Pub Date : 2021-10-01DOI: 10.1097/tld.0000000000000262
Celeste A. Roseberry-McKibbin
{"title":"Intervention for English Learners With Developmental Language Disorder","authors":"Celeste A. Roseberry-McKibbin","doi":"10.1097/tld.0000000000000262","DOIUrl":"https://doi.org/10.1097/tld.0000000000000262","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46272751","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 : 2021-07-01DOI: 10.1097/TLD.0000000000000240
Salena Babb, Sojung Jung, Ciara L. Ousley, David Mcnaughton, J. Light
Many adults with Down syndrome (DS) experience difficulty with speech production, and intelligibility challenges and communication breakdowns are common. Augmentative and alternative communication (AAC) intervention can provide important supports for persons with these complex communication needs but must be customized to address the goals, strengths, and needs of the individual. This article provides a description of a personalized AAC intervention for a young adult with DS whose speech was frequently unintelligible. The AAC intervention made use of a video visual scene display (VSD) approach and was investigated in 2 separate studies in 2 key community settings: An inclusive post–secondary education program (a single-case reversal ABAB design), and a community shopping activity (a nonexperimental AB case study design). The participant demonstrated sharp increases in successful communication and participation in both settings following the introduction of the video VSD, and both the participant and the key stakeholders viewed the intervention positively. The results provide preliminary evidence that personalized AAC intervention, including the use of a video VSD approach, can provide important supports for communication and participation in community settings for adults with DS and complex communication needs.
{"title":"Personalized AAC Intervention to Increase Participation and Communication for a Young Adult With Down Syndrome","authors":"Salena Babb, Sojung Jung, Ciara L. Ousley, David Mcnaughton, J. Light","doi":"10.1097/TLD.0000000000000240","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000240","url":null,"abstract":"Many adults with Down syndrome (DS) experience difficulty with speech production, and intelligibility challenges and communication breakdowns are common. Augmentative and alternative communication (AAC) intervention can provide important supports for persons with these complex communication needs but must be customized to address the goals, strengths, and needs of the individual. This article provides a description of a personalized AAC intervention for a young adult with DS whose speech was frequently unintelligible. The AAC intervention made use of a video visual scene display (VSD) approach and was investigated in 2 separate studies in 2 key community settings: An inclusive post–secondary education program (a single-case reversal ABAB design), and a community shopping activity (a nonexperimental AB case study design). The participant demonstrated sharp increases in successful communication and participation in both settings following the introduction of the video VSD, and both the participant and the key stakeholders viewed the intervention positively. The results provide preliminary evidence that personalized AAC intervention, including the use of a video VSD approach, can provide important supports for communication and participation in community settings for adults with DS and complex communication needs.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"232 - 248"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41686706","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 : 2021-07-01DOI: 10.1097/tld.0000000000000257
{"title":"Personalization of Language Intervention for Children and Adults With Complex Communication Needs","authors":"","doi":"10.1097/tld.0000000000000257","DOIUrl":"https://doi.org/10.1097/tld.0000000000000257","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"3 5","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41256116","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 : 2021-07-01DOI: 10.1097/TLD.0000000000000256
D. Beukelman, Amber Thiessen, S. Fager
Visual scene displays (VSDs) are becoming an increasingly popular method of message representation within augmentative and alternative communication (AAC) supports; however, design factors can influence the effectiveness of these images as communication supports. One issue that has come to light in recent years is the fact that selecting personalized VSDs, which depict the person with complex communication needs or an individual with whom they are familiar, is preferred over generic VSDs, which depict unfamiliar individuals. Although personalization is likely an important factor in the usability of VSDs, these images may be difficult for clinicians to obtain. As such, compromises must be identified. The purpose of this study was to explore the effects of controlling personal relevance factors (i.e., age and gender of the people depicted in generic VSDs) on the image preference patterns of adults with and without aphasia. Results from three very preliminary study summaries indicate that gender and age are both mitigating factors in image preference, as males tended to indicate preference for VSDs containing males over those containing females. In addition, females tended to indicate preference for females of a similar age depicted in VSDs.
{"title":"Personalization of Visual Scene Displays","authors":"D. Beukelman, Amber Thiessen, S. Fager","doi":"10.1097/TLD.0000000000000256","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000256","url":null,"abstract":"Visual scene displays (VSDs) are becoming an increasingly popular method of message representation within augmentative and alternative communication (AAC) supports; however, design factors can influence the effectiveness of these images as communication supports. One issue that has come to light in recent years is the fact that selecting personalized VSDs, which depict the person with complex communication needs or an individual with whom they are familiar, is preferred over generic VSDs, which depict unfamiliar individuals. Although personalization is likely an important factor in the usability of VSDs, these images may be difficult for clinicians to obtain. As such, compromises must be identified. The purpose of this study was to explore the effects of controlling personal relevance factors (i.e., age and gender of the people depicted in generic VSDs) on the image preference patterns of adults with and without aphasia. Results from three very preliminary study summaries indicate that gender and age are both mitigating factors in image preference, as males tended to indicate preference for VSDs containing males over those containing females. In addition, females tended to indicate preference for females of a similar age depicted in VSDs.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"E1 - E11"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41800526","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 : 2021-07-01DOI: 10.1097/TLD.0000000000000255
J. Gormley, S. Fager
People with disabilities are more likely to be hospitalized and use health care services than people without disabilities. They also report negative experiences interacting with health care providers during these encounters, placing them at risk for preventable adverse medical events, poor quality of life, and dependence on others. Fortunately, providers and people with communication disabilities can take steps to improve these interactions by personalizing and implementing communication supports to empower people with communication disabilities to actively participate in these interactions and improve outcomes. The purpose of this article is to describe strategies that health care providers can use to develop and implement personalized communication supports for children and adults with communication disorders during health care interactions. Additional strategies are provided to guide people with disabilities as well as their community/school providers and families to prepare for health care interactions. Case examples are provided to illustrate use of these strategies in acute care, inpatient rehabilitation, and outpatient settings. The use of emerging training tools (e.g., video visual scene displays) and augmentative or alternative communication partner training formats (e.g., just-in-time training) are also presented as future directions to expedite learning and implementation of communication supports in fast-paced and time-limited health care interactions.
{"title":"Personalization of Patient–Provider Communication Across the Life Span","authors":"J. Gormley, S. Fager","doi":"10.1097/TLD.0000000000000255","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000255","url":null,"abstract":"People with disabilities are more likely to be hospitalized and use health care services than people without disabilities. They also report negative experiences interacting with health care providers during these encounters, placing them at risk for preventable adverse medical events, poor quality of life, and dependence on others. Fortunately, providers and people with communication disabilities can take steps to improve these interactions by personalizing and implementing communication supports to empower people with communication disabilities to actively participate in these interactions and improve outcomes. The purpose of this article is to describe strategies that health care providers can use to develop and implement personalized communication supports for children and adults with communication disorders during health care interactions. Additional strategies are provided to guide people with disabilities as well as their community/school providers and families to prepare for health care interactions. Case examples are provided to illustrate use of these strategies in acute care, inpatient rehabilitation, and outpatient settings. The use of emerging training tools (e.g., video visual scene displays) and augmentative or alternative communication partner training formats (e.g., just-in-time training) are also presented as future directions to expedite learning and implementation of communication supports in fast-paced and time-limited health care interactions.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"249 - 268"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44479599","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 : 2021-07-01DOI: 10.1097/TLD.0000000000000254
J. Light, Allison Barwise, Ann Marie Gardner, M. Flynn
Personalized augmentative and alternative communication (AAC) intervention refers to an approach in which intervention is tailored to the individual's needs and skills, the needs and priorities of the individual's family and other social environments, the evidence base, and the individual's response to intervention. This approach is especially relevant to AAC intervention for young children with complex communication needs given their unique constellations of strengths and challenges, and the qualitative and quantitative changes that they experience over time as they develop, as well as the diversity of their families, schools, and communities. This article provides detailed documentation of personalized AAC intervention over a 6-month period for a 3-year-old girl with developmental delay and complex communication needs. The article describes (1) personalization of multimodal AAC supports to provide this child with the tools to communicate; (2) personalized intervention to build semantic and morphosyntactic skills; and (3) personalized instruction in literacy skills (i.e., letter sound correspondences, sound blending, decoding, sight word recognition, reading simple stories, reading comprehension, and encoding skills). Specific goals, instructional materials, and procedures are described; data on speech, language, and literacy outcomes are presented.
{"title":"Personalized Early AAC Intervention to Build Language and Literacy Skills","authors":"J. Light, Allison Barwise, Ann Marie Gardner, M. Flynn","doi":"10.1097/TLD.0000000000000254","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000254","url":null,"abstract":"Personalized augmentative and alternative communication (AAC) intervention refers to an approach in which intervention is tailored to the individual's needs and skills, the needs and priorities of the individual's family and other social environments, the evidence base, and the individual's response to intervention. This approach is especially relevant to AAC intervention for young children with complex communication needs given their unique constellations of strengths and challenges, and the qualitative and quantitative changes that they experience over time as they develop, as well as the diversity of their families, schools, and communities. This article provides detailed documentation of personalized AAC intervention over a 6-month period for a 3-year-old girl with developmental delay and complex communication needs. The article describes (1) personalization of multimodal AAC supports to provide this child with the tools to communicate; (2) personalized intervention to build semantic and morphosyntactic skills; and (3) personalized instruction in literacy skills (i.e., letter sound correspondences, sound blending, decoding, sight word recognition, reading simple stories, reading comprehension, and encoding skills). Specific goals, instructional materials, and procedures are described; data on speech, language, and literacy outcomes are presented.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"209 - 231"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44602061","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 : 2021-07-01DOI: 10.1097/TLD.0000000000000253
Amber Thiessen, Jessica A. Brown
Speech–language pathologists serving individuals with aphasia must make many decisions regarding assessment and intervention practices to support comprehension and expression of language. Each of these decisions can influence the effectiveness of therapy and long-term functional outcomes for individuals with aphasia. One factor that must be considered is the impact of personalizing therapy techniques to match the unique strengths and challenges of a client as well as incorporating personally relevant stimuli and methodologies into therapy. Research indicates that treatment customization can have a positive impact on service provision quality and can potentially lead to positive outcomes in therapy. The purpose of this article is to provide a broad overview of how personalization can be achieved across a variety of interventions. Furthermore, we explore factors (e.g., client motivation, cognitive resources) that influence therapeutic outcomes and discuss the benefits, challenges, and rationale for therapy customization.
{"title":"Personalization of Restorative and Compensatory Treatments for People With Aphasia","authors":"Amber Thiessen, Jessica A. Brown","doi":"10.1097/TLD.0000000000000253","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000253","url":null,"abstract":"Speech–language pathologists serving individuals with aphasia must make many decisions regarding assessment and intervention practices to support comprehension and expression of language. Each of these decisions can influence the effectiveness of therapy and long-term functional outcomes for individuals with aphasia. One factor that must be considered is the impact of personalizing therapy techniques to match the unique strengths and challenges of a client as well as incorporating personally relevant stimuli and methodologies into therapy. Research indicates that treatment customization can have a positive impact on service provision quality and can potentially lead to positive outcomes in therapy. The purpose of this article is to provide a broad overview of how personalization can be achieved across a variety of interventions. Furthermore, we explore factors (e.g., client motivation, cognitive resources) that influence therapeutic outcomes and discuss the benefits, challenges, and rationale for therapy customization.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"269 - 281"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46015469","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 : 2021-04-01DOI: 10.1097/TLD.0000000000000248
Davis E. Henderson
Standardized norm-referenced language assessments are used to identify developmental language disorder (DLD) in bicultural Navajo children. However, these assessments do not include normative data for Navajo children, the majority of whom are exposed to both Navajo and English, and consequently the assessments may not reflect their true language abilities. The purpose of this clinical tutorial is to provide background and alternative assessment information to help practitioners accurately identify Navajo children with and without DLD. In particular, the use of dynamic assessment, a test–teach–retest method, has shown promising results in differentiating Navajo children with and without DLD.
{"title":"Navajo","authors":"Davis E. Henderson","doi":"10.1097/TLD.0000000000000248","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000248","url":null,"abstract":"Standardized norm-referenced language assessments are used to identify developmental language disorder (DLD) in bicultural Navajo children. However, these assessments do not include normative data for Navajo children, the majority of whom are exposed to both Navajo and English, and consequently the assessments may not reflect their true language abilities. The purpose of this clinical tutorial is to provide background and alternative assessment information to help practitioners accurately identify Navajo children with and without DLD. In particular, the use of dynamic assessment, a test–teach–retest method, has shown promising results in differentiating Navajo children with and without DLD.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"140 - 152"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61821578","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 : 2021-04-01DOI: 10.1097/TLD.0000000000000247
K. Ferris, Mark M. Guiberson, E. Bush
Native American tribes and families are highly pluralistic in their ideologies, beliefs, traditions, and values. Very little research has described the parenting and child-rearing beliefs of Native American caregivers. The purpose of this study was to gain an understanding of Native American caregivers' developmental priorities and preferences regarding their young children's development. Participants included 21 Native American caregivers from a reservation in the Mountain West region of the United States. Ethnographic interviewing techniques described by C. E. Westby (1990) were used to collect caregiver perspectives. Through the use of a naturalistic inquiry paradigm, the process of template analysis was used to organize concepts and identify central themes and subthemes regarding caregivers' priorities and preferences for their children's development. The following 4 themes were identified: (a) supporting Native culture and language preservation, (b) teaching preacademic skills, (c) acquiring social and emotional competence, and (d) teaching self-care and independence. Clinical implications based on these themes and subthemes are discussed in the context of intervention with young Native American children and their families.
美洲土著部落和家庭在意识形态、信仰、传统和价值观方面高度多元化。很少有研究描述了美国土著看护人的育儿和育儿信念。本研究的目的是为了了解美洲原住民照顾者在幼儿发展方面的发展优先级和偏好。参与者包括21名来自美国西部山区保留地的美洲原住民看护人。C. E. Westby(1990)描述的民族志访谈技术被用来收集照顾者的观点。通过使用自然主义探究范式，使用模板分析过程来组织概念，并确定关于照顾者对儿童发展的优先事项和偏好的中心主题和副主题。确定了以下4个主题:(a)支持土著文化和语言保护，(b)教授学前技能，(c)获得社交和情感能力，以及(d)教授自我照顾和独立。基于这些主题和次主题的临床意义讨论在干预的背景下与年轻的美国土著儿童和他们的家庭。
{"title":"Native American Caregivers' Developmental Priorities for Young Children","authors":"K. Ferris, Mark M. Guiberson, E. Bush","doi":"10.1097/TLD.0000000000000247","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000247","url":null,"abstract":"Native American tribes and families are highly pluralistic in their ideologies, beliefs, traditions, and values. Very little research has described the parenting and child-rearing beliefs of Native American caregivers. The purpose of this study was to gain an understanding of Native American caregivers' developmental priorities and preferences regarding their young children's development. Participants included 21 Native American caregivers from a reservation in the Mountain West region of the United States. Ethnographic interviewing techniques described by C. E. Westby (1990) were used to collect caregiver perspectives. Through the use of a naturalistic inquiry paradigm, the process of template analysis was used to organize concepts and identify central themes and subthemes regarding caregivers' priorities and preferences for their children's development. The following 4 themes were identified: (a) supporting Native culture and language preservation, (b) teaching preacademic skills, (c) acquiring social and emotional competence, and (d) teaching self-care and independence. Clinical implications based on these themes and subthemes are discussed in the context of intervention with young Native American children and their families.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"169 - 184"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47326587","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 : 2021-04-01DOI: 10.1097/TLD.0000000000000249
M. Gillispie
Many American Indian education leaders advocate for the need to combine evidence-based reading instruction with cultural-based educational practices. In the broader education literature, education philosophers propose analogous models such as culturally responsive teaching to meet the educational realities of diverse students. Culturally Responsive Early Literacy Instruction (CRELI) was a project funded by the U.S. Office of Special Education Programs to train graduate scholars in speech–language pathology to work with American Indian/Alaska Native communities. The grant scholars and staff of CRELI worked with two early childhood education centers for American Indian preschoolers and developed curriculum units that featured culturally relevant storybooks as thematic centerpieces and activities to facilitate early language and literacy development. This clinical tutorial summarizes this work, broader components of culturally responsive teaching, and attributes of language-focused literacy curriculum and differentiated instruction, followed by a sample curriculum unit to demonstrate application of culturally responsive teaching concepts.
{"title":"Culturally Responsive Language and Literacy Instruction With Native American Children","authors":"M. Gillispie","doi":"10.1097/TLD.0000000000000249","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000249","url":null,"abstract":"Many American Indian education leaders advocate for the need to combine evidence-based reading instruction with cultural-based educational practices. In the broader education literature, education philosophers propose analogous models such as culturally responsive teaching to meet the educational realities of diverse students. Culturally Responsive Early Literacy Instruction (CRELI) was a project funded by the U.S. Office of Special Education Programs to train graduate scholars in speech–language pathology to work with American Indian/Alaska Native communities. The grant scholars and staff of CRELI worked with two early childhood education centers for American Indian preschoolers and developed curriculum units that featured culturally relevant storybooks as thematic centerpieces and activities to facilitate early language and literacy development. This clinical tutorial summarizes this work, broader components of culturally responsive teaching, and attributes of language-focused literacy curriculum and differentiated instruction, followed by a sample curriculum unit to demonstrate application of culturally responsive teaching concepts.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"185 - 198"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44000588","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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