Advances in Neurodevelopmental Disorders最新文献

{"title":"Health Condition Co-Morbidities in Children with Autism and Their Association with Challenging Behavior","authors":"Craig H. Kennedy,&nbsp;Tania B. Huedo-Medina,&nbsp;Jennifer Twachtman-Bassett,&nbsp;Louisa Kalsner,&nbsp;Remei Areny-Joval,&nbsp;Inge-Marie Eigsti","doi":"10.1007/s41252-024-00395-0","DOIUrl":"10.1007/s41252-024-00395-0","url":null,"abstract":"<div><h3>Objectives</h3><p>In this cohort study, we assessed the occurrence of health conditions in children with autism, assessed whether clusters of health conditions were present, and whether somatic conditions were associated with challenging behaviors.</p><h3>Method</h3><p>Medical histories and adaptive/maladaptive behavior reports of 246 children with autism were extracted from an electronic database and subjected to cluster analyses. Two-thirds of the participants had one or more serious health conditions and one-third had two or more health co-morbidities.</p><h3>Results</h3><p>Analyses revealed three significant clusters of health conditions: (a) allergies/sinus infections and respiratory illness/not asthma; (b) gastroesophageal reflux disease (GERD), constipation, and epilepsy/seizures; and (c) headache/migraine and sleep dysregulation. Group comparisons and effect sizes of individual health conditions showed associations among (i) GERD and aggression and self-injury and (ii) sleep dysregulation and aggression and self-injury.</p><h3>Conclusions</h3><p>Our findings suggest that children with autism may have higher rates of common health conditions than found in the general pediatric population, that health conditions may cluster among individuals, and that some health conditions (GERD and disordered sleep) were associated with increased levels of self-injury and aggression. These data call for more attention to the mechanisms contributing to health conditions, and their cooccurrence with challenging behaviors, in children with autism.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"64 - 70"},"PeriodicalIF":1.3,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139835255","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":"Housing, Homelessness and Disability: the Commodification of a Core Human Right and Breach of This Right for People with Disability","authors":"Mary-Ann O’Donovan,&nbsp;Erin Louise Whittle","doi":"10.1007/s41252-023-00385-8","DOIUrl":"10.1007/s41252-023-00385-8","url":null,"abstract":"<div><h3>Objectives</h3><p>Access to housing is a recognised human right across international conventions. Yet this right is rarely legislated for within individual countries. In parallel, housing has increasingly become a much sought-after commodity, one in which the accumulation of multiple properties or “homes” is a way of future-proofing for retirement. Large inequities exist across society in terms of who has a home, those who have multiple homes and those who are at risk of homelessness or are homeless. People with disability are particularly more likely to be (over-)represented in the latter group.</p><h3>Methods</h3><p>An environmental scan of contemporary policy, practise and developments on homelessness and disability in Australia sought to examine the current government response to structural and systematic issues which lead to homelessness and neglect for people with disability. A comparison between international practise and policy is made, with a particular focus on examples of effective rights-based interventions, where they exist.</p><h3>Results</h3><p>Ninety-six documents of varying types were included in the environmental scan.</p><h3>Conclusions</h3><p>People with disability are frequently excluded from current disability and homelessness policy. Policies can and should be amended to instigate structural change which incorporates them. Embedding the human right to housing within national legislation is one way to enforce structural change.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"141 - 150"},"PeriodicalIF":1.3,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00385-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600376","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":"Using the Listening2Faces App with Three Young Adults with Autism: A Feasibility Study","authors":"Alisa Baron,&nbsp;Vanessa Harwood,&nbsp;Cooper Woodard,&nbsp;Kaitlyn Anderson,&nbsp;Barbara Fernandes,&nbsp;Jessica Sullivan,&nbsp;Julia Irwin","doi":"10.1007/s41252-023-00390-x","DOIUrl":"10.1007/s41252-023-00390-x","url":null,"abstract":"<div><h3>Objectives</h3><p>Listening2Faces (L2F) is a therapeutic, application-based training program designed to improve audiovisual speech perception for persons with communication disorders. The purpose of this research was to investigate the feasibility of using the L2F application with young adults with autism and complex communication needs.</p><h3>Methods</h3><p>Three young adults with autism and complex communication needs completed baseline assessments and participated in training sessions within the L2F application. Behavioral supports, including the use of cognitive picture rehearsal, were used to support engagement with the L2F application. Descriptive statistics were used to provide (1) an overview of the level of participation in L2F application with the use of behavioral supports and (2) general performance on L2F application for each participant.</p><h3>Results</h3><p>All three participants completed the initial auditory noise assessment (ANA) as well as 8 or more levels of the L2F application with varying accuracy levels. One participant completed the entire L2F program successfully. Several behavioral supports were used to facilitate participation; however, each individual demonstrated varied levels of engagement with the application.</p><h3>Conclusions</h3><p>The L2F application may be a viable intervention tool to support audiovisual speech perception in persons with complex communication needs within a school-based setting. A review of behavioral supports and possible beneficial modifications to the L2F application for persons with complex communication needs are discussed.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"51 - 63"},"PeriodicalIF":1.3,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00390-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612747","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":"Rights of Persons with Disabilities: Current Status and Future Directions","authors":"Jeffrey Chan","doi":"10.1007/s41252-024-00392-3","DOIUrl":"10.1007/s41252-024-00392-3","url":null,"abstract":"<div><h3>Objectives</h3><p>The Convention on the Rights of Persons with Disabilities (CRPD) articulates the rights of all individuals with disabilities, including those with intellectual disabilities. This article introduces a special issue addressing the current status and future direction of how these rights are being realized for people with intellectual disabilities across various countries.</p><h3>Methods</h3><p>Experts were invited to submit conceptual papers, literature reviews, and empirical studies covering a wide range of topics relevant to the implementation of CRPD. The aim was to document how human rights and disability services are provided in different societies.</p><h3>Results</h3><p>Peer-reviewed articles accepted for this special issue included (1) conceptual and philosophical papers discussing the fundamental principles of the CRPD and actions to fully actualize them in the day-to-day lives of people with intellectual disabilities; (2) empirical studies highlighting programs aligned with the mandates of the CRPD; (3) examination of CRPD components integrated into positive behavior support plans and educational programs; (4) evaluation of progress in providing housing for homeless people with intellectual disabilities; (5) a program enhancing the ability of people with intellectual disabilities and their primary caregivers to actively participate in determining the need for the use of psychotropic medication for behavioral issues; (6) ethical guidelines for prescribing psychotropic medication for people with intellectual disabilities; (7) evaluation of current legislation, policy, and practices aimed at enhancing CRPD implementation; (8) example of methods enabling people with intellectual disabilities to be active participants in developing, researching, and co-writing research findings using an Easy Read format; (9) examination of organization-wide processes for reducing behaviors of concern and the use of restrictive procedures, including chemical and physical restraints; and (10) issues related to the ethical, legal, and social implications of genomic technologies for people with intellectual disabilities.</p><h3>Conclusions</h3><p>While progress is evident in implementing the CRPD mandates, much work remains to be done to enable people with intellectual disabilities to fully enjoy the rights and freedoms available to all citizens.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"3 - 6"},"PeriodicalIF":1.3,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621389","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":"Outcomes in PEERS® for Adolescents Across Neurodevelopmental Disorders: ADHD, Autism, and Their Co-occurrence","authors":"Zoe F. Geannopoulos,&nbsp;Christine T. Moody,&nbsp;Hadley A. McGregor,&nbsp;Daliah Baertschi,&nbsp;Shannon Bates,&nbsp;Elizabeth A. Laugeson","doi":"10.1007/s41252-023-00380-z","DOIUrl":"10.1007/s41252-023-00380-z","url":null,"abstract":"<div><h3>Objectives</h3><p>Autistic individuals and those diagnosed with ADHD are at greater risk for social difficulties, with evidence suggesting that the co-occurrence of these neurodevelopmental disorders may further exacerbate social challenges. Though social skill interventions have strong empirical support in autistic populations, fewer evidence-based social skill interventions for adolescents with ADHD exist. Further, the impact of co-occurring autism and ADHD diagnoses on social skill treatment response is unknown. This study aimed to investigate the comparative efficacy of the evidence-based PEERS^® for Adolescents social skills intervention in adolescents with ADHD, autistic adolescents, and adolescents with co-occurring ADHD and autism.</p><h3>Methods</h3><p>Adolescents (<i>N</i> = 144; ADHD,<i> n</i> = 43; Autism, <i>n</i> = 60; ADHD + Autism, <i>n</i> = 41) and their parents participated in PEERS^® for Adolescents and completed questionnaires on social functioning at pre- and post-intervention. PEERS^® for Adolescents is a 16-week, parent-assisted social skills intervention that teaches ecologically valid skills related to making and keeping friends as well as handling conflict and rejection in peer relationships.</p><h3>Results</h3><p>At baseline, a MANCOVA revealed significant differences in social behavior by diagnostic group (ADHD, Autism, ADHD + Autism), <i>F</i>(10,218) = 3.60, <i>p</i> &lt; .001. However, in a repeated measures MANCOVA, no significant differences in treatment response following PEERS^® for Adolescents across diagnostic groups emerged, <i>F</i>(10,214) = 1.34, <i>p</i> = .209. As a whole, participants significantly improved across all assessed outcomes.</p><h3>Conclusion</h3><p>Results suggest that adolescents with ADHD, with or without a co-occurring autism diagnosis, benefit from the novel extension of PEERS^® for Adolescents, showing improved social skill proficiency and decreased problem behaviors.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"614 - 626"},"PeriodicalIF":1.3,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00380-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440991","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":"Development and Initial Outcomes of a Mentoring Program Designed to Support Autistic Adolescents and Adults","authors":"Rebekah L. Hudock,&nbsp;Kalli B. Kremer,&nbsp;Naomi Kaplan,&nbsp;Emily Goldberg,&nbsp;Jeannette Dempsey Austin,&nbsp;Lila Khan,&nbsp;Lindsey M. Weiler","doi":"10.1007/s41252-023-00388-5","DOIUrl":"10.1007/s41252-023-00388-5","url":null,"abstract":"<div><h3>Objectives</h3><p>Autistic individuals frequently experience mental health concerns, and there are few strengths-based programs available within community settings. This study examined the initial outcomes of the Autism Mentorship Program (AMP), a mentoring program for autistic youth and adults.</p><h3>Methods</h3><p>Fourteen autistic youth and 14 autistic adults were paired in one-to-one mentoring relationships, and they met weekly for mentoring sessions. Seventeen parents of autistic youth also participated in this study. A mixed methods design was used to assess social and emotional outcomes and acceptability of AMP. Data were collected via online surveys and standardized rating scales before AMP, following eight weeks of programming, and following AMP. Data were analyzed using descriptive methods and Hedge’s g.</p><h3>Results</h3><p>Results indicated strong uptake and satisfaction with the program and mentoring relationships. Mentee outcomes included increased pride in their autistic identities (<i>g</i> = .28) and improvements in self-awareness, social connectedness, and communication skills. Parents of mentees reported increases in quality of life (<i>g</i> = .49), life satisfaction (<i>g</i> = .60), and pride in autistic identity (<i>g</i> = .80) for their child. Mentors reported improvements in quality of life (<i>g</i> = .58), internalizing (<i>g</i> =  − .12) and externalizing symptoms (<i>g</i> = -.06), leadership, communication skills, social connectedness, and social skills (<i>g</i> = .19).</p><h3>Conclusions</h3><p>Initial results indicate that AMP has the potential to benefit autistic mentors and mentees. Additional research is needed regarding mentoring for autistic individuals.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"37 - 50"},"PeriodicalIF":1.3,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380558","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":"Psychological Interventions for Individuals with 22q11.2 Deletion Syndrome: a Systematic Review","authors":"Linda E. Campbell,&nbsp;Clare Corliss,&nbsp;Nicola Green,&nbsp;Sasja Duijff,&nbsp;Laura Roche","doi":"10.1007/s41252-023-00386-7","DOIUrl":"10.1007/s41252-023-00386-7","url":null,"abstract":"<div><h3>Objectives</h3><p>22q11.2 deletion syndrome (22q11.2DS) is common microdeletion syndrome associated with intellectual and learning disorders, psychiatric disorders, and a complex physical phenotype. The aim of this review was to build upon a previous systematic review on this topic and identify psychological interventions attempting to address the behavioural (including cognitive and emotional) phenotype of the syndrome.</p><h3>Methods</h3><p>Articles were reviewed and organised as per the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines for conducting systematic reviews. The literature search identified 1124 studies, out of which nine studies met the inclusion criteria. The nine studies are summarised in terms of (a) study design and follow-up, (b) populations involved, (c) intervention characteristics, and (d) feasibility.</p><h3>Results</h3><p>The findings indicate that it is important to consider the individual’s needs, developmental stage, and the syndrome-specific behavioural phenotype when implementing (and evaluating) psychological interventions.</p><h3>Conclusions</h3><p>The existing literature has a heavy focus on the delineation of the behavioural phenotype and associated psychiatric comorbidities but there are very few studies exploring how to adapt and implement effective interventions to support the mental health and well-being of people with 22q11.2DS. Future studies are required to evaluate the feasibility of interventions as well as the effectiveness in reducing distress, building skills, and improving quality of life.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"511 - 523"},"PeriodicalIF":1.3,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380653","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":"Minority Representation in Special Education: 5-Year Trends from 2016–2020","authors":"Antonis Katsiyannis,&nbsp;Dalun Zhang,&nbsp;Idean Ettekal,&nbsp;Wen-Hsuan Chang,&nbsp;Peizhen Li,&nbsp;Bronwyn Bigger,&nbsp;Melissa Hullett","doi":"10.1007/s41252-023-00387-6","DOIUrl":"10.1007/s41252-023-00387-6","url":null,"abstract":"<div><h3>Objectives</h3><p>The persistent disproportionate representation of minority students in special education, either over- or underrepresented, spans decades. This study aims to explore minority representation in special education between 2016 and 2020.</p><h3>Methods</h3><p>Growth models were utilized to analyze 5-year data from the Data Accountability Center, U.S. Census Bureau, and the Census Bureau’s Small Area Income and Poverty Estimates program.</p><h3>Results</h3><p>Alaskan Native and American Indian students were overrepresented in special education for both school-age and early childhood groups. Higher risk ratios were observed in developmental delays for Alaskan Native and American Indian students, in emotional disturbances and intellectual disabilities for African Americans, and autism for Asian students. Additionally, state poverty significantly affected Hispanic and Latino representation in 2016, revealing a persistent pattern over time.</p><h3>Conclusions</h3><p>The persistence of overrepresentation among certain minority groups in special education necessitates the implementation of proactive evidence-based instructional and behavioral interventions (e.g., Multi-tiered Systems of Support; personnel training) to address chronic and poor school outcomes for minorities and in turn reduce referrals and eligibility in special education.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"23 - 36"},"PeriodicalIF":1.3,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138544","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":"An Exploratory Study of the CRPD Distribution on Human Rights Education Content for Students in South Korea","authors":"Youn Jung Park,&nbsp;Eun Young Kang","doi":"10.1007/s41252-023-00377-8","DOIUrl":"10.1007/s41252-023-00377-8","url":null,"abstract":"<div><h3>Objectives</h3><p>This study aimed to analyze intervention studies and educational materials on human rights education for students with disabilities in South Korea within the perspective of the UN Convention on the Rights of Persons with Disabilities (CRPD).</p><h3>Methods</h3><p>A systematic review of the literature was conducted from 2007 to 2022. School-based intervention studies on human rights education of students with disabilities and educational materials on this topic for both students with and without disabilities developed by the national and provincial offices of education were analyzed.</p><h3>Results</h3><p>Lessons of the intervention studies and the educational materials for students on the rights of persons with disabilities reflecting specific article(s) of the CRPD were derived from this systematic review. Based on the findings of relations with CRPD, strengths and weaknesses in human rights education for persons with disabilities in schools were identified.</p><h3>Conclusions</h3><p>Future directions for the development of educational programs and materials for advocating the rights of students with disabilities and for improving disability awareness were discussed in the context of inclusive education.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"167 - 179"},"PeriodicalIF":1.3,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142414148","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":"Emergency Room Psychiatric Consultations: Socio-demographic and Clinical Differences Between Children with and Without Autism Spectrum Disorders","authors":"Tania Viviani,&nbsp;Diane Morin,&nbsp;Brian J. Greenfield","doi":"10.1007/s41252-023-00384-9","DOIUrl":"10.1007/s41252-023-00384-9","url":null,"abstract":"<div><h3>Objectives</h3><p>Recent years have witnessed an increase in pediatric emergency room (ER) visits for crisis mental health care in Canada and the USA, with a high proportion driven by youth with autism spectrum disorder (ASD). This study aims to characterize the socio-demographic and clinical profiles of autistic children presenting to an ER for crisis assessment and compare them to those of neurotypical children also presenting to the ER in crisis.</p><h3>Methods</h3><p>Twenty-five children with ASD and 286 without the disorder were compared in terms of age, sex, parent marital and socio-economic status, psychosocial functioning, suicidal behavior, psychiatric diagnosis, and reasons for ER consultation.</p><h3>Results</h3><p>Youth with ASD showed a higher frequency of male sex (<i>X</i>² (1, <i>N</i> = 303) = 11.97, <i>p</i> &lt; .001), younger age (<i>t</i>(303) = − 3.08, <i>p</i> = .002), increased suicidal behavior (<i>X</i>² (4, <i>N</i> = 261) = 14.99<i> p</i> ≤ .005), less co-existing diagnosis of substance use disorder (<i>X</i>² (1, <i>N</i> = 303) = 3.91 <i>p</i> = .048), and greater prevalence of behavioral disorders as the reason for ER consultation (<i>X</i>² (1, <i>N</i> = 301) = 41.25 <i>p</i> &lt; .00).</p><h3>Conclusions</h3><p>An understanding of the socio-demographic and clinical profiles of the autistic population will help clinicians identify the needs of this group seeking crisis intervention, improve management, orient service delivery, increase prevention, and inform governmental organizations of the need to provide service accessibility.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"649 - 661"},"PeriodicalIF":1.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950454","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}