Advances in Neurodevelopmental Disorders最新文献

{"title":"People with Intellectual Disability Building Skills, Confidence and Voice to be Included in Decisions and be Leaders in the Community","authors":"Eileen Sweeney,&nbsp;Hannah Beinke,&nbsp;Fiona Rillotta","doi":"10.1007/s41252-026-00484-2","DOIUrl":"10.1007/s41252-026-00484-2","url":null,"abstract":"<div><h3>Objectives</h3><p>This paper is about an inclusive evaluation research project we did with an intellectual disability organisation in South Australia. It explored how do people participating in the organisation’s workshops and activities gain skills and confidence they need to participate in and contribute to the community.</p><h3>Methods</h3><p>We explored how the organisation’s capacity building initiatives contribute to the skills, confidence, motivation and knowledge of people with intellectual disability and families. We also evaluated the capacity of people with intellectual disability to contribute to co-design and organisational decision-making.</p><h3>Results</h3><p>We found that there are many activities that are connected and we developed a framework. A co-researcher with lived experience of intellectual disability was part of the research team and contributed to all elements of the research. The co-researcher has written a reflection on working on the research.</p><h3>Conclusions</h3><p>We found that the organisational activities are connected and interaction between relationships and community are important, and so is involvement of people with intellectual disability in the activities. The paper is written in plain English in collaboration with the organisation, and it will also refer to the co-design elements of the organisation.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 3","pages":"491 - 501"},"PeriodicalIF":2.0,"publicationDate":"2026-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-026-00484-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148965487","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":"Navigating Co-production in Behaviour Support: Perspectives from the Field","authors":"Nick Hagiliassis,&nbsp;Mark Di Marco,&nbsp;Susan Fowler,&nbsp;Stella Koritsas,&nbsp;Marcus Plush","doi":"10.1007/s41252-026-00480-6","DOIUrl":"10.1007/s41252-026-00480-6","url":null,"abstract":"<div><h3>Objectives</h3><p>This study explores practitioner perspectives on co-production in Positive Behaviour Support (PBS), augmented by insights from a co-author with lived experience of disability. It examines how individuals can meaningfully shape their own support plans.</p><h3>Methods</h3><p>Sixteen PBS practitioners took part in a reflective discussion on co-production with people with cognitive and communication challenges. Responses were reviewed for recurring themes. One co-author with lived experience also contributed insights after reviewing a relevant case study, with their reflections presented in plain English.</p><h3>Results</h3><p>Practitioners identified key themes supporting co-production in PBS, including accessible behaviour support plans, use of visual tools, relationship building, and recognising non-verbal communication. Emphasis was placed on person-directed planning, psychological safety, and ethical consultation. The lived experience perspective reinforced the importance of rights-based inclusion, communication accessibility, persistence, and ethical use of restrictive practices.</p><h3>Conclusions</h3><p>Meaningful co-production in PBS requires flexible, rights-based approaches that support each person’s voice in shaping their own support. This involvement must be authentic, not tokenistic, and grounded in communication strategies that reflect the person’s preferences and lived experience. Co-production is best understood as a continuum of participation, depending on the individual’s context, willingness, and goals.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 3","pages":"549 - 556"},"PeriodicalIF":2.0,"publicationDate":"2026-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-026-00480-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148965277","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":"Co-Design with the Inclusive Research Network","authors":"Morag Kelly,&nbsp;Ellie Taylor,&nbsp;Bruce O’Brien,&nbsp;Jadon Ujdur,&nbsp;Jessica Tattersall,&nbsp;Suzie Jessep,&nbsp;Erin Whittle","doi":"10.1007/s41252-026-00479-z","DOIUrl":"10.1007/s41252-026-00479-z","url":null,"abstract":"<div><h3>Background</h3><p>People with intellectual disability are not always included in research. When they are, it is usually as participants. We are a group of researchers with and without intellectual disability. We have been doing research together for 15 years. We usually work on projects that other people have decided on.</p><h3>Objective</h3><p>We wanted to choose a project that was important to us. We wanted to design a mental health toolkit that helps us look after our mental health and the people around us. We talked about how we have co-designed this project. We will use action research methods to develop our toolkit. We will ask people with intellectual disability how they look after their mental health. We will ask how they support their peers as well. It is important that our research is inclusive, so we will use interviews and Talking Mats to find answers.</p><h3>Methods</h3><p>We came up with prompts to structure this article. We answered the prompts in our regular meetings. We thought about how we have found the co-design process so far. Morag wrote down our answers during the meeting. We talked about how to make our answers easy to understand using simple language. Morag then put pictures next to our answers. We went through the article as a group and made changes. We made sure it was accessible.</p><h3>Findings</h3><p>We talked about how we co-designed the project. We talked about the challenges we had. We talked about what we have learnt so far.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 3","pages":"374 - 398"},"PeriodicalIF":2.0,"publicationDate":"2026-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-026-00479-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148965278","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":"Physiotherapy Interventions for Children and Young People with Neurodevelopmental Disorders in Child and Adolescent Mental Health Services: A Systematic Review and Meta-analysis","authors":"Erin Byrd,&nbsp;India Jefcut,&nbsp;Brendon Stubbs,&nbsp;Laura Hemmings","doi":"10.1007/s41252-025-00459-9","DOIUrl":"10.1007/s41252-025-00459-9","url":null,"abstract":"<div><h3>Objectives</h3><p>Children with neurodevelopmental disorders make up a significant proportion of the Child and Adolescent Mental Health Services (CAMHS) population. Early identification of children at risk for developing mental and physical co-morbidities and appropriate multidisciplinary management, including physiotherapy, is vital to improve health outcomes. The primary aim of this systematic review was to clarify the evidence available around the application of physiotherapeutic interventions within CAMHS populations presenting with neurodevelopmental disorders.</p><h3>Methods</h3><p>A systematic review of randomised controlled trials exploring physiotherapeutic interventions for children and young people (aged 5–18 years) with neurodevelopmental disorders was conducted.</p><h3>Results</h3><p>Meta-analysis demonstrated a significant total effect favouring physiotherapeutic intervention for improving postural stability in children and young people with Developmental Coordination Disorder(DCD) (WMD 4.27 [95% CI 1.87, 6.68]; <i>p</i> = 0.0005). Additionally, children with DCD, Autism, Attention Deficit Hyperactivity Disorder, Dyslexia, and Intellectual Disabilities were found to see improvements in motor proficiency; muscle strength; self-concept, participation, and function; behaviour; respiratory function; and gait from primarily exercise as well as other physiotherapeutic interventions.</p><h3>Conclusions</h3><p>For children and young people presenting to CAMHS with neurodevelopmental disorders, physiotherapeutic interventions can be applied to improve a variety of health outcomes, however, the evidence to support this is of low quality.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 1","pages":"11 - 26"},"PeriodicalIF":1.5,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00459-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147561388","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":"Access to Autism Spectrum Disorder Services for Immigrant Families in Canada: A Scoping Review","authors":"Selina Chow,&nbsp;Oswin Chang,&nbsp;Thenugaa Rajeswaran,&nbsp;Milena Gojsevic,&nbsp;Iveta Lewis,&nbsp;Sharon Smile,&nbsp;Anne Kawamura,&nbsp;Rhea D’Costa","doi":"10.1007/s41252-026-00473-5","DOIUrl":"10.1007/s41252-026-00473-5","url":null,"abstract":"<div><h3>Objectives</h3><p>To conduct a scoping review of research around immigrant families’ access to, utilization, and experiences with ASD services in Canada.</p><h3>Methods</h3><p>A literature search in MEDLINE, EMBASE, CINAHL, APA PsycINFO, Scopus, and Web of Science was conducted in August 2023. English and French-language descriptive observational studies and qualitative studies describing the experiences of immigrant families in Canada with accessing and/or using ASD services for their child &lt; 18 years of age were included.</p><h3>Results</h3><p>Of 3,804 unique studies identified, 12 met inclusion criteria – representing 320 immigrant caregivers living in Ontario (<i>n</i> = 167), Quebec (<i>n</i> = 151), and British Columbia (<i>n</i> = 2). No studies focused on refugees. Common barriers when accessing ASD services were related to: difficulties navigating the system (wait times, limited resources in the public system, high costs for private services, lack of collaboration between school staff and caregivers); challenges interacting with service providers (feeling unheard, discrimination, lack of continuity of care); and cultural differences at the user level (regarding ASD, language barriers, social isolation). In contrast, families identified supportive healthcare and school personnel, provision of resources, and peer support networks as key facilitators to ASD service access and use.</p><h3>Conclusion</h3><p>Our findings reiterate the importance of greater caregiver involvement in informing evidence-based recommendations to improve Canadian service provision, policy, and research. This national focus is especially relevant today, given that 23% of Canadians in the most recent 2021 census are landed immigrants – representing the highest proportion of immigrants in Canada to date and emphasizing the growing need for culturally competent care.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"174 - 187"},"PeriodicalIF":1.5,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193801","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":"Feasibility of Delivering Facing Your Fears via Telehealth for Autistic Adolescents During the COVID-19 Pandemic","authors":"Morgan R. Haga,&nbsp;Chimei M. Lee,&nbsp;Catherine A. Burrows,&nbsp;Rebekah L. Hudock","doi":"10.1007/s41252-026-00474-4","DOIUrl":"10.1007/s41252-026-00474-4","url":null,"abstract":"<div><h3>Objectives</h3><p>Autistic individuals are more likely to be diagnosed with an anxiety disorder than the general population. Autism and anxiety are often exacerbated by each other, leading to difficulties in treatment. Some telehealth adaptations of cognitive behavioral interventions have been effective and feasible in reducing anxiety in autistic individuals, but the COVID-19 pandemic demonstrated a need for further research in this area. Therefore, the focus of the study was to examine the feasibility and preliminary effectiveness of the virtual administration of Facing Your Fears (FYF) for autistic adolescents with anxiety during the COVID-19 pandemic.</p><h3>Methods</h3><p>A clinical sample of 22 adolescents with autism and anxiety (M_age = 14.33) and their families participated in the 14-week intervention. Data were collected at pre-intervention, post-intervention, and at weekly sessions to assess feasibility (i.e., participant acceptability, adherence, and utility) and clinical outcomes (i.e., anxiety, socioemotional, and behavioral symptoms).</p><h3>Results</h3><p>The virtual adaptation of FYF was considered feasible through rates of satisfaction (87%), engagement (83%), and usefulness (80%), but struggled with participant retention. Preliminary analyses demonstrate parent-reported decreases in anxiety across the intervention, with 73.5% of participants indicating reduced anxiety toward their targeted fears. Standardized measures show a potential for socioemotional and behavioral improvements.</p><h3>Conclusions</h3><p>Despite limitations, findings suggest that the telehealth adaptation of FYF was an important resource during the COVID-19 pandemic for adolescents with autism and anxiety. Future research should incorporate participant feedback to improve the feasibility of virtual interventions.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"315 - 329"},"PeriodicalIF":1.5,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147983436","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":"Understanding Age-Related Differences in Grammar Perception Among Children with Developmental Language Disorder","authors":"Georgios P. Georgiou,&nbsp;Elena Theodorou","doi":"10.1007/s41252-025-00463-z","DOIUrl":"10.1007/s41252-025-00463-z","url":null,"abstract":"<div><h3>Objectives</h3><p>This study examines how Cypriot Greek children with developmental language disorder (DLD) perceive grammatical structures, with a focus on the influence of age.</p><h3>Methods</h3><p>Fourteen children with DLD and 14 typically developing (TD) children, aged 7;10 to 10;4, participated in grammaticality judgment tasks. To control for age and condition, the children were divided into four groups: younger children with DLD, younger children with TD, older children with DLD, and older children with TD.</p><h3>Results</h3><p>Younger children with DLD performed worse on grammaticality tasks compared to their TD peers, while older children with DLD performed comparably to older TD children. Both younger DLD and TD groups exhibited lower performance than their older counterparts.</p><h3>Conclusions</h3><p>These findings highlight that grammar perception may serve as a diagnostic marker of DLD. Furthermore, the improved performance in older children indicates a developmental trajectory in language skills, likely supported by ongoing brain maturation and the possible presence of a cognitive mechanism that enables children with DLD to gradually develop compensatory strategies.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"200 - 206"},"PeriodicalIF":1.5,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00463-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193862","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":"Practitioner Self-Reports of Adherence to Evidence-Based Practices for Autistic Youth: Psychometric Properties and Association with Youth Outcomes in a Multiple Baseline Study","authors":"Kashia A. Rosenau,&nbsp;Jeffrey J. Wood,&nbsp;Karen S. Wood,&nbsp;Jolie Straus,&nbsp;Bryce D. McLeod","doi":"10.1007/s41252-026-00475-3","DOIUrl":"10.1007/s41252-026-00475-3","url":null,"abstract":"<p>Practitioner ratings of their adherence to evidence-based psychotherapy or counseling practices in working with autistic youth could be an efficient method for tracking the success of efforts to implement effective practices in community behavioral health service settings. Tools of this sort that generalize across multiple evidence-based practices (EBPs) have not been developed to date. In this study, a practitioner self-report measure of adherence to EBPs for autistic youth was developed and evaluated.</p><p>A multiple baseline study of seven behavioral health practitioners was conducted to determine if internet-based self-directed training on Modular EBPs for Youth on the Autism Spectrum (MEYA; meya.ucla.edu), a free internet-based practitioner training app, would facilitate an increase in clinician adherence to EBP techniques such as cognitive behavioral therapy and behavioral intervention practices. Practitioners made self-ratings on the MEYA Integrity Scale-Practitioner Version (MEYA-IS-PV). Expert coders unaware of phase or study hypotheses also rated the therapists’ adherence to EBPs for each session. Caregivers rated youth outcomes at each session on the Youth Top Problems scale.</p><p>Linear mixed models showed that MEYA-IS-PV scores corresponded to expert ratings of adherence, increased following the onset of training in EBPs, and predicted improvements in youth behavioral health. Visual analysis of the multiple baseline data confirmed that 5 of 7 practitioners increased their self-reported adherence in EBPs in varying magnitudes once training began.</p><p>Self-ratings of adherence are promising for examining adherence to EBPs in psychotherapy or counseling for autistic youth.\u0000</p>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"330 - 339"},"PeriodicalIF":1.5,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-026-00475-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193860","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":"Camouflaging, Internalizing Symptoms, and Externalizing Symptoms in Children and Adolescents with Autism Spectrum Disorder","authors":"Simone Dighton,&nbsp;John McAloon","doi":"10.1007/s41252-026-00476-2","DOIUrl":"10.1007/s41252-026-00476-2","url":null,"abstract":"<div><h3>Objective</h3><p>This study investigated whether camouflaging had an impact on the internalizing and externalizing mental health characteristics of autistic children and adolescents, and if internalizing symptoms influenced the relationship between camouflaging and externalizing symptoms.</p><h3>Methods</h3><p>The study examined the effects of camouflaging on mental health in a matched sample of 331 female and 331 male autistic children and adolescents. Discrepancy scores between clinician-administered assessment and parent report were calculated, and these facilitated regression and mediation analyses.</p><h3>Results</h3><p>Results indicated that camouflaging predicted internalizing symptoms (e.g., anxiety, depression, and somatic complaints) and externalizing symptoms (e.g., rule breaking and aggression), even when controlling for age, sex, and IQ. Furthermore, findings indicated that internalizing symptoms mediated the relationship between camouflaging and externalizing symptoms.</p><h3>Conclusions</h3><p>These findings highlight the importance of parents being included in clinical research and assessment and provide further insight into potential mechanisms that underlie the mental health vulnerabilities of autistic children and adolescents.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"340 - 352"},"PeriodicalIF":1.5,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-026-00476-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193800","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":"Collaboration Between Participants with Intellectual and Developmental Disabilities and Researchers on the Advanced Eat and Exercise to Win Program","authors":"Carissa Gehr,&nbsp;Brayden Daubenmier,&nbsp;Laura Nabors,&nbsp;Sherri Gillum,&nbsp;Diana Mairose,&nbsp;Molly Grace,&nbsp;Sarah Osner","doi":"10.1007/s41252-025-00472-y","DOIUrl":"10.1007/s41252-025-00472-y","url":null,"abstract":"<div><h3>Objectives</h3><p>The goals of this study were to assess whether participants with intellectual and developmental disabilities (IDD) could lead or “teach back” a healthy eating and exercise program and to determine whether participating in the program resulted in changes in eating and exercise behaviors and motivation to eat healthy and exercise.</p><h3>Methods</h3><p>Researchers taught an 8-week program to adults with IDD attending two adult day care programs. The eight classes featured healthy eating and exercise information presented on PowerPoint slides with visuals, with chair exercises, games, and goal setting. Participants attended the class, and some of them led the review of the information with help from the researchers. Participants were encouraged to teach the PowerPoint slides back to others when the researchers were not on site. Twenty-five participants and one staff member at each adult day program completed surveys examining their perceptions of eating and exercise change for participants. Sixteen parents or guardians across the two sites completed surveys to discuss the adults’ healthy eating and exercise behaviors.</p><h3>Results</h3><p>Participants at both programs were able to set healthy goals and staff reported that their ratings of their progress on goals were accurate. Participants were teaching the program during the week. They were eating less junk food (sweet treats and chips/fries) after the program. They were exercising more and had higher ratings for wanting to exercise more after the program. Staff members reported that adults were more motivated to eat healthy and exercise after the program. Parents/guardians reported participants were discussing the program and made changes related to program participation at home.</p><h3>Conclusions</h3><p>This pilot study showed that the train-the-trainer approach helped motivate and support positive behavior changes in participants with IDD. In the future, recruiting a larger sample and including a control group will improve experimental design and provide more definitive information on program impact.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 3","pages":"557 - 567"},"PeriodicalIF":2.0,"publicationDate":"2026-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148965427","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}