used to describe the concept of autism, autistic individuals, and nonautistic individuals. The main findings support the feasibility of this proof-of-concept study. They revealed a predominant use of potentially ableist language across the four decades and a slow incorporation of alternative terms usually linked with more inclusive language in the last decade. We suggest that this change has been driven by the autistic community in a process of democratizing the role of experts. Accordingly, we recommend including autistic individuals' choices to designate their community.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140517158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1097/tld.0000000000000333
L. DeThorne, Kelli Pierce, Mariesa Rang, Sabrina Schafer, Karli VanRyswyk, Henry Angulo-Jiménez
Whereas the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) characterizes autism as a neurological disorder typified by impairment in social communication and restricted interests/repetitive behaviors (American Psychiatric Association, 2013), the neurodiversity paradigm focuses on autism as a form of neurological diversity that may be central to a person's identity. The purpose of this study was to pilot the Autism Understanding Tool for Introspection and Evaluation (AUTIE) as a means to encourage and examine speech–language pathologists' (SLPs) reflections on autism. We utilized purposeful maximum variation sampling to recruit nine SLPs (one being a graduate student) and administered a “think aloud” procedure with video conferencing to elicit their reflections while taking the AUTIE. Participant reflections were analyzed using three sequential phases of inductive thematic analysis. The analysis of 270 self-reflective comments led to eight key themes that were each associated with comments from four or more of the nine participating SLPs: (a) acknowledgment of divergent perspectives, (b) specification of environmental barriers, (c) importance of autistic identity, (d) questioning the concept of normality, (e) resolving tensions through person-centered care, (f) integrating multiple forms of expertise, (g) parallels with other marginalized identities, and (h) changes in views over time. We contextualized the themes by embedding examples within analytic narratives from two autistic SLP participants Results supported use of the AUTIE as a tool to elicit meaningful reflection about the divergent and evolving views of autism. Implications focused on the need to address this complex landscape both within our individualized clinical practice and our professional field at large.
{"title":"“I Have a Different Perspective as I Am Working Through This”","authors":"L. DeThorne, Kelli Pierce, Mariesa Rang, Sabrina Schafer, Karli VanRyswyk, Henry Angulo-Jiménez","doi":"10.1097/tld.0000000000000333","DOIUrl":"https://doi.org/10.1097/tld.0000000000000333","url":null,"abstract":"\u0000 \u0000 Whereas the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) characterizes autism as a neurological disorder typified by impairment in social communication and restricted interests/repetitive behaviors (American Psychiatric Association, 2013), the neurodiversity paradigm focuses on autism as a form of neurological diversity that may be central to a person's identity. The purpose of this study was to pilot the Autism Understanding Tool for Introspection and Evaluation (AUTIE) as a means to encourage and examine speech–language pathologists' (SLPs) reflections on autism.\u0000 \u0000 \u0000 \u0000 We utilized purposeful maximum variation sampling to recruit nine SLPs (one being a graduate student) and administered a “think aloud” procedure with video conferencing to elicit their reflections while taking the AUTIE. Participant reflections were analyzed using three sequential phases of inductive thematic analysis.\u0000 \u0000 \u0000 \u0000 The analysis of 270 self-reflective comments led to eight key themes that were each associated with comments from four or more of the nine participating SLPs: (a) acknowledgment of divergent perspectives, (b) specification of environmental barriers, (c) importance of autistic identity, (d) questioning the concept of normality, (e) resolving tensions through person-centered care, (f) integrating multiple forms of expertise, (g) parallels with other marginalized identities, and (h) changes in views over time. We contextualized the themes by embedding examples within analytic narratives from two autistic SLP participants\u0000 \u0000 \u0000 \u0000 Results supported use of the AUTIE as a tool to elicit meaningful reflection about the divergent and evolving views of autism. Implications focused on the need to address this complex landscape both within our individualized clinical practice and our professional field at large.\u0000","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140518570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1097/tld.0000000000000332
Henry Angulo-Jiménez, Marisela Bonilla-López, Esteban Rojas-Ramírez
Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate this situation, we conducted an exploratory study on the experiences of self-identified autistic bloggers with foreign language learning (FLL). We used deductive thematic analysis to characterize the bloggers and establish the perceived effect of autism on FLL. Our analysis of 14 blog posts revealed that the typical blogger had an autism diagnosis, spoke English natively, and had learned Spanish or French as a foreign language through formal instruction and/or self-teaching. We also found that all the bloggers acknowledged both positive and negative effects of autism on FLL, with more bloggers focusing on positive effects. Findings highlight the need for professionals in CSD and FLT to (a) avoid making assumptions about the FLL capabilities of autistic individuals, (b) consult with autistic individuals regarding the perceived value of autistic traits for FLL, and (c) engage in interprofessional practice with each other.
{"title":"Foreign Language Learning","authors":"Henry Angulo-Jiménez, Marisela Bonilla-López, Esteban Rojas-Ramírez","doi":"10.1097/tld.0000000000000332","DOIUrl":"https://doi.org/10.1097/tld.0000000000000332","url":null,"abstract":"\u0000 \u0000 Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate this situation, we conducted an exploratory study on the experiences of self-identified autistic bloggers with foreign language learning (FLL).\u0000 \u0000 \u0000 \u0000 We used deductive thematic analysis to characterize the bloggers and establish the perceived effect of autism on FLL.\u0000 \u0000 \u0000 \u0000 Our analysis of 14 blog posts revealed that the typical blogger had an autism diagnosis, spoke English natively, and had learned Spanish or French as a foreign language through formal instruction and/or self-teaching. We also found that all the bloggers acknowledged both positive and negative effects of autism on FLL, with more bloggers focusing on positive effects.\u0000 \u0000 \u0000 \u0000 Findings highlight the need for professionals in CSD and FLT to (a) avoid making assumptions about the FLL capabilities of autistic individuals, (b) consult with autistic individuals regarding the perceived value of autistic traits for FLL, and (c) engage in interprofessional practice with each other.\u0000","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1097/tld.0000000000000335
{"title":"Autism Through an Intersectional Neurodiversity Lens","authors":"","doi":"10.1097/tld.0000000000000335","DOIUrl":"https://doi.org/10.1097/tld.0000000000000335","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1097/tld.0000000000000336
{"title":"Intersectional Neurodiversity","authors":"","doi":"10.1097/tld.0000000000000336","DOIUrl":"https://doi.org/10.1097/tld.0000000000000336","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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