Research in Developmental Disabilities最新文献

{"title":"Sleep health of adults and children with Moebius syndrome","authors":"Jessica R. Dietch ,&nbsp;John Richmond T. Sy ,&nbsp;Ellie Anderson ,&nbsp;Kathleen Bogart","doi":"10.1016/j.ridd.2025.104924","DOIUrl":"10.1016/j.ridd.2025.104924","url":null,"abstract":"<div><h3>Introduction</h3><div>Moebius syndrome is a rare congenital disorder with frequent anecdotal reports of sleep disturbances not sufficiently categorized by prior literature. The present mixed-methods, two-phase study aimed to characterize the sleep health and symptoms of a cohort of adults and children (via parent proxies) with Moebius syndrome.</div></div><div><h3>Methods</h3><div>In Phase 1, participants were 46 adults with Moebius Syndrome (<em>M</em>_<em>age</em>=33.5[13.0]; 72 % female) and 17 parent-proxies for children with Moebius Syndrome (child <em>M</em>_<em>age</em>=10.47[3.4]; 53 % female). Participants completed a self-reported questionnaire battery. In Phase 2, five adults (<em>M</em>_<em>age</em>=25.4[6.5]; 100 % female) from Phase 1 completed 2 weeks of sleep diary and actigraphy, 2 nights of single-channel EEG, and diagnostic and qualitative interviews.</div></div><div><h3>Results</h3><div>Adults endorsed elevated rates of self-reported sleep disorder symptoms including sleep apnea (26 %), insomnia (56 %), nightmares (35 %), excessive daytime sleepiness (30 %), cataplexy (26 %), REM sleep behavior disorder (61 %), and parasomnias (100 %). Children had elevated rates of sleep disturbances (71 %), sleep-related daytime impairment (82 %), parasomnias (76 %) and daytime sleepiness (53 %). Qualitative interviews revealed participants endorsed a history of sleep problems dating to childhood and continuing into adulthood that impacted social relationships and quality of life and had experienced little treatment success.</div></div><div><h3>Discussion</h3><div>These findings shed light on the constellation of sleep health experiences among individuals with Moebius syndrome. Poor sleep health may represent a modifiable treatment target to improve health and well-being in individuals with Moebius syndrome. The heterogenous nature of sleep problems among people with Moebius syndrome may not respond well to a one-size-fits-all intervention, instead necessitating personalized approaches.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"158 ","pages":"Article 104924"},"PeriodicalIF":2.9,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motor and visuospatial processing profile in a cross-conditions study: A comparison between developmental coordination disorder and nonverbal learning disability","authors":"Ramona Cardillo ,&nbsp;Camilla Orefice ,&nbsp;Nicolas Leanza ,&nbsp;Irene C. Mammarella","doi":"10.1016/j.ridd.2025.104922","DOIUrl":"10.1016/j.ridd.2025.104922","url":null,"abstract":"<div><h3>Background</h3><div>Neurodevelopmental conditions often exhibit overlapping symptoms, posing challenges for differential diagnosis. Developmental Coordination Disorder (DCD) manifests as fundamental motor impairments, often along with co-occurring visuospatial difficulties. Nonverbal Learning Disorder (NLD) features visuospatial core challenges, with a less consistent characterization of its motor profile. Strikingly, to date no study has directly compared DCD and NLD profiles.</div></div><div><h3>Aims</h3><div>The present study aimed to analyze whether DCD and NLD share any characteristics by contrasting their motor and visuospatial performances, comparing them with non-diagnosed (ND) peers.</div></div><div><h3>Methods and Procedures</h3><div>A total of 102 participants (8–16 years; DCD N = 29, NLD N = 29, ND N = 44) completed motor and visuospatial tasks. The groups' performance was compared, and the discriminatory power of the measures administered was analyzed.</div></div><div><h3>Outcomes and Results</h3><div>Our findings support the substantial motor and visuospatial impairments in DCD and NLD, respectively. Regarding diagnostic efficacy, motor and visuospatial tasks effectively differentiated DCD or NLD from ND, with specificities related to each condition. Balance, and to a lesser extent, Spatial Processing revealed significant predictive power in distinguishing between DCD and NLD.</div></div><div><h3>Conclusions and Implications</h3><div>Our results revealed cross-disorder similarities and highlighted specific hallmarks, corroborating the need of a comprehensive motor and visuospatial assessment for distinguishing between DCD and NLD.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"158 ","pages":"Article 104922"},"PeriodicalIF":2.9,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143043199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contribution of a post-secondary academic enrichment program on cognitive abilities of adults with severe intellectual disability using an e-book","authors":"Hefziba Lifshitz ,&nbsp;Shira Posner ,&nbsp;Shlomit Shnitzer-Meirovich","doi":"10.1016/j.ridd.2025.104921","DOIUrl":"10.1016/j.ridd.2025.104921","url":null,"abstract":"<div><div>We investigated the impact of participation in post-secondary university education (PSE) on the academic knowledge of adult students with severe intellectual disability and extensive support needs (SIDESN) vs. a similar group of controls who did not participate in PSE. We also examined whether the PSE would result in a \"near transfer” to basic crystallized (facts and information) and fluid (problems involving executive functions and working memory) cognitive abilities, the contribution of background characteristics and crystallized and fluid abilities to their academic knowledge, semantic fluency and temporal relations.</div></div><div><h3>Method</h3><div>Nine adults with SIDESN (aged 27–58) participated in an Introduction to Sociology course using an Ecological-mediational Strategies Model that included use of an e-book while 10 other adults served as the control group. An academic knowledge test according to Bloom’s taxonomy as well as crystallized and fluid cognitive tests were administered at Time 1 (pre-course) and Time 2 (post-course).</div></div><div><h3>Findings</h3><div>MANOVAs indicated improvement in academic knowledge and a \"near transfer\" to crystallized and fluid tests in the PSE group at Time 2, versus stability or decline in the controls. Chronological age and the PSE program contributed to the EPV of the improvement in the knowledge test, semantic fluency and temporal relations.</div></div><div><h3>Conclusions</h3><div>Despite the small sample size, our findings indicated that academic PSE programs using technology hold potential for improving academic knowledge and cognitive abilities of crystalized and fluid types in adults with SIDESN, supporting the Compensation Age Theory, Enrichment Theory, and the Ecological-mediational Strategies Model that were developed for acquiring academic material for this special group.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"158 ","pages":"Article 104921"},"PeriodicalIF":2.9,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143043191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Short report on a 6-week at-home exergaming intervention to improve balance in children with developmental coordination disorder","authors":"C. Harkness-Armstrong ,&nbsp;E. Hodson-Tole ,&nbsp;G. Wood ,&nbsp;R. Mills","doi":"10.1016/j.ridd.2024.104900","DOIUrl":"10.1016/j.ridd.2024.104900","url":null,"abstract":"<div><h3>Background</h3><div>Previous studies have evidenced balance training for improving postural control in children with DCD, however none have examined how neuromuscular mechanisms controlling balance might be improved with training.</div></div><div><h3>Aims</h3><div>To assess the neuromuscular control of balance before and after training in children with DCD.</div></div><div><h3>Methods and procedures</h3><div>Eleven children with DCD completed a six-week, game-based intervention to train balance, and lower-limb and core strength. Six children with DCD formed the control group. Stepping behaviour, centre of mass variability, centre of pressure area, and postural muscle onset latencies, using a continuous oscillating platform paradigm, were assessed at baseline, immediately-post and six-week-post intervention.</div></div><div><h3>Outcomes and results</h3><div>Both groups showed improvement in the oscillating platform task, indicating a learning effect. However, only the training group showed improvements in MABC-2 balance percentile scores from baseline (p = 0.008).</div></div><div><h3>Conclusions and implications</h3><div>These findings suggest that children with DCD can learn through repeated exposure to challenging situations, regardless whether training is given. However, only the training group were able to transfer these improvements to the MABC-2 balance assessment. This may suggest the intervention exposed children to increased movement variations which could be transferred to a different task.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104900"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142866216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of an individualised and adaptive game-based rehabilitation, iVision, on visual perception in cerebral visual impairment: A triple-blind randomised controlled trial","authors":"N. Ben Itzhak ,&nbsp;L. Stijnen ,&nbsp;K. Kostkova ,&nbsp;A. Laenen ,&nbsp;B. Jansen ,&nbsp;E. Ortibus","doi":"10.1016/j.ridd.2024.104899","DOIUrl":"10.1016/j.ridd.2024.104899","url":null,"abstract":"<div><h3>Background</h3><div>Cerebral visual impairment (CVI) can negatively affect a child’s functioning, emphasising the need for interventions to improve visual perception (VP), potentially translating into improved health-related quality of life (HRQOL).</div></div><div><h3>Aims</h3><div>Assessing the effectiveness of an adaptive individualised game-based rehabilitation, iVision, on VP, visual function, functional vision, and HRQOL.</div></div><div><h3>Methods and procedures</h3><div>Seventy-three children with CVI (3–12 performance age) were randomised into the adaptive individualised or the non-adaptive non-individualised group (3 sessions/week; 12 weeks). Primary outcome was change score (post-intervention – pre-intervention) of the lowest VP dimension. Key secondary outcomes included change score (post-intervention – pre-intervention) of visual function (reaction time to fixation in a preferential looking eye-tracking paradigm), functional vision (success rate in the adapted virtual toy box paradigm; total Flemish CVI questionnaire score), HRQOL (total scale score of the paediatric quality of life inventory 4.0 child self-report), and the lowest VP dimension change score (short-term follow-up – pre-intervention).</div></div><div><h3>Outcomes and results</h3><div>Both groups significantly improved on the primary outcome, maintaining at short-term. Between-group differences were not significant. No significant effect was found for other key secondary outcomes. Exploratory analyses revealed VP dimension improvements and clinically meaningful HRQOL improvements.</div></div><div><h3>Conclusions and implications</h3><div>Although children with CVI improved their VP and to some extent HRQOL, no differences were found between the groups.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104899"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges ahead: Exploring external barriers to self-determination in individuals with intellectual disabilities","authors":"Monika Parchomiuk ,&nbsp;Agnieszka Żyta ,&nbsp;Katarzyna Ćwirynkało","doi":"10.1016/j.ridd.2024.104895","DOIUrl":"10.1016/j.ridd.2024.104895","url":null,"abstract":"<div><div>The extent to which individuals with intellectual disabilities (ID) can exercise self-determination in their adult lives is largely influenced by various contextual factors, including their family environment, the institutions they interact with, and the legal and social conditions in which they function. In this study, we aimed to explore the lived experiences of people with ID in the context of the environmental challenges they face on the path to self-determination. To achieve this goal, we conducted an inclusive study involving co-researchers with ID. Thirty-three adults with mild to severe ID participated in focus groups or individual interviews. Using reflexive thematic analysis, we generated four superordinate themes: microsystemic factors that impact self-determination; Exosystemic factors that impact self-determination; macrosystemic factors that impact self-determination; and consequences. The implications for practice are discussed.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104895"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differences in impulsivity between adolescents with ADHD and those with comorbidity of ADHD and IGD","authors":"Wenhao Zhuang ,&nbsp;Xiaoli Liu ,&nbsp;Yanxue Wang ,&nbsp;Yiling Wu ,&nbsp;Jia Wei ,&nbsp;Beini Wang ,&nbsp;Wenwu Zhang ,&nbsp;Dongsheng Zhou","doi":"10.1016/j.ridd.2024.104883","DOIUrl":"10.1016/j.ridd.2024.104883","url":null,"abstract":"<div><h3>Background</h3><div>Numerous studies have demonstrated that patients with attention deficit hyperactivity disorder (ADHD) have high impulsivity. However, few studies have been published on the differences in impulsivity between patients presenting with comorbidity of ADHD and Internet gaming disorder (IGD) and ADHD alone.</div></div><div><h3>Aim</h3><div>The present study designed an experiment to address this significant question, to explore the differences in impulsivity between individuals with ADHD and those with comorbid ADHD and IGD, specifically focusing on various dimensions of impulsivity.</div></div><div><h3>Methods</h3><div>A total of 81 adolescents with ADHD alone and 59 patients with comorbidity of ADHD and IGD were included in this study, and all of them were assessed using the Stop-signal Task (SST), Delay Discount Task (DDT), and Balloon Analogue Risk Task (BART).</div></div><div><h3>Results</h3><div>Patients with comorbid ADHD and IGD had higher impulsivity than those with only ADHD, and it was expressed in different dimensions. Additionally, response inhibition, delayed discount rate, risky decision-making behavior, inattention, and hyperactivity were identified as risk factors for comorbid ADHD and IGD.</div></div><div><h3>Conclusion</h3><div>These findings can help distinguish whether ADHD is comorbid with IGD in clinical settings. They will also be helpful in the implementation of more precise treatments.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104883"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142781779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia","authors":"Abdulaziz S. Alsolami","doi":"10.1016/j.ridd.2024.104884","DOIUrl":"10.1016/j.ridd.2024.104884","url":null,"abstract":"<div><h3>What This Study Adds</h3><div>Teaching academic skills to students with intellectual disabilities can be a challenge for educators. This study explored the role of AI in the field of special education and provided a novel framework for educational integration of children with mild ID. Interestingly, it demonstrated that using AI-driven interventions could significantly improve academic skills and lead to better learning outcomes. This is crucial, as the holistic approach associated with the \"whole child\" model of education is prevalent due to the challenges students with ID face in social interactions typically involved in academic socialization.</div></div><div><h3>Background</h3><div>Intellectual disabilities (ID) are neurodevelopmental disorders that hinder learning, communication, and daily functioning. It negatively impacts learning of academic skills such as match and reading skills. Artificial intelligence (AI) may offer opportunities for these students to improve their academic performance.</div></div><div><h3>Aims</h3><div>To investigate the effectiveness of using AI in improving academic skills in a sample of seventy boys aged 9–12 with mild ID. They were enrolled into special education programs integrated into public schools in the Jeddah region of Saudi Arabia.</div></div><div><h3>Methods</h3><div>Participants were randomly assigned to an experimental and control group. The experimental group received ten 60-minute sessions twice weekly during five weeks, utilizing AI to personalize their academic skills activities. The control group received the educational program without the AI. All participants completed the Woodcock-Johnson IV-achievement test at pre-intervention, post-intervention, and one-month follow-up.</div></div><div><h3>Results</h3><div>The experimental group demonstrated significant and sustained improvements in academic performance across all measured domains compared to the control group, with effect sizes ranging from moderate (<em>η²</em> = 0.685) to large (<em>η²</em> = 0.921), underscoring the efficacy of the intervention at post-intervention.</div></div><div><h3>Conclusions and Implications</h3><div>This study sheds light on the promise of applying AI tools in special education to respond to distinctive needs experienced by students with mild ID. Future studies should investigate the long-term effects of such interventions and their broader applications across diverse educational contexts for inclusive learning.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104884"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142781780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prevalence of depression, anxiety, and stigma among high school students with deafness and its association with their quality of school life: A national study from Saudi Arabia","authors":"Abdullah Madhesh ,&nbsp;Omar A Almohammed","doi":"10.1016/j.ridd.2024.104894","DOIUrl":"10.1016/j.ridd.2024.104894","url":null,"abstract":"<div><h3>Objective</h3><div>This study assessed the prevalence of depression, anxiety, and stigma among high school children with deafness and investigated the relationship between these psychological disorders and quality of school life (QoSL) in children.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted among high school students with deafness in Saudi Arabia, excluding students who were hard of hearing. This study employed established, validated, and culturally adapted assessment tools to evaluate participants’ mental health, perceptions of stigma, and QoSL.</div></div><div><h3>Results</h3><div>In total, 269 students responded with a mean age of 17.9 ± 1.6 years. The mean score for depression was 4.68 ± 5.42, with only 13.7 % of respondents having at least moderate depression. Their mean score on the anxiety scale was 3.75 ± 4.81, with only 14.5 % of them having moderate to severe anxiety. The participants’ mean score on the stigma scale was 6.62 ± 6.83, indicating a low level of stigma among the participants. The participants’ mean QoSL score was 107.20 ± 13.39, demonstrating a good perception of the quality of their school life. Higher scores on depression, anxiety, and stigma scales were associated with significantly lower QoSL scores.</div></div><div><h3>Conclusion</h3><div>This study stands out as one of the few to investigate the prevalence of psychological disorders and may be the first to investigate the association between psychological disorders and QoSL among high school students with deafness. Although this study yielded significant results, it highlights several gaps in the literature that require further investigation.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104894"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142822771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does the predictive capacity of a virtual-reality CPT for children with ADHD differ by country? A transcultural study with Argentine and Spanish Children","authors":"Débora Areces ,&nbsp;Celestino Rodríguez ,&nbsp;Inmaculada Méndez-Freije ,&nbsp;Miguel Saura-Carrasco ,&nbsp;Gema Climent","doi":"10.1016/j.ridd.2024.104898","DOIUrl":"10.1016/j.ridd.2024.104898","url":null,"abstract":"<div><h3>Background</h3><div>Although many studies have analyzed the effectiveness of novel Continuous Performance Tests (CPTs) in diagnosing ADHD, very few studies have examined how cultural factors influence that effectiveness.</div></div><div><h3>Aims</h3><div>The present study aimed to analyze performance in a Virtual-Reality CPT in a sample of children resident in Spain and Argentina.</div></div><div><h3>Methods and procedures</h3><div>138 students participated in this study. They were aged between 6 and 16 years old, with a mean age of 10.38 (<em>SD</em> = 2.46) and had been diagnosed with ADHD.</div></div><div><h3>Outcomes and results</h3><div>Commissions was the only significant variable in both discriminant models. In the Spanish population, the commissions variable was shown to correctly classify 49.4 % of the three types of ADHD presentation. However, in the Argentine population, the commissions variable correctly classified 68.3 %.</div></div><div><h3>Conclusions and implications</h3><div>These results may have been biased by the severity of the different types of presentation. In fact, it seems reasonable to think that the greater the severity, the better Aula Nesplora would predict the three types of presentation of ADHD. These results emphasize the need to consider other variables with a notable impact on daily life as children develop.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104898"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142871991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}