Journal of Autism and Developmental Disorders最新文献

{"title":"Development of a Self-Report Measure of Prediction in Daily Life: The Prediction-Related Experiences Questionnaire.","authors":"Amanda M O'Brien, Toni A May, Kristin L K Koskey, Lindsay Bungert, Annie Cardinaux, Jonathan Cannon, Isaac N Treves, Anila M D'Mello, Robert M Joseph, Cindy Li, Sidney Diamond, John D E Gabrieli, Pawan Sinha","doi":"10.1007/s10803-024-06379-2","DOIUrl":"10.1007/s10803-024-06379-2","url":null,"abstract":"<p><strong>Purpose: </strong>Predictions are complex, multisensory, and dynamic processes involving real-time adjustments based on environmental inputs. Disruptions to prediction abilities have been proposed to underlie characteristics associated with autism. While there is substantial empirical literature related to prediction, the field lacks a self-assessment measure of prediction skills related to daily tasks. Such a measure would be useful to better understand the nature of day-to-day prediction-related activities and characterize these abilities in individuals who struggle with prediction.</p><p><strong>Methods: </strong>An interdisciplinary mixed-methods approach was utilized to develop and validate a self-report questionnaire of prediction skills for adults, the Prediction-Related Experiences Questionnaire (PRE-Q). Two rounds of online field testing were completed in samples of autistic and neurotypical (NT) adults. Qualitative feedback from a subset of these participants regarding question content and quality was integrated and Rasch modeling of the item responses was applied.</p><p><strong>Results: </strong>The final PRE-Q includes 19 items across 3 domains (Sensory, Motor, Social), with evidence supporting the validity of the measure's 4-point response categories, internal structure, and relationship to other outcome measures associated with prediction. Consistent with models of prediction challenges in autism, autistic participants indicated more prediction-related difficulties than the NT group.</p><p><strong>Conclusions: </strong>This study provides evidence for the validity of a novel self-report questionnaire designed to measure the day-to-day prediction skills of autistic and non-autistic adults. Future research should focus on characterizing the relationship between the PRE-Q and lab-based measures of prediction, and understanding how the PRE-Q may be used to identify potential areas for clinical supports for individuals with prediction-related challenges.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2550-2565"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167306/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140854830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Healthcare Students' Perceptions and Attitudes Towards Peers with Autism Spectrum Disorders.","authors":"Vasiliki Zarokanellou, Evridiki Papagiannopoulou, Alexandros Gryparis, Vassiliki Siafaka, Dionysios Tafiadis, Vassiliki Ntre, Nafsika Ziavra","doi":"10.1007/s10803-024-06368-5","DOIUrl":"10.1007/s10803-024-06368-5","url":null,"abstract":"<p><strong>Purpose: </strong>The present study investigates healthcare students' affective, behavioral, and cognitive attitudes toward hypothetical peers with autism spectrum disorder (ASD) and the effect of the ASD label on their attitudes.</p><p><strong>Methods: </strong>The MAS scale for ASD persons in the postsecondary education (Matthews et al., 2015) was translated and adapted in Greek according to the guidelines of World Health Organization (2016). Participants (n = 444) were randomly divided into three equal groups and completed their demographic information. Each participant read the three vignettes of the Greek-adapted MAS scale describing a communicative interaction with one hypothetical fellow student with autistic characteristics in three different social situations but in each group, the vignette's character was labeled differently (High-functioning, typical college student, and no-label).</p><p><strong>Results: </strong>Students in the High-functioning group demonstrated more positive affective, behavioral, and cognitive attitudes toward the vignette characters than students in the no-label condition. Furthermore, students in the typical student group reported more rejective behaviors toward the vignette characters than students in the high-functioning group, implying that atypical behavior evokes rejection and stigmatization, while the label did not. Male students presented more positive cognitive attitudes across study groups in comparison to female students, while previous contact with individuals with ASD did not seem to impact significantly attitudes.</p><p><strong>Conclusion: </strong>The findings of the study indicate that knowledge of an ASD diagnosis leads to greater acceptance and have important implications for future research, disability policy makers, and university support services.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2492-2502"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167345/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140855128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trends in the Prevalence of Autism Spectrum Disorder in California: Disparities by Sociodemographic Factors and Region Between 1990-2018.","authors":"Karl O'Sharkey, Sanjali Mitra, Seung-A Paik, Ting Chow, Myles Cockburn, Beate Ritz","doi":"10.1007/s10803-024-06371-w","DOIUrl":"10.1007/s10803-024-06371-w","url":null,"abstract":"<p><p>Autism Spectrum Disorders (ASD) prevalence has risen globally, with regional variation and sociodemographic disparities affecting diagnosis and intervention. This study examines ASD trends from 1990 to 2018 in California (CA), focusing on sociodemographic factors that may inform policy/interventions. Using CA Department of Public Health birth records (1990-2018) and Developmental Services ASD cases (1994-2022), we analyzed diagnosis incidence by age 4 or 8, stratified by sociodemographic and regional factors. From 1990 to 2018, for each birth year the cumulative incidence of ASD by 4 and 8 years of age in CA increased while the diagnosis age decreased. Distinct patterns emerged over these three decades. Children born to White and Asian and Pacific Islander (API) mothers, or to mothers with higher education or living in high socioeconomic status (SES) neighborhoods exhibited higher ASD cumulative incidences throughout the 1990s and early 2000s. However, in the mid-2000s, ASD incidence in children born to Black or Hispanic mothers, with low education, or living in low SES neighborhoods surpassed that of White/API children or those living in high SES neighborhoods. Black or Hispanic children now have the highest ASD cumulative incidence, even though age at first diagnosis remains lowest in high SES regions, for the highly educated, and for White/API children. ASD cumulative incidence in CA from 1990 to 2018 exhibited demographic reversals with higher rates in children born to Black or Hispanic mothers or lower SES neighborhoods. Black and Hispanic children still have delayed age at diagnosis compared to White/API children.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2503-2511"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167244/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140849074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Association Between Gastrointestinal Issues and Psychometric Scores in Children with Autism Spectrum Disorder, Developmental Delays, Down Syndrome, and Typical Development.","authors":"Jennie Sotelo-Orozco, Irva Hertz-Picciotto","doi":"10.1007/s10803-024-06387-2","DOIUrl":"10.1007/s10803-024-06387-2","url":null,"abstract":"<p><p>Investigate the association between gastrointestinal (GI) issues and psychometric scores among children with developmental delays and typical development. We examined the association between GI issues and the Mullen Scale of Early Learning (MSEL), Vineland Adaptive Behavior Subscales (VABS), and Aberrant Behavior Checklist (ABC) scores from participants with autism spectrum disorder (ASD), Down syndrome (DS), other developmental delays (DD) and typical development (TD) from the CHildhood Autism Risk from Genetics and Environment (CHARGE) Study (n = 1603). Approximately 32% of children with ASD, 31% of children with DD, and 20% of children with DS reported at least one GI issue, compared to 7% of TD controls. Constipation was the most frequently reported symptom for the entire population, including controls. In general, GI issues correlated with poorer behavioral scores (decreased communication, daily living, socialization, and motor skills on the VABS, and increased irritability/agitation, lethargy/social withdrawal, stereotypic behavior, and hyperactivity/noncompliance on the ABC) among ASD cases. Analysis by sex indicated that GI issues also correlated with poorer cognitive scores (fine motor, receptive language, expressive language, and MSEL composite scores), and adaptive behavior (communication skills, daily living skills, motor, and VABS composite scores) among boys with DD, but not girls with DD-suggesting sex differences among DD cases. Even TD controls showed increased stereotypic behavior and social withdrawal in association with GI issues. However, GI issues were not correlated with impairments in psychometric scores among DS cases. Given that GI issues correlate with deficits in behavioral and cognitive scores, future studies should investigate the treatment of GI symptoms in children with ASD and DD.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2452-2462"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11557733/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140911183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Brief Report Prevalence of Bullying Among Autistic Adolescents in the United States: Impact of Disability Severity Status.","authors":"Lindsay E Ball, Xihe Zhu","doi":"10.1007/s10803-023-06041-3","DOIUrl":"10.1007/s10803-023-06041-3","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to examine the prevalence of bullying behaviors among autistic and non-autistic adolescents between the ages of 12-17 years in the U.S. and the extent to which the severity of such disability impacts bullying behaviors, based on the 2019-2020 National Survey of Children's Health.</p><p><strong>Methods: </strong>Parental reports of bullying perpetration and victimization were used to compare bullying behaviors among a weighted sample of 1011 autistic and 28,016 non-autistic adolescents.</p><p><strong>Results: </strong>Adjusting for participant sex, household income level, highest parent education, and race/ethnicity, autistic adolescents were significantly more likely to engage in bullying perpetration and experience bullying victimization than non-Autistic adolescents. Compared to non-autistic peers, autistic adolescents with moderate/severe autism were most likely to bully others (adjusted odds ratio [aOR] = 1.80, p < 0.05) and experience bullying victimization (aOR = 5.13, p < 0.01).</p><p><strong>Conclusion: </strong>This study provides an update on the prevalence of bullying perpetration and victimization among autistic adolescents, however, the influence of factors such as socialization and mental health on bullying behaviors needs exploration.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2573-2577"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10051786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theory of Mind Performances of Turkish Children with Different Developmental Characteristics.","authors":"Burcu Kılıç-Tülü","doi":"10.1007/s10803-025-06940-7","DOIUrl":"https://doi.org/10.1007/s10803-025-06940-7","url":null,"abstract":"<p><p>Language skills, essential for social interaction, also play a crucial role in the development of theory of mind (ToM). Comparing ToM performances among children with differing language profiles offers valuable insight into the impact of language on ToM. This study aimed to examine how language, a key predictor of ToM, affects the emotional (emotion recognition and understanding) and cognitive (desires and beliefs) ToM performances of children with varying developmental characteristics. A total of 66 children participated: 23 diagnosed with autism spectrum disorder (ASD), 20 with developmental language disorder (DLD), and 23 typically developing (TD) peers. Children with ASD were matched with TD peers based on receptive language age, while DLD and TD groups were similar in chronological age (5-6 years). All participants demonstrated average or above-average non-verbal intelligence. A comprehensive ToM assessment developed and standardized for Turkish children was used to evaluate both emotional and cognitive ToM skills. Both ASD and DLD groups showed significantly lower emotional and cognitive ToM performance compared to TD children. Although children with ASD tended to perform more poorly, there were no statistically significant differences between the ASD and DLD groups in any ToM domain. Children with ASD and DLD exhibit marked difficulties in theory of mind relative to their typically developing peers, regardless of their non-verbal cognitive abilities and language performance. The similarity in ToM performance between ASD and DLD groups suggests that factors beyond language may contribute to ToM development, highlighting the influence of broader developmental variables.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144528107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Knowledge of Autism Questionnaire-UK: Development and Initial Psychometric Evaluation.","authors":"Sophie Langhorne, Nora Uglik-Marucha, Charlotte Broadhurst, Elena Lieven, Amelia Pearson, Silia Vitoratou, Kathy Leadbitter","doi":"10.1007/s10803-024-06332-3","DOIUrl":"10.1007/s10803-024-06332-3","url":null,"abstract":"<p><p>Tools to measure autism knowledge are needed to assess levels of understanding within particular groups of people and to evaluate whether awareness-raising campaigns or interventions lead to improvements in understanding. Several such measures are in circulation, but, to our knowledge, there are no psychometrically-validated questionnaires that assess contemporary autism knowledge suitable to the UK context. We aimed to produce a brief measure to assess between-respondent variability and within-respondent change over time. A pool of questionnaire items was developed and refined through a multi-stage iterative process involving autism experts and a lay sample. Attention was paid to face validity, clarity, consensus on correct responses, and appropriate difficulty levels. Initial validation data was obtained from a lay sample of 201 people. Difficulty and discrimination ability were assessed using item response theory and low-performing items were removed. Dimensionality was evaluated with exploratory factor analysis, which revealed a one-factor structure of the questionnaire. Further items were removed where they did not load strongly on their main factor. This process resulted in a final 14-item questionnaire called the Knowledge of Autism Questionnaire-UK. Internal consistency was satisfactory, and the final questionnaire was able to distinguish between parents of autistic people and those without an affiliation to autism. The KAQ-UK is a new, freely-available measure of autism knowledge that could be used to assess between-respondent variability and within-respondent change over time. Further evaluation and validation of its measurement properties are required.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2436-2451"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167355/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140854979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Meta-Analysis of Self-Management Interventions in Teaching Daily Living Skills to Autistic Individuals.","authors":"Orhan Aydin, Mehmet D Sulu, Ceren Ari-Arat","doi":"10.1007/s10803-024-06355-w","DOIUrl":"10.1007/s10803-024-06355-w","url":null,"abstract":"<p><p>The current study aimed to conduct a systematic review and meta-analysis of self-management interventions for teaching daily living skills to autistic individuals. This study accessed the corresponding studies by doing a search in six databases. 14 articles and one dissertation met the inclusion criteria. The included studies were first analyzed descriptively and coded according to quality indicators using What Works Clearinghouse (WWC) standards. Second, the effect sizes of the included studies were calculated using two different effect size measures (i.e., Tau-U and performance-criteria-based effect size values [PCES]). Third, these analyses were also conducted for generalization and maintenance data. Of 15 studies included in this review, nine met the WWC standards with and without reservations. Tau-U analyses were conducted for 14 studies, whereas PCES values were calculated for only eight studies with mastery criteria. The findings indicated that the self-management interventions had a .93 CI₉₅ (.80, 1) overall effect size for Tau-U with a very large effect. On the other hand, the overall effect size for the PCES values indicated a moderate effect with .99. The weighted effect sizes in generalization and maintenance phases were very large for Tau-U; however, moderate to high effects for PCES. Although self-management interventions showed diversity, one of the domains of daily living skills (i.e., community living skills) has not been studied in the field. Notably, among the studies in our review, the last ones are from 2019. Detailed findings from descriptive analyses and two different effect size calculations are discussed, and recommendations for future studies are given.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2377-2392"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167301/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140852901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parenting Stress in Autistic and ADHD Children: Implications of Social Support and Child Characteristics.","authors":"Ana Pardo-Salamanca, Eva Rosa-Martínez, Soledad Gómez, Cristina Santamarina-Siurana, Carmen Berenguer","doi":"10.1007/s10803-024-06377-4","DOIUrl":"10.1007/s10803-024-06377-4","url":null,"abstract":"<p><p>High levels of parenting stress have been detected in mothers of children with Autism (ASD) and children with attention deficit hyperactivity disorder (ADHD) comparing with mothers of typically developing (TD) children. The current study explored the implications of social support (confidant and affective support) and child characteristics (emotional, behavioral and sleep problems) on parenting stress in ASD and ADHD. Furthermore, the differences between mothers of children with autism, ADHD and TD on the studied variables were examined.A total of 120 mothers of 30 TD children, 47 with ASD without intellectual disability and 43 with ADHD collaborated in the study. Significant differences were found between clinical and TD groups in parenting stress, social support, and child characteristics.Correlation analysis in the group with ADHD revealed that parental stress correlated significantly with social support and with children's emotional problems. In the ASD group, parental stress also correlated significantly with children's sleep and behavioral problems. Moreover, multiple regressions showed that confidant support was a significant predictor of parenting stress in both clinical groups.The findings provide new insights to consider social support as a fundamental part of treatments for parenting stress in mothers of children with ASD and ADHD.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2284-2293"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167323/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140855129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'Nothing About Us, Without Us': Research Priorities for Autistic Girls, Women and Gender Diverse People in Australia.","authors":"Rachel Grove, Hayley Clapham, Tess Moodie, Sarah Gurrin, Gabrielle Hall","doi":"10.1007/s10803-024-06330-5","DOIUrl":"10.1007/s10803-024-06330-5","url":null,"abstract":"<p><p>Autistic girls, women and gender diverse people have specific needs that are underrepresented in research. Research priorities are often established by funding bodies, researchers, parents, carers and health professionals and may not meet the needs of the diverse Autistic community. This co-produced project aimed to identify what research would benefit the lives of Autistic girls, women and gender diverse people in Australia. We interviewed 47 Autistic girls, women and gender diverse people aged seven and above and obtained feedback from an additional 411 Autistic people through an online survey. Autistic young people identified six key research priorities including (1) better understanding and support at school, (2) understanding our experiences, strengths and challenges, (3) autism specific mental health support, (4) Autistic friendships and relationships, (5) experiences of gender diversity and (6) accommodations to make life easier for us. Eight key research priority areas were identified by Autistic adults including (1) understanding and supporting specific needs in adulthood, (2) experiences of trauma, abuse and sexual violence, (3) supporting mental health and wellbeing, (4) addressing barriers in healthcare, (5) understanding and supporting physical health needs, (6) addressing barriers in education and the workplace, (7) understanding the role of society, embracing neurodiversity and the importance of Autistic identity and (8) co-designing research and supports with Autistic people. We provide a discussion around the importance of focusing on these research priority areas in future autism research in Australia.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2522-2538"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167327/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140851068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}