Pub Date : 2021-04-12DOI: 10.1080/19411243.2021.1910608
Alicia L Fedewa, H. Erwin, Soyeon Ahn, S. Alawadi
{"title":"The Effects of Desk Cycles in Elementary Children’s Classroom Physical Activity: A Feasibility Study","authors":"Alicia L Fedewa, H. Erwin, Soyeon Ahn, S. Alawadi","doi":"10.1080/19411243.2021.1910608","DOIUrl":"https://doi.org/10.1080/19411243.2021.1910608","url":null,"abstract":"","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"35 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84523709","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 : 2021-04-04DOI: 10.1080/19411243.2021.1910606
J. Hickey, Diana R. Feldhacker
ABSTRACT Primitive reflexes are a critical part of early development but eventually integrate to give rise to volitional and cortically directed movements and higher-level cognitive skills. Failure to integrate these reflexes in a developmentally appropriate stage has shown correlation with developmental delays which affect occupational participation. Retention of reflexes may be linked to academic difficulties, including attention deficits in the classroom. The purpose of this study was to explore prevalence of primitive reflex activity among 4- to 6-year-old children and to understand the relationship between primitive reflex activity and attention. A total of 27 preschool students were screened for 7 primitive reflexes as well as attention utilizing the SNAP-IV. Overall, 100% of the students had at least 1 retained reflex, with STNR being the most common (81.4%). Males demonstrated more reflex activity than females for 6 of the 7 tested reflexes. A significant difference was found between males and females for scores within the inattention subtest of the SNAP-IV, with males scoring higher for inattention. Correlational analyses indicated a statistically significant relationship among males between ATNR activity and opposition/defiance as well as retention of Moro and inattention. Though ongoing research is indicated, the findings of this study support prior research which indicates a need for early screening of primitive reflexes as client factors which could impact occupational performance.
{"title":"Primitive reflex retention and attention among preschool children","authors":"J. Hickey, Diana R. Feldhacker","doi":"10.1080/19411243.2021.1910606","DOIUrl":"https://doi.org/10.1080/19411243.2021.1910606","url":null,"abstract":"ABSTRACT Primitive reflexes are a critical part of early development but eventually integrate to give rise to volitional and cortically directed movements and higher-level cognitive skills. Failure to integrate these reflexes in a developmentally appropriate stage has shown correlation with developmental delays which affect occupational participation. Retention of reflexes may be linked to academic difficulties, including attention deficits in the classroom. The purpose of this study was to explore prevalence of primitive reflex activity among 4- to 6-year-old children and to understand the relationship between primitive reflex activity and attention. A total of 27 preschool students were screened for 7 primitive reflexes as well as attention utilizing the SNAP-IV. Overall, 100% of the students had at least 1 retained reflex, with STNR being the most common (81.4%). Males demonstrated more reflex activity than females for 6 of the 7 tested reflexes. A significant difference was found between males and females for scores within the inattention subtest of the SNAP-IV, with males scoring higher for inattention. Correlational analyses indicated a statistically significant relationship among males between ATNR activity and opposition/defiance as well as retention of Moro and inattention. Though ongoing research is indicated, the findings of this study support prior research which indicates a need for early screening of primitive reflexes as client factors which could impact occupational performance.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"81 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2021-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89020965","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 : 2021-04-03DOI: 10.1080/19411243.2020.1822258
Nancy Stockall, Corinna Villar Cole, Alma Contreras-Vanegas
ABSTRACT In this article, the authors identify possible indicators of cerebral visual impairments (CVI) in young children. Noticing the signs of cerebral visual impairment can assist occupational therapists in the early detection and therapy planning for preschoolers in early intervention programs. Several instructional models are described to meet the individual needs of children with CVI.
{"title":"Behavioral Signs of Cerebral Visual Impairment in Very Low Birth Weight Infants","authors":"Nancy Stockall, Corinna Villar Cole, Alma Contreras-Vanegas","doi":"10.1080/19411243.2020.1822258","DOIUrl":"https://doi.org/10.1080/19411243.2020.1822258","url":null,"abstract":"ABSTRACT In this article, the authors identify possible indicators of cerebral visual impairments (CVI) in young children. Noticing the signs of cerebral visual impairment can assist occupational therapists in the early detection and therapy planning for preschoolers in early intervention programs. Several instructional models are described to meet the individual needs of children with CVI.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"10 1","pages":"119 - 133"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73666054","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 : 2021-03-23DOI: 10.1080/19411243.2021.1898518
J. George
{"title":"The CHANCE Program: A Pilot Occupational Therapy Vocational Program for Young Adults with Special Needs in Secondary Education","authors":"J. George","doi":"10.1080/19411243.2021.1898518","DOIUrl":"https://doi.org/10.1080/19411243.2021.1898518","url":null,"abstract":"","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"23 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80561498","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 : 2021-03-15DOI: 10.1080/19411243.2021.1898517
Janis J. Leinfuss, Michele Karnes
ABSTRACT Individuals with autism spectrum disorder (ASD) often have sensory processing difficulties, which impact their participation in daily occupations. This pilot study investigated a newly developed Ready to Learn and Play sensory regulation framework for addressing sensory regulation challenges for individuals with ASD in a school setting. De-identified data were analyzed to compare Short Child Occupational Profile (SCOPE) scores at pretest and posttest for children receiving school-based occupational therapy programming alone or Ready to Learn and Play sensory regulation framework in addition to occupational therapy programming. Though both groups demonstrated improvement in occupational performance from pretest to posttest, the intervention group showed a statistically significant improvement (p= .000214) in SCOPE scores when compared to the control group. The Ready to Learn and Play framework shows promise as an emerging evidence-based intervention to positively impact student’s occupational performance in the school setting.
{"title":"Impact of the Ready to Learn and Play Framework on Occupational Performance for Students with Autism in the School Setting: A Pilot Study","authors":"Janis J. Leinfuss, Michele Karnes","doi":"10.1080/19411243.2021.1898517","DOIUrl":"https://doi.org/10.1080/19411243.2021.1898517","url":null,"abstract":"ABSTRACT Individuals with autism spectrum disorder (ASD) often have sensory processing difficulties, which impact their participation in daily occupations. This pilot study investigated a newly developed Ready to Learn and Play sensory regulation framework for addressing sensory regulation challenges for individuals with ASD in a school setting. De-identified data were analyzed to compare Short Child Occupational Profile (SCOPE) scores at pretest and posttest for children receiving school-based occupational therapy programming alone or Ready to Learn and Play sensory regulation framework in addition to occupational therapy programming. Though both groups demonstrated improvement in occupational performance from pretest to posttest, the intervention group showed a statistically significant improvement (p= .000214) in SCOPE scores when compared to the control group. The Ready to Learn and Play framework shows promise as an emerging evidence-based intervention to positively impact student’s occupational performance in the school setting.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"20 2","pages":"49 - 60"},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72614338","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 : 2021-03-03DOI: 10.1080/19411243.2021.1875388
E. Klein, Ivonne Montgomery, J. Zwicker
ABSTRACT Occupational therapists often address pre-printing skills in young children, but the evidence supporting such practice has not been thoroughly investigated. The purpose of this scoping review was to summarize and evaluate pre-printing literature and outline a theoretical framework to inform best practice. Utilizing PRISMA guidelines and scoping review methodology, two independent reviewers selected articles for abstract and full-text review and rated the level of evidence of each article. Most of the 98 articles that were included were low levels of evidence, often based on “expert” opinion. Two theoretical approaches emerged based on printing skill prerequisites and development. Occupational therapy research appears to follow a neurodevelopmental approach, which describes a prescriptive developmental sequence with direct instruction, leading to mastery of pre-printing shapes, strokes and skills. An emergent literacy approach is prominent in education literature. This approach also incorporates developmental considerations, but is less prescriptive and more focused on a literacy-rich, curricular approach to pre-printing instruction. An emergent literacy approach encourages children to experiment with printing, matching task demands with the child’s natural printing development, without prescriptive mastery of certain skills. We propose an integrated theoretical framework, to capture both educator and therapist expertise, to facilitate a more collaborative approach when guiding pre-printing development both for typically developing children and children with developmental challenges. Evidence from this scoping review will be used to develop a pre-printing program based on an integrated theoretical framework. This combined approach may prevent confusion and conflicting information about printing readiness, and thus allow occupational therapists, early childhood educators, kindergarten teachers, and parents to provide consistent guidance and learning opportunities for young children to learn pre-printing skills.
{"title":"Theory and Evidence for Pre-printing Development: A Scoping Review","authors":"E. Klein, Ivonne Montgomery, J. Zwicker","doi":"10.1080/19411243.2021.1875388","DOIUrl":"https://doi.org/10.1080/19411243.2021.1875388","url":null,"abstract":"ABSTRACT Occupational therapists often address pre-printing skills in young children, but the evidence supporting such practice has not been thoroughly investigated. The purpose of this scoping review was to summarize and evaluate pre-printing literature and outline a theoretical framework to inform best practice. Utilizing PRISMA guidelines and scoping review methodology, two independent reviewers selected articles for abstract and full-text review and rated the level of evidence of each article. Most of the 98 articles that were included were low levels of evidence, often based on “expert” opinion. Two theoretical approaches emerged based on printing skill prerequisites and development. Occupational therapy research appears to follow a neurodevelopmental approach, which describes a prescriptive developmental sequence with direct instruction, leading to mastery of pre-printing shapes, strokes and skills. An emergent literacy approach is prominent in education literature. This approach also incorporates developmental considerations, but is less prescriptive and more focused on a literacy-rich, curricular approach to pre-printing instruction. An emergent literacy approach encourages children to experiment with printing, matching task demands with the child’s natural printing development, without prescriptive mastery of certain skills. We propose an integrated theoretical framework, to capture both educator and therapist expertise, to facilitate a more collaborative approach when guiding pre-printing development both for typically developing children and children with developmental challenges. Evidence from this scoping review will be used to develop a pre-printing program based on an integrated theoretical framework. This combined approach may prevent confusion and conflicting information about printing readiness, and thus allow occupational therapists, early childhood educators, kindergarten teachers, and parents to provide consistent guidance and learning opportunities for young children to learn pre-printing skills.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"32 1","pages":"357 - 399"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74358833","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 : 2021-02-28DOI: 10.1080/19411243.2021.1884634
Anat Golos, Shlomit Freiman
ABSTRACT Play is a central occupation of children, contributing to their development. Play opportunities depend on physical, social, and cultural environments. Family-focused programs need to be developed and adapted to diverse populations. This study endeavored to evaluate the effectiveness of a short-term intervention enrichment program for a group of mothers and children from a cultural immigrant group in Israel, which focused on playing board games together. Twelve mothers and 12 children participated in a play-based program. A demographic questionnaire and a set of adapted PAPI questionnaires were used to examine mothers’ levels of knowledge and self-efficacy relating to playing board games, as well as children’s participation before and after intervention. Qualitative information was also collected, as well as mothers’ satisfaction levels. A significant improvement (p < .006; ɳ 2 > .14) was found in some items relating to mothers’ knowledge, awareness, and self-efficacy resulting from play, and relating to children’s participation in play. Three months post intervention, a nonsignificant decrease was found in comparison to immediate post-intervention scores. The mothers reported a high level of satisfaction with the program. Short-term programs focusing on board game-playing among mothers and children from a cultural immigrant group may have the potential to strengthen parental knowledge, awareness, and self-efficacy relating to playing board games, and may improve their children’s participation in leisure play. Possible change mechanisms include occupational-based intervention, a family-centered approach, and environmental and cultural adaptations. The results suggest the need for developing culturally sensitive programs for diverse cultural groups. Future studies are needed among diverse populations, using additional assessments and control groups.
{"title":"Pilot Study of a Play-based Intervention Enrichment Program Using Board Games, for Mothers and Children from a Culturally Challenged Immigrant Group","authors":"Anat Golos, Shlomit Freiman","doi":"10.1080/19411243.2021.1884634","DOIUrl":"https://doi.org/10.1080/19411243.2021.1884634","url":null,"abstract":"ABSTRACT Play is a central occupation of children, contributing to their development. Play opportunities depend on physical, social, and cultural environments. Family-focused programs need to be developed and adapted to diverse populations. This study endeavored to evaluate the effectiveness of a short-term intervention enrichment program for a group of mothers and children from a cultural immigrant group in Israel, which focused on playing board games together. Twelve mothers and 12 children participated in a play-based program. A demographic questionnaire and a set of adapted PAPI questionnaires were used to examine mothers’ levels of knowledge and self-efficacy relating to playing board games, as well as children’s participation before and after intervention. Qualitative information was also collected, as well as mothers’ satisfaction levels. A significant improvement (p < .006; ɳ 2 > .14) was found in some items relating to mothers’ knowledge, awareness, and self-efficacy resulting from play, and relating to children’s participation in play. Three months post intervention, a nonsignificant decrease was found in comparison to immediate post-intervention scores. The mothers reported a high level of satisfaction with the program. Short-term programs focusing on board game-playing among mothers and children from a cultural immigrant group may have the potential to strengthen parental knowledge, awareness, and self-efficacy relating to playing board games, and may improve their children’s participation in leisure play. Possible change mechanisms include occupational-based intervention, a family-centered approach, and environmental and cultural adaptations. The results suggest the need for developing culturally sensitive programs for diverse cultural groups. Future studies are needed among diverse populations, using additional assessments and control groups.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"41 1","pages":"14 - 30"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73751873","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 : 2021-01-31DOI: 10.1080/19411243.2021.1875386
T. Brown, Emma Swayn, J. M. Pérez Mármol
ABSTRACT Sensory processing and executive functioning have been studied extensively as individual concepts in primary school children, yet little literature exists that has examined the relationship between these two factors. This study investigated the association between sensory processing and executive functioning in school-aged children. Parents of 40 typically developing children ( = 7.42 years, SD = 0.95; 20 males and 20 females) completed the Sensory Profile 2 (SP-2) and the Behavior Rating Inventory of Executive Functioning, Second Edition (BRIEF-2). Spearman rho correlations and multiple linear regressions with bootstrapping were used to examine possible associations. Regression analysis findings indicated that all models were found to be statistically significant (p ≤ .001) with adjusted R2 values ranging from .30-.76. The SP-2 Avoiding, Sensitivity and Registration quadrant subscales were found to be significant predictors of the four BRIEF composite index scores. The SP-2 Body Position sensory subscale made unique contributions to the total variance of three BRIEF composite index models (Behavior Regulation Index = 9.7%, p = .01; Emotional Regulation Index = 8.8%, p < .001; Global Executive Composite = 6.3%, p = .01). The SP-2 Conduct behavioral subscale was also a unique contributor to three of the BRIEF composite index models’ total variance (Behavior Regulation Index = 14.5%, p = .01; Cognitive Regulation Index = 8.9%, p = .01; Global Executive Composite = 7.8%, p = .01). Children’s sensory processing and their executive functioning were strongly associated. The regression analyses demonstrated that a statistically significant predictive relationship between sensory processing as measured by the SP-2 and executive function as measured by the BRIEF-2 existed.
{"title":"The Relationship between Children’s Sensory Processing and Executive Functions: An Exploratory Study","authors":"T. Brown, Emma Swayn, J. M. Pérez Mármol","doi":"10.1080/19411243.2021.1875386","DOIUrl":"https://doi.org/10.1080/19411243.2021.1875386","url":null,"abstract":"ABSTRACT Sensory processing and executive functioning have been studied extensively as individual concepts in primary school children, yet little literature exists that has examined the relationship between these two factors. This study investigated the association between sensory processing and executive functioning in school-aged children. Parents of 40 typically developing children ( = 7.42 years, SD = 0.95; 20 males and 20 females) completed the Sensory Profile 2 (SP-2) and the Behavior Rating Inventory of Executive Functioning, Second Edition (BRIEF-2). Spearman rho correlations and multiple linear regressions with bootstrapping were used to examine possible associations. Regression analysis findings indicated that all models were found to be statistically significant (p ≤ .001) with adjusted R2 values ranging from .30-.76. The SP-2 Avoiding, Sensitivity and Registration quadrant subscales were found to be significant predictors of the four BRIEF composite index scores. The SP-2 Body Position sensory subscale made unique contributions to the total variance of three BRIEF composite index models (Behavior Regulation Index = 9.7%, p = .01; Emotional Regulation Index = 8.8%, p < .001; Global Executive Composite = 6.3%, p = .01). The SP-2 Conduct behavioral subscale was also a unique contributor to three of the BRIEF composite index models’ total variance (Behavior Regulation Index = 14.5%, p = .01; Cognitive Regulation Index = 8.9%, p = .01; Global Executive Composite = 7.8%, p = .01). Children’s sensory processing and their executive functioning were strongly associated. The regression analyses demonstrated that a statistically significant predictive relationship between sensory processing as measured by the SP-2 and executive function as measured by the BRIEF-2 existed.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"39 1","pages":"307 - 324"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77675324","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 : 2021-01-27DOI: 10.1080/19411243.2021.1875385
Karen Majeski, Sandra Schefkind
ABSTRACT An American Occupational Therapy Association (AOTA) Transition Community of Practice (CoP) subgroup engaged in a knowledge translation strategy as demonstrated through their process and product development. The CoP members first coalesced regularly to discuss their common interest in promoting occupational therapy’s value and in advancing practices. The CoP subgroup then used a consensus-driven approach to develop and to test a presentation of declarations connecting occupation and postsecondary transition. The subgroup refined the presentation based on feedback solicited at multiple Conferences and CoP meetings. This iterative, community-driven process and product captured practitioner authentic experiences and needs, thereby offering a valuable method for engagement, learning, and growth. The tool, developed by and for practitioners, following the knowledge to action process offers valuable steps to advance the role of occupational therapy in school age transitions to post-school life.
{"title":"A Demonstration of Knowledge Translation in A Transition Community of Practice","authors":"Karen Majeski, Sandra Schefkind","doi":"10.1080/19411243.2021.1875385","DOIUrl":"https://doi.org/10.1080/19411243.2021.1875385","url":null,"abstract":"ABSTRACT An American Occupational Therapy Association (AOTA) Transition Community of Practice (CoP) subgroup engaged in a knowledge translation strategy as demonstrated through their process and product development. The CoP members first coalesced regularly to discuss their common interest in promoting occupational therapy’s value and in advancing practices. The CoP subgroup then used a consensus-driven approach to develop and to test a presentation of declarations connecting occupation and postsecondary transition. The subgroup refined the presentation based on feedback solicited at multiple Conferences and CoP meetings. This iterative, community-driven process and product captured practitioner authentic experiences and needs, thereby offering a valuable method for engagement, learning, and growth. The tool, developed by and for practitioners, following the knowledge to action process offers valuable steps to advance the role of occupational therapy in school age transitions to post-school life.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"111 1","pages":"225 - 231"},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81253414","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}
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