Pub Date : 2023-11-13DOI: 10.1080/19411243.2023.2262754
Stuart Carey, Maria McKenzie, Lisa Knightbridge, Helen Bourke-Taylor
Standardized assessment of children with autism spectrum disorder (ASD) can produce inaccurate results due to behaviors exhibited during assessment. This study developed the Occupational Therapy Observation Tool—Adjustment Support Details for children with autism (OTOT-ASD) to investigate the behaviors demonstrated, and the reasonable supports required, during administration of formal visual motor assessments. The OTOT-ASD was used to record student’s behaviors and accommodations necessary to support their assessment when completing the Beery Buktenica Developmental Test of Visual Motor Integration 6th Ed. (Beery VMI) and a new assessment, the Hartley Knows Writing Shapes Assessment Version 3 (HKWSA-V3). This study evaluated the psychometric properties of the HKWSA-V3 in the assessment of 15 children with ASD. Preliminary findings were promising, although further investigation with a larger sample is required. The OTOT-ASD enabled high incidences of behaviors disruptive to testing and supportive accommodations to be captured during assessment. As a new tool, the OTOT-ASD may improve the clinical utility of formal visual motor assessments via enabling the administering occupational therapist to accurately make and record reasonable adjustments to support the child’s true performance capacity. Further development of the OTOT-ASD is recommended to evaluate the generalizability of the tool for use with children with ASD.
{"title":"Visual Motor Assessment of Children with Autism Spectrum Disorder: Comparing Performance and Considerations for Assessment","authors":"Stuart Carey, Maria McKenzie, Lisa Knightbridge, Helen Bourke-Taylor","doi":"10.1080/19411243.2023.2262754","DOIUrl":"https://doi.org/10.1080/19411243.2023.2262754","url":null,"abstract":"Standardized assessment of children with autism spectrum disorder (ASD) can produce inaccurate results due to behaviors exhibited during assessment. This study developed the Occupational Therapy Observation Tool—Adjustment Support Details for children with autism (OTOT-ASD) to investigate the behaviors demonstrated, and the reasonable supports required, during administration of formal visual motor assessments. The OTOT-ASD was used to record student’s behaviors and accommodations necessary to support their assessment when completing the Beery Buktenica Developmental Test of Visual Motor Integration 6th Ed. (Beery VMI) and a new assessment, the Hartley Knows Writing Shapes Assessment Version 3 (HKWSA-V3). This study evaluated the psychometric properties of the HKWSA-V3 in the assessment of 15 children with ASD. Preliminary findings were promising, although further investigation with a larger sample is required. The OTOT-ASD enabled high incidences of behaviors disruptive to testing and supportive accommodations to be captured during assessment. As a new tool, the OTOT-ASD may improve the clinical utility of formal visual motor assessments via enabling the administering occupational therapist to accurately make and record reasonable adjustments to support the child’s true performance capacity. Further development of the OTOT-ASD is recommended to evaluate the generalizability of the tool for use with children with ASD.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"133 37","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1080/19411243.2023.2275562
Heather M. Watt, Grace Cox, Meghan DeHerrera, Siena Podgorny, Jennifer Fortuna, Laureen Cantwell-Jurkovic
ABSTRACTEducation is a primary childhood occupation. Dysfunction in sensory processing can make it challenging for children to succeed in school. School-based occupational therapy (SBOT) services address these differences through sensory-based interventions. Limited research exists to support the use of sensory-based interventions in school-based settings. The purpose of this study is to summarize existing research supporting the use of sensory-based interventions in SBOT and to identify gaps in the literature. A scoping review methodological framework was used to search seven databases. Descriptive numerical summary and qualitative thematic analysis were used to summarize and report the results. Nineteen articles met the inclusion criteria for this study. Quantitative results describe variations in diagnoses, outcomes, and intervention types. Major qualitative themes include the impact of sensory-based interventions on classroom participation and engagement, and the efficacy of treatment methods used in SBOT. Gaps in the literature include the long-term effects and specificity of sensory-based interventions. There are many factors that may influence the effectiveness of interventions. Individualized OT services are needed to consider the intricacies of the child-environment interaction. Additional research is needed to support the efficacy of sensory-based interventions in SBOT.KEYWORDS: occupational therapypediatricsschool-basedsensory processingsensory integrationintervention Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.
{"title":"Sensory-Based Interventions in School-Based Occupational Therapy: A Scoping Review","authors":"Heather M. Watt, Grace Cox, Meghan DeHerrera, Siena Podgorny, Jennifer Fortuna, Laureen Cantwell-Jurkovic","doi":"10.1080/19411243.2023.2275562","DOIUrl":"https://doi.org/10.1080/19411243.2023.2275562","url":null,"abstract":"ABSTRACTEducation is a primary childhood occupation. Dysfunction in sensory processing can make it challenging for children to succeed in school. School-based occupational therapy (SBOT) services address these differences through sensory-based interventions. Limited research exists to support the use of sensory-based interventions in school-based settings. The purpose of this study is to summarize existing research supporting the use of sensory-based interventions in SBOT and to identify gaps in the literature. A scoping review methodological framework was used to search seven databases. Descriptive numerical summary and qualitative thematic analysis were used to summarize and report the results. Nineteen articles met the inclusion criteria for this study. Quantitative results describe variations in diagnoses, outcomes, and intervention types. Major qualitative themes include the impact of sensory-based interventions on classroom participation and engagement, and the efficacy of treatment methods used in SBOT. Gaps in the literature include the long-term effects and specificity of sensory-based interventions. There are many factors that may influence the effectiveness of interventions. Individualized OT services are needed to consider the intricacies of the child-environment interaction. Additional research is needed to support the efficacy of sensory-based interventions in SBOT.KEYWORDS: occupational therapypediatricsschool-basedsensory processingsensory integrationintervention Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1080/19411243.2023.2277787
Kelly E. Yagud, Karen E. Majeski
ABSTRACTThe Every Student Succeeds Act of 2015 has outlined an expanded role for school-based occupational therapy practitioners (OTPs) as specialized instructional support personnel in general education. However, OTPs have continued to be viewed as related service professionals under special education due to barriers of high caseloads and decreased administrative support. This study sought to understand school administrators’ perceptions of occupational therapy’s role in general education initiatives. A qualitative sample of ten Connecticut school administrators was utilized to answer the research question. Data was acquired through individual semi-structured interviews. Data analysis indicated three key themes which include school administrators highly regard OTPs, believe occupational therapy’s role should be expanded in general education, and are open to occupational therapy’s full scope of practice in the educational setting. However, administrators noted time and budget barriers hindered OTPs’ role expansion to support general education initiatives.KEYWORDS: Occupational therapyqualitative researcheducationschool administrators AcknowledgementsThe authors would like to acknowledge the school administrators who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.
{"title":"School Administrators’ Perceptions of Occupational Therapy’s Role in General Education Initiatives","authors":"Kelly E. Yagud, Karen E. Majeski","doi":"10.1080/19411243.2023.2277787","DOIUrl":"https://doi.org/10.1080/19411243.2023.2277787","url":null,"abstract":"ABSTRACTThe Every Student Succeeds Act of 2015 has outlined an expanded role for school-based occupational therapy practitioners (OTPs) as specialized instructional support personnel in general education. However, OTPs have continued to be viewed as related service professionals under special education due to barriers of high caseloads and decreased administrative support. This study sought to understand school administrators’ perceptions of occupational therapy’s role in general education initiatives. A qualitative sample of ten Connecticut school administrators was utilized to answer the research question. Data was acquired through individual semi-structured interviews. Data analysis indicated three key themes which include school administrators highly regard OTPs, believe occupational therapy’s role should be expanded in general education, and are open to occupational therapy’s full scope of practice in the educational setting. However, administrators noted time and budget barriers hindered OTPs’ role expansion to support general education initiatives.KEYWORDS: Occupational therapyqualitative researcheducationschool administrators AcknowledgementsThe authors would like to acknowledge the school administrators who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/19411243.2023.2275568
Sarah Mugavero, Alysha Skuthan, Katrina Christopher
ABSTRACTThis qualitative study explores the lack of understanding of teacher perceptions on classroom utilization of fidgets with students who have attention deficit hyperactivity disorder. Eight American special education middle school teachers from a midsized suburban public school district in Illinois were interviewed. Interview transcripts were reviewed to establish codes and themes. Three themes were identified: Misapplication of Fidgets, Support to Implement Fidgets Within the Classroom, and When Fidgets Work. Participants reported that fidgets can be a beneficial self-regulation tool in the classroom but may not serve as an appropriate educational tool for all students with attention deficit hyperactivity disorder. Additionally, participants emphasized the importance of establishing ground rules and acknowledged the benefits of seeking support from external resources, such as a school-based occupational therapist, when distributing fidgets in the classroom, especially with more complex student cases.KEYWORDS: ADHDfidgetmiddle schoolspecial educationqualitative constructionism AcknowledgementsI would like to express my gratitude to Dr. Skuthan and Dr. Christopher for their mentorship and assistance as coding partners throughout this research study.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.
{"title":"Fidgets and Attention Deficit Hyperactivity Disorder: Teacher Perceptions","authors":"Sarah Mugavero, Alysha Skuthan, Katrina Christopher","doi":"10.1080/19411243.2023.2275568","DOIUrl":"https://doi.org/10.1080/19411243.2023.2275568","url":null,"abstract":"ABSTRACTThis qualitative study explores the lack of understanding of teacher perceptions on classroom utilization of fidgets with students who have attention deficit hyperactivity disorder. Eight American special education middle school teachers from a midsized suburban public school district in Illinois were interviewed. Interview transcripts were reviewed to establish codes and themes. Three themes were identified: Misapplication of Fidgets, Support to Implement Fidgets Within the Classroom, and When Fidgets Work. Participants reported that fidgets can be a beneficial self-regulation tool in the classroom but may not serve as an appropriate educational tool for all students with attention deficit hyperactivity disorder. Additionally, participants emphasized the importance of establishing ground rules and acknowledged the benefits of seeking support from external resources, such as a school-based occupational therapist, when distributing fidgets in the classroom, especially with more complex student cases.KEYWORDS: ADHDfidgetmiddle schoolspecial educationqualitative constructionism AcknowledgementsI would like to express my gratitude to Dr. Skuthan and Dr. Christopher for their mentorship and assistance as coding partners throughout this research study.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"26 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/19411243.2023.2271480
On K. Wu, Ted Brown, Mong-Lin Yu, Nicki Joshua, Christopher J. Wilson, Hannah Cruickshank Campbell
The Movement Assessment Battery for Children (MABC) is one of the most-used motor-skill tests among children internationally. This study investigated the test–retest reliability and convergent validity of the MABC-3 Age Band One (AB1) Performance Test and the Parent/Teacher/Other Report Motor Checklist components in Australia. Twenty-four typically developing children aged 3–6 years (Mean = 4.33 years, SD = 1.12; 17 boys and seven girls) and their parent/guardian participated in the study. Raw score data were analyzed using Spearman’s rho correlation (rs). Results indicated good test–retest reliability of the MABC-3, with strong statistically significant correlations found in the AB1 Performance Test (rs=.563–.897, p < 0.05; number of days apart M = 32.65, SD = 15.40) and the Motor Checklist scores (rs=.663–.877, p < 0.05; number of days between test–retest sessions M = 36.17, SD = 18.38). The overall correlations between the MABC-3 AB1 Performance Test items and Parent/Teacher/Other Report Motor Checklist section scores were weakly to moderately significant (Manual Dexterity rs=-.107–.841; Aiming and Catching rs = −.015 to −.555; Balance rs = −.749–.035, p < 0.05). Findings suggest that the MABC-3 AB1 Performance Test and Parent/Teacher/Other Report Motor Checklist exhibit reasonable test–retest reliability for assessing children’s motor competence and parents’ perceptions of children’s motor performance in daily activities. In terms of convergent validity, moderate-level correlations were obtained between the MABC-3 AB1 Performance Test and the Parent/Teacher/Other Report Motor Checklist except for the Manual Dexterity subscale. Further investigation of the MABC-3’s psychometric properties is recommended.
{"title":"Test–Retest Reliability and Convergent Validity of the Movement Assessment Battery for Children–Third Edition with Australian 3–6-Year-Olds and Their Parents","authors":"On K. Wu, Ted Brown, Mong-Lin Yu, Nicki Joshua, Christopher J. Wilson, Hannah Cruickshank Campbell","doi":"10.1080/19411243.2023.2271480","DOIUrl":"https://doi.org/10.1080/19411243.2023.2271480","url":null,"abstract":"The Movement Assessment Battery for Children (MABC) is one of the most-used motor-skill tests among children internationally. This study investigated the test–retest reliability and convergent validity of the MABC-3 Age Band One (AB1) Performance Test and the Parent/Teacher/Other Report Motor Checklist components in Australia. Twenty-four typically developing children aged 3–6 years (Mean = 4.33 years, SD = 1.12; 17 boys and seven girls) and their parent/guardian participated in the study. Raw score data were analyzed using Spearman’s rho correlation (rs). Results indicated good test–retest reliability of the MABC-3, with strong statistically significant correlations found in the AB1 Performance Test (rs=.563–.897, p < 0.05; number of days apart M = 32.65, SD = 15.40) and the Motor Checklist scores (rs=.663–.877, p < 0.05; number of days between test–retest sessions M = 36.17, SD = 18.38). The overall correlations between the MABC-3 AB1 Performance Test items and Parent/Teacher/Other Report Motor Checklist section scores were weakly to moderately significant (Manual Dexterity rs=-.107–.841; Aiming and Catching rs = −.015 to −.555; Balance rs = −.749–.035, p < 0.05). Findings suggest that the MABC-3 AB1 Performance Test and Parent/Teacher/Other Report Motor Checklist exhibit reasonable test–retest reliability for assessing children’s motor competence and parents’ perceptions of children’s motor performance in daily activities. In terms of convergent validity, moderate-level correlations were obtained between the MABC-3 AB1 Performance Test and the Parent/Teacher/Other Report Motor Checklist except for the Manual Dexterity subscale. Further investigation of the MABC-3’s psychometric properties is recommended.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1080/19411243.2023.2246462
L. M. Bray, Camille Skubik-Peplaski, C. Schneck, Candace Thrash, Cheryl Domino
{"title":"Handwriting intervention effectiveness via telehealth delivery","authors":"L. M. Bray, Camille Skubik-Peplaski, C. Schneck, Candace Thrash, Cheryl Domino","doi":"10.1080/19411243.2023.2246462","DOIUrl":"https://doi.org/10.1080/19411243.2023.2246462","url":null,"abstract":"","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89765526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.1080/19411243.2023.2232806
Javiera Salazar Rivera, Nouf Alsaadi, Eliana I Parra-Esquivel, C. Morris, C. Boyle
{"title":"A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings","authors":"Javiera Salazar Rivera, Nouf Alsaadi, Eliana I Parra-Esquivel, C. Morris, C. Boyle","doi":"10.1080/19411243.2023.2232806","DOIUrl":"https://doi.org/10.1080/19411243.2023.2232806","url":null,"abstract":"","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"31 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85493544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-11DOI: 10.1080/19411243.2023.2232783
Ashley Lankford, William Wrightsman, Amanda C. Jozkowski
{"title":"The Experience of School-Age Assistive Technology Users and Their Families During Emergency Remote Instruction and the Impact on Classroom Engagement","authors":"Ashley Lankford, William Wrightsman, Amanda C. Jozkowski","doi":"10.1080/19411243.2023.2232783","DOIUrl":"https://doi.org/10.1080/19411243.2023.2232783","url":null,"abstract":"","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"498 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84761811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-18DOI: 10.1080/19411243.2023.2224793
Anni Watroba, Johanna Luttinen, Pirjo Lappalainen, Jonna Tolonen, Heidi Ruotsalainen
{"title":"Effectiveness of School-Based Occupational Therapy Interventions on School Skills and Abilities Among Children with Attention Deficit Hyperactivity and Autism Spectrum Disorders: Systematic Review","authors":"Anni Watroba, Johanna Luttinen, Pirjo Lappalainen, Jonna Tolonen, Heidi Ruotsalainen","doi":"10.1080/19411243.2023.2224793","DOIUrl":"https://doi.org/10.1080/19411243.2023.2224793","url":null,"abstract":"","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"31 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81744151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1080/19411243.2023.2224596
Alexandra Tallas, A. Cole
{"title":"Does participating in a daily handwriting without tears curriculum for 4-weeks improve a first-grade student’s spelling abilities: Single-subject ABA design","authors":"Alexandra Tallas, A. Cole","doi":"10.1080/19411243.2023.2224596","DOIUrl":"https://doi.org/10.1080/19411243.2023.2224596","url":null,"abstract":"","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"98 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86170620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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：