Advances in Neurodevelopmental Disorders最新文献

{"title":"The Potential of Virtual Reality to Improve Diagnostic Assessment by Boosting Autism Spectrum Disorder Traits: A Systematic Review","authors":"Mariangela Cerasuolo,&nbsp;Stefania De Marco,&nbsp;Raffaele Nappo,&nbsp;Roberta Simeoli,&nbsp;Angelo Rega","doi":"10.1007/s41252-024-00413-1","DOIUrl":"10.1007/s41252-024-00413-1","url":null,"abstract":"<div><h3>Objectives</h3><p>While studies examining the effectiveness of virtual reality (VR) systems in autism spectrum disorder (ASD) intervention have seen significant growth, research on their application as tools to improve assessment and diagnosis remains limited. This systematic review explores the potential of VR systems in speeding-up and enhancing the assessment process for ASD.</p><h3>Methods</h3><p>We conducted a systematic search of peer-reviewed research to identify studies that compared characteristics of autistic and neurotypical participants performing tasks in virtual environments. Pubmed and IEE Xplore databases were searched and screened using predetermined keywords and inclusion criteria related to ASD and virtual reality, resulting in the inclusion of 20 studies.</p><h3>Results</h3><p>Studies reviewed revealed that VR technologies may serve as a booster of ASD “traits” that might otherwise go unnoticed when using traditional tools. Specifically, results indicated that ASD individuals exhibited distinct behavioral nuances compared to typically developing participants across four main domains: communication and social interaction skills, cognitive functioning and neurological pattern, sensory and physiological processing, and motor behavior and body movements. Also, recent studies analyzed here underscored the potential of integrating machine learning with VR technologies to enhance accuracy in identifying ASD based on motor behavior, eye gaze, and electrodermal activity.</p><h3>Conclusions</h3><p>The integration of VR technologies can complement traditional tools in ASD diagnosis, providing more objective and reliable assessment within a controlled, ecological, and motivating virtual environment. In addition, the reviewed literature suggests machine learning models combined with VR technologies may support phenotypic diagnosis, offering a more refined classification of ASD subgroups within immersive virtual contexts.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"1 - 22"},"PeriodicalIF":1.3,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423197","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}

{"title":"The Childhood Prevalence, Gender Ratio, and Characteristics of Autism Spectrum Disorder in Cyprus Using School Report: A Cross-Sectional Study","authors":"Margarita Kilili-Lesta,&nbsp;Konstantinos Giannakou,&nbsp;Louiza Voniati","doi":"10.1007/s41252-024-00412-2","DOIUrl":"10.1007/s41252-024-00412-2","url":null,"abstract":"<div><h3>Objectives</h3><p>To determine the childhood prevalence and characteristics of ASD in Cyprus and identify the factors associated with it.</p><h3>Methods</h3><p>This was a large-scale cross-sectional study of children 5 to 12 years of age attending schools across all Cyprus districts. Data were collected between February 20, 2023, and June 23, 2023, through a school questionnaire obtaining school information, student demographics, ASD characteristics, and language information, based on schools’ special education databases.</p><h3>Results</h3><p>Out of 9990 participants from 117 schools, a 1.8% prevalence of ASD was identified, with a substantial male predominance (80.3%, gender ratio 4.1). ASD prevalence was significantly lower in primary schools (1.3%, <i>p</i>&lt;0.001) and markedly higher in special schools (41.9%, <i>p</i>&lt;0.001) compared to pre-primary schools (2.7%, <i>p</i>&lt;0.001). No significant differences were observed across age groups or school types (<i>p</i>&gt;0.05). Most children with ASD (90.4%) received support primarily through speech-language therapy and special education (93.8%). Approximately 55.6% were reported as nonverbal/minimally verbal. Common comorbidities included attention-deficit/hyperactivity disorder (37.6%) and intellectual disability (10.7%). Multivariate logistic regression analysis highlighted gender (OR 0.26, 95% C.I. 0.18–0.38), school system (OR 21.04, 95% C.I. 9.94–44.26), and school level (OR 0.48, 95% C.I. 0.34–0.67) as significant factors associated with ASD prevalence (<i>p</i>&lt;0.001).</p><h3>Conclusions</h3><p>A 1.8% prevalence of ASD was identified, with 80.3% male representation and a 4.1 gender ratio. The likelihood of ASD was greater among males and those attending pre-primary or special schools. We displayed the need for ASD public policy enforcement in Cyprus mandating screenings in pre-primary schools for early identification, and monitoring prevalence rates through a central database, for adequate service planning.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"168 - 179"},"PeriodicalIF":1.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-024-00412-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Health Practitioner Attitudes to Psychosocial Treatments in ADHD: Impact of Country, Age, Profession, and Beliefs","authors":"Haffiezhah An-Nadiah Azlan,&nbsp;Paul G. Overton,&nbsp;Eleanor J. Dommett","doi":"10.1007/s41252-024-00409-x","DOIUrl":"10.1007/s41252-024-00409-x","url":null,"abstract":"<div><h3>Objectives</h3><p>Attention deficit hyperactivity disorder (ADHD) affects around 7% of children/adolescents and 3% of adults. Treatment guidelines propose a combination of pharmacological and non-pharmacological approaches. Despite this, research has focused on the use of medication, including how this varies between countries, with differences found between high-income countries (HIC) and low- and middle-income countries (LMIC). Studies have also identified that the role of practitioners is critical with their clinical ambivalence around ADHD impacting treatment. The present study aimed to examine the views of practitioners towards psychosocial treatments for ADHD in the UK (HIC) and Malaysia (LMIC).</p><h3>Methods</h3><p>Data was collected from health practitioners in the UK and Malaysia using an online survey to assess (i) demographics and employment characteristics, (ii) practitioners’ attitudes to psychosocial treatments for ADHD, and (iii) practitioners’ beliefs about ADHD.</p><h3>Results</h3><p>Respondents in Malaysia held more positive attitudes towards psychosocial interventions, despite having similar beliefs about the condition. Furthermore, attitude to psychosocial interventions was predicted by age of the practitioner, their qualification, and belief in ADHD as a real condition with biological markers.</p><h3>Conclusions</h3><p>This study has revealed some cross-cultural differences in attitudes towards non-pharmacological treatment for ADHD and provides a starting point for future research to move beyond examination of decision-making for pharmacological treatments only.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"157 - 167"},"PeriodicalIF":1.3,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-024-00409-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of Preferred Stimuli as Receptive Identification Targets for Children with Autism Spectrum Disorder","authors":"Jennifer Ninci,&nbsp;Mandy Rispoli,&nbsp;Stephanie Gerow,&nbsp;Emily Gregori","doi":"10.1007/s41252-024-00406-0","DOIUrl":"10.1007/s41252-024-00406-0","url":null,"abstract":"<div><h3>Objectives</h3><p>Individuals with autism spectrum disorder (ASD), in addition to core deficits in social communication, tend to devote attention to a restricted range of environmental events. Embedded interest interventions are used to establish one’s motivation to participate in low-preferred or neutral activities. We designed this single-case research study to evaluate the use of interests as receptive identification targets for children with ASD in the context of an intervention with added components as needed.</p><h3>Methods</h3><p>We compared the use of high- versus low-preferred receptive identification targets on receptive identification acquisition, stimulus generalization, and generalization to labels. We also evaluated ancillary variables (i.e., eye gaze, response attempts, and challenging behaviors) to examine if embedding interests acted to establish motivation for task engagement. An adapted alternating treatment design was used with changing conditions and reversal design.</p><h3>Results</h3><p>Two children acquired more high-preferred receptive identification targets in fewer trials overall compared to low-preferred targets, one of whom only showed marginal improvements in the HP condition relative to the LP condition. A third participant had no improvements in either condition. All participants demonstrated increased engagement in the high-preferred condition relative to the low-preferred condition. Participants who mastered targets showed some improvements in generalization probes, primarily for HP targets.</p><h3>Conclusions</h3><p>Practitioners may consider beginning with high-preferred targets in receptive identification programs for children with ASD, but side effects should be monitored in tandem with acquisition outcomes.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"140 - 156"},"PeriodicalIF":1.3,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141370337","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}

{"title":"Sex Differences in Autism Symptoms and Mental Health Difficulties in Adolescents with Rare Genetic Disorders","authors":"Ingrid S. Tien,&nbsp;Stian Orm,&nbsp;Jeffrey J. Wood,&nbsp;Erik Winther Skogli,&nbsp;Krister W. Fjermestad","doi":"10.1007/s41252-024-00405-1","DOIUrl":"10.1007/s41252-024-00405-1","url":null,"abstract":"<div><h3>Objectives</h3><p>Adolescents with rare genetic disorders often display autism traits and mental health difficulties. Sex differences have been identified for mental health symptoms, including comorbidity with autism difficulties, among autistic youth. However, these sex differences may differ with rare genetic ethology and have yet to be examined in rare genetic disorders. Therefore, the aim of this study was to examine sex differences in mental health difficulties and autism symptoms among adolescents with rare genetic disorders.</p><h3>Method</h3><p>Adolescents with rare genetic disorders (<i>N</i> = 93 <i>M</i>_age = 13.2 years, SD = 2.4, 60.2% females, 39.8% males) were assessed with parent-reports on the Child Behavior Checklist, the Social Communication Questionnaire, and the Social Responsiveness Scale.</p><h3>Results</h3><p>Males displayed more total autism characteristics and externalizing difficulties compared with females (Hedges <i>g</i> = 0.44-0.71). Within autism subdomains, males displayed more restrictive and repetitive behaviors and social communication difficulties compared with females (Hedges <i>g</i> = 0.43-0.63). In examining interaction effects, females were found to have a stronger relationship between restrictive and repetitive behaviors and total mental health and externalizing behaviors than males on the Social Communication Questionnaire.</p><h3>Conclusions</h3><p>The sex differences typically found with idiopathic autism could be extended to a sample of adolescents with a known genetic likelihood of autism traits. Among adolescents with rare genetic conditions, autism symptoms may be more strongly associated with mental health difficulties in females compared with males.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"130 - 139"},"PeriodicalIF":1.3,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270982","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}

{"title":"Launching! to Adulthood: an Updated Group Therapy Program for Young Adults with Neurodevelopmental Differences Transitioning to Adulthood","authors":"Antonio F. Pagán,&nbsp;Katherine A. Loveland","doi":"10.1007/s41252-024-00402-4","DOIUrl":"10.1007/s41252-024-00402-4","url":null,"abstract":"<div><h3>Objectives</h3><p>The transition to adulthood is a formative period of development for young adults, as they work towards independence and managing adult responsibilities. This time can be especially difficult for young adults with neurodevelopmental disorders (NDDs; such as autism spectrum disorder [ASD] or attention-deficit/hyperactivity disorder [ADHD]), who may experience executive functioning and social communication difficulties. Parents also may experience an increased burden during this transition. However, evidence-based interventions for young adults with NDDs rarely integrate parents. The present study provided initial feasibility and acceptability data for a therapy program for young adults with NDDs transitioning to adulthood and their parents.</p><h3>Methods</h3><p>The updated intervention, called <i>Launching!</i> to Adulthood, is a 10-week therapy program based on evidence-based interventions, designed to reduce distress and support the transition to independence for young adults with NDDs and their parents. The updated <i>Launching!</i> to Adulthood therapy program now includes weekly Motivational Interviewing (MI) coaching sessions for young adults. Measures of feasibility, acceptability, and well-being were collected pre- and post-intervention from participants (<i>n</i> = 28).</p><h3>Results</h3><p>The updated <i>Launching!</i> to Adulthood therapy program was acceptable and feasible for the 28 participants, with high ratings of satisfaction. Young adults (<i>n</i> = 12) experienced a significant reduction in depression symptoms and a significant increase in quality of life, while parents (<i>n</i> = 16) experienced significant reductions in caregiver burden.</p><h3>Conclusions</h3><p>By integrating individualized MI coaching sessions for young adults with separate group therapy sessions for parents and young adults, the updated <i>Launching!</i> to Adulthood therapy program has the potential to support young adults with NDDs and their families during the transition to adulthood.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"115 - 129"},"PeriodicalIF":1.3,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423274","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}

{"title":"People with Neuro-motor Impairment, Lack of Speech, and General Passivity Can Engage in Basic Forms of Activity and Communication with Technology Support","authors":"Giulio E. Lancioni,&nbsp;Jorge Navarro,&nbsp;Nirbhay N. Singh,&nbsp;Mark F. O’Reilly,&nbsp;Jeff Sigafoos,&nbsp;Antonella Mellino,&nbsp;Pietro Arcuri,&nbsp;Gloria Alberti,&nbsp;Valeria Chiariello","doi":"10.1007/s41252-024-00401-5","DOIUrl":"10.1007/s41252-024-00401-5","url":null,"abstract":"<div><h3>Objectives</h3><p>People with neuro-motor impairment, lack of speech and general passivity live in a marginalized and isolating condition. This study used a technology-aided program to help three of these people achieve basic activity (i.e., accessing music videos and listening to stories and/or answering questions) and communication (i.e., video calling or sending messages to preferred partners).</p><h3>Methods</h3><p>The study was carried out according to a non-concurrent multiple baseline design across participants. During the intervention, the participants were provided with the technology system that entailed a tablet and two touch or two optic sensors. Within each session, the tablet presented the participants with choice periods (i.e., periods in which they could choose between music videos and communication with distant partners) interspersed with stories plus questions or questions periods.</p><h3>Results</h3><p>During the baseline (without the technology system), the participants were not able to make choices (failing to access music videos or communication events) or to answer questions. During the intervention sessions, all participants used the technology successfully to access music videos and communication events and to answer questions independently.</p><h3>Conclusions</h3><p>The results suggest that simple technology can be adapted to help people like the participants of this study achieve basic forms of functional activity and communication.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"105 - 114"},"PeriodicalIF":1.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-024-00401-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring Teacher Talk and the Behavior of Autistic Students in Preschool Through Third-Grade Special Education Mathematics Activities","authors":"Nicole Sparapani,&nbsp;Sandy Birkeneder,&nbsp;Laurel Towers,&nbsp;Johanna Vega Garcia,&nbsp;Cindy Parks,&nbsp;Nancy Tseng,&nbsp;Helen Fann,&nbsp;Jennifer Bullen,&nbsp;Amanda Dimachkie Nunnally","doi":"10.1007/s41252-024-00397-y","DOIUrl":"10.1007/s41252-024-00397-y","url":null,"abstract":"<div><h3>Objectives</h3><p>Teacher talk provides the medium for teaching and learning. However, there has been little emphasis on conceptualizing and measuring teacher talk within specific contexts and populations or the influence that child behavior has on teacher talk. We described and investigated varying models of teacher talk directed individually toward autistic students within 96 special education mathematics activities drawn from larger mathematics lessons. We also examined child behavior within mathematics contexts measured through observation and via teacher report.</p><h3>Methods</h3><p>Our participants included 39 preschool–third-grade teachers across 14 districts in California and their 66 autistic students (<i>M</i>_age = 6.74 years, <i>SD</i> = 2.04). We utilized archival video observations from the start of the school year collected as part of a longitudinal study examining a classroom-based intervention for autistic students.</p><h3>Results</h3><p>Our findings provide support for a five-factor model of teacher talk (instructional talk, questioning techniques, responsive language, directive language, and foundational talk) and shed light upon teachers’ overuse of directive language to direct or redirect autistic students’ behavior relative to the other talk dimensions. We also documented a significant positive association between teachers’ use of non-task-related directives and student emotion dysregulation.</p><h3>Conclusions</h3><p>This detailed evaluation of teacher talk provides a promising means for gauging the quality of instructional talk and the experiences of elementary-aged autistic students within special education mathematics contexts. Tailoring professional development for educators that centers on understanding developmental characteristics associated with autism and highlighting teacher talk as a targeted intervention is an area for further study.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"71 - 86"},"PeriodicalIF":1.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-024-00397-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140734338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mitigating Resurgence in Functional Communication Training: Teaching Varied and Complex Responses","authors":"Charlene Agnew,&nbsp;Joshua Jessel","doi":"10.1007/s41252-024-00398-x","DOIUrl":"10.1007/s41252-024-00398-x","url":null,"abstract":"<div><h3>Objectives</h3><p>Functional communication training is an intervention for problem behavior wherein the reinforcers contributing to problem behavior are provided contingent on an alternative communication response. However, following successful teaching of a communication response, resurgence of problem behavior may occur in natural settings when the communication response is exposed to intentional or unintentional extinction conditions. We investigated teaching a second communication response in one of two forms (varied topography or increased complexity) as a method for reducing resurgence in two arrangements (i.e., basic and translational experiments).</p><h3>Methods</h3><p>In Experiment I, three male Silver King pigeons were trained to peck multiple key lights in three phases to represent the establishment of problem behavior (Phase 1), the strengthening of simple communication to replace problem behavior (Phase 2), and the sequential teaching of more complex communication (Phase 3). The pigeons were then exposed to extinction (i.e., the test for resurgence). In Experiment 2, we used pre-existing mands exhibited by four children with autism as analogues to problem behavior in a translational arrangement. We tested the resurgence of the analogue to problem behavior in a similar extinction condition following the teaching of a single, simple communication response in comparison to varied and more complex communication responses.</p><h3>Results</h3><p>During the test for resurgence, low levels of analogue problem behavior reemerged among the pigeons after sequentially teaching more complex responses. In addition, teaching multiple communication responses of various topography and complexity, in comparison to a simple response, was more effective at mitigating resurgence of the analogue problem behavior among the children diagnosed with autism.</p><h3>Conclusions</h3><p>Results from the basic and translational experiments suggest that clinicians may consider teaching multiple communication responses during functional communication training to reduce resurgence of problem behavior and increase variability of untaught mands.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"87 - 104"},"PeriodicalIF":1.3,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423066","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}

{"title":"Advances in Neurodevelopmental Disorders: Continuity and Innovation","authors":"Russell Lang","doi":"10.1007/s41252-024-00396-z","DOIUrl":"10.1007/s41252-024-00396-z","url":null,"abstract":"","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"1 - 2"},"PeriodicalIF":1.3,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139834214","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}