Research in Developmental Disabilities最新文献

{"title":"Reducing parenting stress in Chinese parents of children with learning disabilities with a mindful parenting program: A randomized controlled trial","authors":"Yaqian Tan ,&nbsp;Renhui Lyu ,&nbsp;Shuang Lu","doi":"10.1016/j.ridd.2024.104794","DOIUrl":"10.1016/j.ridd.2024.104794","url":null,"abstract":"<div><h3>Background</h3><p>Parents raising children with Learning Disabilities (LDs) often face multiple challenges and high levels of parenting stress, especially in societies with intense academic competitions. Mindful parenting (MP) is an emerging approach that brings mindful awareness to parent–child interactions and is found effective in reducing parenting stress in various parent populations.</p></div><div><h3>Aims</h3><p>This study examined the effectivenesss of an 8-week online MP program on Chinese parents of children with LDs.</p></div><div><h3>Methods and procedures</h3><p>A MP program was adapted and implemented in an online format with 69 parents of children with LDs. A randomized controlled trial design was used to examine the efficacy of the mindful parenting group compared with a wait-list control group. Parenting stress, mindful parenting and self-compassion were assessed pre- and post-intervention.</p></div><div><h3>Outcomes and results</h3><p>Compared with the wait-list control group, the MP group participants showed decreased parenting stress (<em>d</em> = 0.62, <em>p</em> &lt; 0.05), improved mindful parenting (<em>d</em> = 0.63, <em>p</em> &lt; 0.05), and increased self-compassion (<em>d</em> = 0.61, <em>p</em> &lt; 0.05).</p></div><div><h3>Conclusions and implications</h3><p>These findings support the effectiveness of an online MP intervention in reducing parenting stress and increasing mindful parenting and self-compassion among Chinese parents of children with LDs. The behavioral and intrapersonal aspects of MP are more amenable to improvement, whereas the attitudinal and interpersonal aspects, particularly non-judgmental acceptance and compassion towards the child, are resistant to change. Future studies should explore strategies to enhance these attitudinal aspects and interpersonal processes of MP.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141535943","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":"An investigation of sleep problems, gastrointestinal symptoms, comorbid psychopathology and challenging behavior in children and adolescents with Down Syndrome","authors":"Arlene Mannion ,&nbsp;Nicole Neil ,&nbsp;Theresa Fiani ,&nbsp;Lindsay Athamanah ,&nbsp;James Lyons ,&nbsp;Kelly McDonagh ,&nbsp;Erin Boland ,&nbsp;Róisín Cooney ,&nbsp;Meagan Lynch ,&nbsp;Merna Youssef ,&nbsp;Geraldine Leader","doi":"10.1016/j.ridd.2024.104788","DOIUrl":"10.1016/j.ridd.2024.104788","url":null,"abstract":"<div><h3>Background</h3><p>Down syndrome (DS) is one of the most common chromosomal abnormalities, and children with DS have increased risks of receiving diagnoses of specific comorbidities.</p></div><div><h3>Aims</h3><p>This study aimed to assess the frequencies and relationships between sleep problems, gastrointestinal (GI) symptoms, comorbid psychopathology, and challenging behavior.</p></div><div><h3>Methods and procedures</h3><p>The Children’s Sleep Habits Questionnaire, Gastrointestinal Symptom Inventory, Autism Spectrum Disorder-Comorbid for Children, and Behavior Problems Inventory-Short Form were completed by 123 parents of children and adolescents with DS.</p></div><div><h3>Outcomes and results</h3><p>The frequency of GI symptoms was 74.8 %, with high frequencies also found for: sleep problems (100 %), challenging behavior (100 %), and moderate to severe levels of comorbid psychopathology (tantrum=80 %; repetitive behavior=63 %; avoidant behavior=82 %; worry/depressed=61 %; conduct behavior=100 %; over-eating=100 %; under-eating=100 %). A significant moderate correlation was found between total GI symptoms and self-injurious behavior frequency. Children who presented with abdominal pain engaged in self-injurious behavior more frequently than those with no abdominal pain.</p></div><div><h3>Conclusions and implications</h3><p>Findings indicated a high frequency of sleep problems, comorbid psychopathology, GI symptoms, and challenging behavior and demonstrated a relationship between GI symptoms and self-injurious behavior in children and adolescents with DS. This research illustrated the importance of investigating comorbid conditions in individuals with DS.</p></div><div><h3><em>What</em> this paper adds?</h3><p>Down Syndrome (DS) is a genetic condition characterized by trisomy 21 and is a leading cause of intellectual disability worldwide. The prevalence of DS is commonly associated with advanced maternal age and is associated with multiple comorbid conditions. The current study aimed to investigate the frequency of and relationship between sleep problems, gastrointestinal symptoms, comorbid psychopathology, and challenging behavior in children and adolescents with DS. High-frequency levels were found for sleep problems (100 %), challenging behavior (100 %), gastrointestinal symptoms (74.8 %), and moderate to severe levels of the different comorbid psychopathologies (tantrum=80 %; repetitive behavior=63 %; avoidant behavior=82 %; worry/depressed=61 %; conduct behavior=100 %; over-eating=100 %; under-eating=100 %). Results indicated a significant difference in self-injurious behavior frequency between individuals who presented with abdominal pain and those who did not. This study is the first to investigate the relationship of multiple comorbid conditions in a sample of children with DS. This paper adds to the literature by demonstrating the frequency of a number of comorbid conditions in children and adolescents with DS. The paper also a","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224001203/pdfft?md5=c415b2f40c4abd18b58f212fdbbc33fc&pid=1-s2.0-S0891422224001203-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141535942","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 centrality of healthcare and education interactions – An Interpretive Phenomenological Analysis of experiences of parents of children with Ehlers-Danlos Syndrome","authors":"Carol Somers ,&nbsp;Chris McCusker ,&nbsp;Paula Prendeville ,&nbsp;Sinéad Kelleher","doi":"10.1016/j.ridd.2024.104789","DOIUrl":"10.1016/j.ridd.2024.104789","url":null,"abstract":"<div><h3>Background</h3><p>Ehlers-Danlos Syndrome (EDS) is a rare group of connective tissue disorders and, as such, the diagnosis can often be delayed. While emerging research indicates that there may be adverse psychosocial consequences for the child, little is known about the processes behind such outcomes, including the psychosocial impact of this rare disease on family life.</p></div><div><h3>Aims</h3><p>To extend our understanding, we examined the lived experiences of parenting a child with EDS.</p></div><div><h3>Methods</h3><p>Four parents recruited from a specialist child development clinic participated in semi-structured interviews. Data were analysed using Interpretative Phenomenological Analysis</p></div><div><h3>Results</h3><p>Three superordinate themes were identified: (1) <em>Challenges Associated with hEDS,</em> (2) <em>Interactions with Professionals</em> and (3) “<em>Pulling and Pacing”: Life with EDS.</em></p></div><div><h3>Discussion</h3><p>This is one of the first qualitative studies to gain an insight into the lived experiences of parenting a child with EDS. Findings had systemic implications. Specifically, we demonstrate the need for raising awareness in health and educational professionals about how to better support families to support the child, as well as the importance of promoting effective advocacy skills in parents.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224001215/pdfft?md5=acabf9e8f5ac44757ef85c2fe417f1d2&pid=1-s2.0-S0891422224001215-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141499579","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":"Emerging adults’ emotions toward their siblings with down syndrome","authors":"Raaya Alon","doi":"10.1016/j.ridd.2024.104791","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104791","url":null,"abstract":"<div><h3>Background</h3><p>Typically-developing siblings of individuals with Down Syndrome often experience complex emotions towards their sibling. This study explored how social support, personal resources (optimism, sense of coherence [SOC]), and individual variables (sex, religious affiliation, siblings’ functionality) may impact emerging adult siblings’ emotions toward their sibling with Down Syndrome. <em>Methods</em>: Participants were 292 siblings of individuals with DS ranging in age from 18–27 (<em>M</em>=21.54, <em>SD</em>=2.50). Participants completed self-report questionnaires exploring optimism, SOC, support, and acceptance. <em>Results:</em> Higher levels of support and optimism were positively associated with positive emotions, and higher SOC with lower levels of negative emotions. Siblings’ functionality and religious affiliation interacted with variables to predict emotions. <em>Conclusions</em>: This study contributes to a greater understanding of how emotions may play a role in sibling relations during the emerging adulthood stage. It also provides unique insight into how religious affiliation may be associated with more positive outcomes for siblings.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480403","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":"Enhancing special education programs’ curricula for students with intellectual disabilities in saudi arabia: A call for personalized approaches and inclusive practices","authors":"Ghaleb H. Alnahdi ,&nbsp;Arwa Alwadei ,&nbsp;Nuha Alharbi","doi":"10.1016/j.ridd.2024.104785","DOIUrl":"10.1016/j.ridd.2024.104785","url":null,"abstract":"<div><h3>Background/Aims</h3><p>In Saudi Arabia, students with intellectual disabilities (ID) receive some of their education through textbooks. However, using textbooks with students with ID contradicts the principles of providing services based on individuals with ID needs personalized plans to develop their individual abilities. This study aimed to investigate family and teacher perceptions of middle and high school curricula for students with ID in Saudi Arabia. This study focused specifically on the extent to which these curricula contribute to the development of academic and life skills among these students.</p></div><div><h3>Method and procedure</h3><p>A 21-item scale was used to measure the perceptions of family members and teachers of individuals with intellectual disability. The scale validity and reliability were examined and supported. The sample comprised of 113 family members and 111 teachers of students with ID.</p></div><div><h3>Outcomes and results</h3><p>Family members and teachers both expressed low satisfaction regarding the improvement in academic and life skills of students as a result of the current curricular in the surveyed programs. Additionally, they conveyed dissatisfaction with the overall outcomes of services provided for individuals with intellectual disabilities.</p></div><div><h3>Conclusions and implications</h3><p>This study highlights the inadequacies of a one-size-fits-all approach to designing curricula for students with ID. There is a need to improve and enhance curriculum content to meet the diverse learning needs of these individuals.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472484","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":"Effect of immersive virtual reality-based training on cognitive, social, and emotional skills in children and adolescents with autism spectrum disorder: A meta-analysis of randomized controlled trials","authors":"Palka Mittal ,&nbsp;Mahati Bhadania ,&nbsp;Navya Tondak ,&nbsp;Priyansh Ajmera ,&nbsp;Sapna Yadav ,&nbsp;Aditya Kukreti ,&nbsp;Sheetal Kalra ,&nbsp;Puneeta Ajmera","doi":"10.1016/j.ridd.2024.104771","DOIUrl":"10.1016/j.ridd.2024.104771","url":null,"abstract":"<div><h3>Background</h3><p>Virtual Reality (VR) based diagnostic and therapeutic interventions have opened up new possibilities for addressing the challenges in identifying and treating individuals with Autism Spectrum Disorders (ASD).</p></div><div><h3>Aim</h3><p>To conduct a systematic review and meta-analysis of Randomized Controlled Trials to investigate the impact of Immersive VR techniques on the cognitive, social, and emotional skills of under-18 children and adolescents with ASD.</p></div><div><h3>Methods and procedures</h3><p>Four databases were systematically searched as per “Preferred Reporting Items for Systematic Reviews and Meta-analyses” guidelines and assessed six RCTs for further analysis. The Cochrane Risk of Bias tool was used to assess the methodological quality of the studies.</p></div><div><h3>Outcomes</h3><p>Pooled results favoured VR and reported significant differences between experimental and control groups concerning social skills (SMD:1.43; 95 % CI: 0.01–2.84; P: 0.05), emotional skills (SMD: 2.45; 95 % CI: 0.21–4.18; P: 0.03) and cognitive skills.</p></div><div><h3>Conclusion</h3><p>VR offers an array of benefits that make it a promising tool for children and adolescents with ASD to improve their cognitive, social and emotional skills in a safe and supportive setting. However, accessibility, affordability, customization, and cost are also significant aspects to consider when developing and implementing VR-based interventions for ASD.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472482","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":"Electrophysiological markers of orthographic pattern learning in school-aged children with reading challenges: An ERP investigation","authors":"Rujun Duan,&nbsp;Xiuhong Tong","doi":"10.1016/j.ridd.2024.104784","DOIUrl":"10.1016/j.ridd.2024.104784","url":null,"abstract":"<div><h3>Background</h3><p>Previous studies suggested that children with reading difficulty have impaired statistical learning ability in extracting distributional orthographic regularities. However, the neural mechanisms underlying have not been fully investigated.</p></div><div><h3>Aims</h3><p>The current study aimed to identify the electrophysiological markers and to examine the neural underpinnings of statistical learning of orthographic regularities in children with reading difficulties.</p></div><div><h3>Methods and procedures</h3><p>Using the event-related potentials (ERPs) and the orthographic learning task, 157 children were exposed to a sequence of artificial pseudocharacters with varying levels of positional and semantic consistency (low at 60 %, moderate at 80 %, and high at 100 %).</p></div><div><h3>Outcomes and results</h3><p>Poor readers elicited an increased N170 response in the low consistency and a lack of left-lateralized P300 effect when learning positional regularities of radicals. Similarly, larger N170 effects were observed in poor readers, while similar N400 effects were found in both poor and average readers when learning semantic regularities of radicals.</p></div><div><h3>Conclusions and implications</h3><p>Our findings indicate that poor readers may have trouble using statistical information for early-stage orthographic pattern extraction, yet they can identify semantic inconsistencies after sufficient exposure. These results deepen our understanding of the neural mechanisms involved in statistical learning for poor readers and aid in improving criteria for differentiating between typically developing children and those with reading challenges.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472483","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: Parents’ perspectives on inclusive schools for students with disabilities in Saudi Arabia","authors":"Bader Alsulami ,&nbsp;Melinda Ault","doi":"10.1016/j.ridd.2024.104786","DOIUrl":"10.1016/j.ridd.2024.104786","url":null,"abstract":"<div><h3>Background</h3><p>Educational inclusion of students with disabilities has benefits for students with and without disabilities. However, general classroom education remains inaccessible for students with disabilities in Saudi Arabia despite policy reforms in the country.</p></div><div><h3>Aim</h3><p>To examine the perspectives of parents of children with and without disabilities on inclusion in general education classrooms.</p></div><div><h3>Methods and procedures</h3><p>A cross-sectional survey investigated parents’ (<em>N = 225) perspectives on inclusion in general and across four dimensions, namely impact on students with and without disabilities, and on parents and families of students with and without disabilities.</em></p></div><div><h3>Outcomes and results</h3><p>Although all participants support inclusion, parents of students with disabilities agreed more strongly with statements supportive of inclusion than parents of students without disabilities. Parents of students with severe disabilities expressed the least agreement with statements supporting inclusion.</p></div><div><h3>Conclusions and implications</h3><p>All parents supported inclusion but were concerned about the preparation and provisioning of teachers as a key factor in the success of inclusion.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472486","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":"Reading instruction for students with intellectual disabilities who require augmentative and alternative communication: A multiple single case study with baseline, posttest, follow-up, and maintenance","authors":"Line Britt Ulriksen ,&nbsp;Marthe Bilet-Mossige ,&nbsp;Hugo Cogo-Moreira ,&nbsp;Roald Øien ,&nbsp;Anders Nordahl-Hansen","doi":"10.1016/j.ridd.2024.104790","DOIUrl":"10.1016/j.ridd.2024.104790","url":null,"abstract":"<div><p>The purpose of the current study was to examine whether seven children, aged 6–10 years, with intellectual disabilities who require augmentative and alternative communication, could acquire phonological awareness and reading skills by using a reading material that is based on research on the evidence-based reading program Accessible literacy learning. The effect of the measures has been examined using a multiple single-case design with baseline, posttest, follow-up, and maintenance. All the teachers were trained to deliver the reading intervention in the students’ familiar place at school. The results indicated that students with intellectual disabilities who require augmentative and alternative communication could acquire phonological awareness and decoding by working systematically with reading material based on evidence-based strategies.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224001227/pdfft?md5=e15b05c7db66fcffc54e5c0bb4b7ad42&pid=1-s2.0-S0891422224001227-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472485","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":"Clinical and functional characteristics of children and young adults with cerebral palsy and co-occurring attention-deficit/hyperactivity disorder","authors":"Myriam Casseus ,&nbsp;JenFu Cheng ,&nbsp;Nancy E. Reichman","doi":"10.1016/j.ridd.2024.104787","DOIUrl":"10.1016/j.ridd.2024.104787","url":null,"abstract":"<div><h3>Background</h3><p>There is emerging research that show children and young adults (CYAs) with cerebral palsy (CP) are at higher risk for attention-deficit/hyperactivity disorder (ADHD). However, little is known about the clinical and functional characteristics of CYAs with these co-occurring disorders.</p></div><div><h3>Aim</h3><p>To estimate associations between a diagnosis of ADHD among CYAs with CP and clinical and functional characteristics.</p></div><div><h3>Methods</h3><p>This retrospective, cross-sectional study used data from the electronic health records of CYAs (aged 4–26 years) with CP (n = 1145). We used bivariate and multivariable analyses to estimate associations between an ADHD diagnosis, CP type, Gross Motor Function Classification System (GMFCS) level, speech or language disorder, and intellectual disability.</p></div><div><h3>Results</h3><p>18.1 % of CYAs with CP had a diagnosis of ADHD. CYAs with spastic-bilateral CP had lower odds of ADHD (adjusted odds ratio [AOR] = 0.58; 95 % confidence interval [CI], 0.35–0.96). Odds of having ADHD were significantly lower for those with GMFCS levels III-V (AOR = 0.10; 95 % CI, 0.06–0.15).</p></div><div><h3>Conclusions</h3><p>Our study found that a diagnosis of ADHD among CYAs with CP was associated with greater clinical and functional impairments compared to counterparts without ADHD. Findings highlight the need to screen for both conditions because of the high comorbidity rates in this population.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460673","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}