Language Speech and Hearing Services in Schools最新文献

{"title":"Universal Design for Learning: A Shared Language to Create a Culture of Collaboration and Leverage Interprofessional Practice.","authors":"Alyssa R Boucher, Gabrielle Rappolt-Schlichtmann, Emma Hensler","doi":"10.1044/2025_LSHSS-24-00142","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00142","url":null,"abstract":"<p><strong>Purpose: </strong>Collaboration between teachers and speech-language pathologists is essential for supporting diverse learners, particularly those with communication challenges. This article explores the use of Universal Design for Learning (UDL) as a common language to enhance interprofessional collaboration, fostering a shared framework for designing inclusive educational environments. By implementing UDL principles, teachers and speech-language pathologists (SLPs) can align their strategies, emphasizing flexibility in instructional methods, engagement, and assessment. This shared approach enables both professions to address student needs more holistically, bridging traditional professional divides and creating a cohesive support system within the school setting.</p><p><strong>Method: </strong>The tutorial discusses specific strategies for integrating UDL considerations into collaborative practices, highlighting the skills and knowledge SLPs can bring to the classroom from the therapy room. We include a case example to illustrate how best practices from speech-language pathology and UDL Guidelines can be used together to improve vocabulary learning in high school students.</p><p><strong>Results: </strong>Language within the UDL framework can serve as a useful tool to highlight both skillsets of teachers and SLPs leading to transdisciplinary collaboration. This tutorial builds on prior research of successful models of Tier 1 teacher-SLP collaboration.</p><p><strong>Conclusion: </strong>This collaborative project demonstrates a realistic use of UDL as a common framework not only to enhance communication and reduces barriers among team members but also to support effective, accessible learning experiences for all students.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-17"},"PeriodicalIF":2.2,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methods of Diagnosing Speech Sound Disorders in Multilingual Children.","authors":"Karla N Washington, Kathryn Crowe, Sharynne McLeod, Kate Margetson, Nicole B M Bazzocchi, Leslie E Kokotek, Pauline van der Straten Waillet, Thora Másdóttir, Marc D S Volhardt","doi":"10.1044/2025_LSHSS-24-00099","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00099","url":null,"abstract":"<p><strong>Purpose: </strong>Identification of speech sound disorder (SSD) in children who are multilingual is challenging for many speech-language pathologists (SLPs). This may be due to a lack of clinical resources to accurately identify SSD in multilingual children as easily as for monolingual children. The purpose of this article is to describe features of multilingual speech acquisition, identify evidence-based resources for the differential diagnosis of SSD in speakers of understudied language paradigms, and demonstrate how culturally responsive practices can be achieved in different linguistic contexts.</p><p><strong>Method: </strong>Examples of different approaches used to inform accurate diagnosis of SSD in 2- to 8-year-old multilingual children are described. The approaches used included (a) considering adult speech models, (b) completing validation studies, and (c) streamlining evidence-informed techniques. These methods were applied across four different language paradigms in countries within the Global North and Global South (e.g., Jamaican Creole-English, Jamaica; Vietnamese-English, Australia; French and additional languages, Belgium; Icelandic-Polish, Iceland). The culturally responsive nature of approaches in each cultural/linguistic setting is highlighted as well as the broader applicability of these approaches.</p><p><strong>Results: </strong>Findings related to dialect-specific features, successful validation of tools to describe functional speech intelligibility and production accuracy, and the utility of different techniques applied in the diagnosis of SSD are outlined.</p><p><strong>Conclusions: </strong>Culturally responsive methods offer a useful framework for guiding SLPs' diagnostic practices. However, successful application of these practices is best operationalized at a local level in response to the linguistic, cultural, and geographic context.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29090000.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144132456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communication Across the School Day: A Nationwide Teacher Survey on Developmental Language Disorder.","authors":"Brittany Ciullo, Jill Hoover","doi":"10.1044/2025_LSHSS-24-00149","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00149","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this mixed methods study was to investigate how teachers in the United States understand and perceive developmental language disorder (DLD). This study used a survey to examine teachers' understanding of DLD and the impact of DLD at school to inform advocacy efforts within the discipline of communication sciences and disorders (CSD) and collaborations between speech-language pathologists (SLPs) and teachers.</p><p><strong>Method: </strong>The survey was administered online via Qualtrics and consisted of 27 closed-response questions (i.e., Likert scale or multiple-choice) and four open-response questions. We analyzed the closed-response questions using descriptive statistics and logistic regression. The open-response questions were analyzed using a summative content analysis.</p><p><strong>Results: </strong>Two hundred four responses were included in the analysis. Survey respondents successfully identified language-based activities that would be difficult for children with DLD, such as participating in conversations. Many respondents were not familiar with the term <i>DLD</i> nor the lifelong nature of the disorder. Respondents' self-rated ability to recognize students with DLD, determine the educational impact of DLD, and use classroom accommodations varied based on type of teaching role, grade taught, and previous training in language disorders. Content analysis of open responses revealed four categories capturing respondents' descriptions of DLD: social impact, communication, school environment, and teacher insight. Many respondents felt uncertain about characteristics of DLD and its impact across the school day.</p><p><strong>Conclusions: </strong>Although many survey respondents were unfamiliar with the term <i>DLD</i> and associated diagnostic criteria, they accurately identified many tasks that would be difficult for students with DLD on both closed-response and open-response questions. Practical implications for SLPs and future directions for CSD researchers are provided to improve DLD awareness efforts and to establish shared terminology about language impairment among CSD researchers, practicing SLPs, and educators.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144132151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Caregiver Perceptions of an Asynchronous Video-Based Training on Developmental Language Disorder: A Mixed-Methods Study.","authors":"Katharine M Radville,Tim DeLuca,Danika L Pfeiffer,Shaun Ziegenfusz,Mary Rasner,Tiffany P Hogan","doi":"10.1044/2025_lshss-24-00091","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00091","url":null,"abstract":"PURPOSECaregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training.METHODWe used quantitative methods to measure self-perceived knowledge of DLD as well as self-efficacy for supporting the child before and after participation in the training. We also measured usability and overall satisfaction with the training. We conducted 1:1 structured interviews with a subset of participants and used an inductive approach to thematic analysis to explain and expand upon quantitative results.RESULTSCaregivers reported higher knowledge and self-efficacy related to DLD after completing the training. Usability and satisfaction ratings were high. Qualitative data provided nuanced explanation of quantitative findings, indicating that the training can increase caregiver knowledge and self-efficacy and can positively impact interactions, support, and understanding of the child. We also found that while caregivers find learning about DLD helpful, they also seek additional information and support related to their own child.CONCLUSIONOnline asynchronous learning is a useful, satisfactory means by which to disseminate information about DLD to caregivers.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"59 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144114220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Functional Language Proficiency in Bilingual Children: A Conceptual Framework, Culturally Responsive Practice, and Measurement Approach.","authors":"Genesis D Arizmendi","doi":"10.1044/2025_lshss-24-00166","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00166","url":null,"abstract":"PURPOSEFunctional language proficiency is presented as a conceptual framework that builds upon cultural-linguistic assets in bilingually developing children and bridges the theory of natural translation, translanguaging, and language brokering practices. A novel task was developed based on this framework for quantifying Spanish-English bilingual children's functional language proficiency. The development, feasibility, face, and convergent validity of the Functional Language Proficiency (FLiP) task are detailed as part of this work, as well as its application and utility as a culturally responsive practice.METHODA conceptual framework and novel task were developed based on bilingual communication practices. This article details the conceptual framework and development process of the task, including considerations for cultural relevance, memory demands, linguistic complexity, and scoring procedures. The FLiP was administered to 90 Spanish-English learning Latino children in first, second, and third grade (30 per grade).RESULTSAll 90 first-, second-, and third-grade children completed the task, generating an expectedly wide range of proficiency profiles across both languages. Importantly, 86% of the children reported that they had engaged in these language practices in their daily lives. There was strong interrater reliability (94%), and scores on the FLiP were positively correlated with measures of language sample analyses in both languages.CONCLUSIONSThe results of this study showed that the FLiP was an age-appropriate, asset-based, and culturally relevant task for measuring functional language proficiency in most Spanish-English school-age bilinguals. The role of functional proficiency is discussed, along with future research directions including validation, item analysis, and task refinement.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28946261.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"54 1","pages":"1-19"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent-Reported Speech and Language in Early Childhood Is an Early Indicator of Indigenous Australian Children's Literacy and Numeracy Outcomes.","authors":"Sharynne McLeod,Linda J Harrison,Catherine McMahon,Cen Wang,John Robert Evans","doi":"10.1044/2025_lshss-23-00200","DOIUrl":"https://doi.org/10.1044/2025_lshss-23-00200","url":null,"abstract":"PURPOSEThe aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes.METHODParticipants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3-5 years using the Parents' Evaluation of Developmental Status. A total of 467 children (30.4%) were identified as having SLC, of whom 308 had only expressive SLC, 65 had only receptive SLC, and 81 had both expressive and receptive SLC. Educational outcomes included (a) National Assessment Program-Literacy and Numeracy (NAPLAN) tests (Grade 3, 8-9 years), (b) teacher-reported literacy and numeracy on the Academic Rating Scale (ARS; 8-9, 9-10 years), and (c) research officer-administered Progressive Achievement Tests in Reading (PAT-Reading; 6-7, 7-8, 8-9, 9-10 years) and Progressive Achievement Tests in Mathematics (PAT-Maths; 8-9, 9-10 years).RESULTSAfter controlling for covariates (child age, sex, having hearing problems, having a disability, speaking an Indigenous language, parent education, family life events, community socioeconomic status, and remoteness), SLC was associated with significantly lower scores on all NAPLAN subtests (Reading, Writing, Spelling, Grammar, Numeracy), teacher-rated ARS for Language and Literacy (9-10 years), and PAT-Reading (6-7 years) and PAT-Maths (9-10 years). Subgroup comparisons indicated that children with both expressive and receptive SLC had the poorest outcomes on NAPLAN and ARS subtests.CONCLUSIONParental reporting of Indigenous Australian children's SLC in early childhood is an important early indicator of education outcomes at school, indicating the importance of families throughout a child's trajectory of learning and development.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"45 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Well Do Communication Profiles at 2 Years of Age Predict Outcomes at 9-10 Years of Age in Children With Cerebral Palsy?","authors":"Marianne Elmquist,Katherine C Hustad","doi":"10.1044/2025_lshss-24-00089","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00089","url":null,"abstract":"PURPOSEEarly identification of diverging developmental trajectories is important to optimize communication interventions for children with cerebral palsy (CP). The aim of this study was to examine if communication profiles at 2 years of age predicted speech, language, and communication outcomes at 9-10 years of age in children with CP.METHODTwenty-three children with CP (Mage = 9;10 [years;months]) participated in the study comprising of three mutually exclusive 2-year speech-language profiles: not yet talking (n = 10), emerging talkers (n = 9), and established talkers (n = 4). Using generalized linear regression and Kruskal-Wallis rank sum tests, we examined if 2-year speech-language profiles predicted speech, language, and communication outcomes at 9-10 years of age. Outcomes at 9-10 years of age were obtained from classification systems, spontaneous language samples, elicited speech tasks, and parent report.RESULTSBased on 2-year speech-language profiles, we found significant differences in speech, language, and communication outcomes at 9-10 years of age. Specifically, children who were not talking at 2 years of age had more restricted outcomes than children who were emerging or established talkers at 2 years of age.CONCLUSIONOur study's results provide preliminary evidence that early communication interventions can and should be differentiated based on communication abilities at 2 years of age to maximize later communication outcomes for children with CP.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"32 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adverse Childhood Experiences, Intergenerational Trauma, and Historical Trauma: A Child's Story.","authors":"Carol Westby,Leslie E Kokotek,Karla N Washington","doi":"10.1044/2025_lshss-24-00123","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00123","url":null,"abstract":"PURPOSEThe prevalence of adverse childhood experiences (ACEs) is increasing and is highest in minoritized ethnic/racial groups, most notably in Indigenous populations in the United States and Canada. Beyond ACEs, minoritized ethnic/racial groups have also experienced historical oppression, discrimination, and economic inequalities that can perpetuate ACEs and initiate intergenerational cycles of adversity. Children who have experienced multiple ACEs are at risk for learning and communication impairments that would qualify them for speech and language services. The purpose of this case study is to: (a) define ACEs, intergenerational and historical trauma, as well as describe the causes, consequences, and relationships among these three types of trauma; (b) describe the use of the International Classification of Functioning, Disability and Health (ICF) for assessment of an Indigenous child who has experienced multiple ACEs that may be associated with historical trauma; and (c) describe implementation of the Attachment, Regulation, Competency intervention for children with complex posttraumatic stress disorder adapted for an Indigenous child.CONCLUSIONSThe concept of historical trauma arose with Indigenous populations, but it has been extended to many other populations that have experienced chronic trauma associated with oppression based on their ethnicity, race, or culture. The ICF provides a framework for conducting a comprehensive assessment and developing an intervention plan for a child who has experienced multiple ACEs, possibly related to intergenerational and historical trauma. To understand the child's strengths and needs, it is essential that clinicians consider the child's unique personal and environmental contextual factors. By considering these contextual factors, clinicians can identify which attributes serve as barriers or facilitators to children's functioning and how intervention programs may need to be adapted for the child's culture.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"12 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characteristics of Hearing Aid Use in Adolescents Who Are Deaf and Hard of Hearing.","authors":"Elizabeth A Walker,Meredith Spratford,Meaghan Foody,Ryan McCreery","doi":"10.1044/2025_lshss-24-00096","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00096","url":null,"abstract":"PURPOSEChildren who use hearing aids show large individual differences in the amount of time they wear their devices, but the vast majority of research studies have focused on infants and preschoolers who are deaf and hard of hearing (D/HH). There is limited empirical evidence regarding hearing aid use in adolescents or published data on adolescents' attitudes toward hearing aids. The overarching aim of the current study was to characterize hearing aid use in adolescents who are D/HH.METHODOne hundred twenty-nine adolescents who are D/HH (12-19 years old) and their parents completed questionnaires about hearing aid use and attitudes toward amplification. Examiners collected data logging at research visits. Adolescents and parents estimated the average amount of time hearing aids were worn during the week and weekend. We conducted a linear regression analysis to investigate the relationships among the independent predictor variables (chronological age, age at hearing aid fitting, maternal education level, proximity of hearing aid fitting to prescriptive targets, and better ear pure-tone average) and the dependent variable (adolescent self-report of average daily hearing aid use).RESULTSSeverity of hearing loss and maternal education level accounted for variation in hearing aid use among adolescents who are D/HH, whereas chronological age, age at hearing aid fitting, and proximity of fitting to prescriptive targets did not. Parent report, adolescent self-report, and data logging were in high agreement, although both parents and teenagers tended to overestimate the amount of daily hearing aid use by around 30 min.DISCUSSIONIn general, the results of the current study are inconsistent with the notion that adolescents decrease hearing aid use when they reach adolescence. Furthermore, many of the adolescents who participated in this study expressed positive attitudes about amplification, demonstrating emerging self-advocacy.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"18 1","pages":"1-20"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding Speech-Language Pathologists' Misconceptions About Multi-Tiered System of Supports: Initial Exploration From a Focus Group Analysis.","authors":"Lesley Sylvan,Meaghan McKenna","doi":"10.1044/2025_lshss-24-00148","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00148","url":null,"abstract":"PURPOSEWhile there is overwhelming support from clinical texts, journal articles, and our national organization for the implementation of multi-tiered system of supports (MTSS) in school-based speech and language practice, the reality is that many speech-language pathologists (SLPs) may be unfamiliar with how to fully engage with this framework. In this clinical focus article, we identify potential misconceptions related to MTSS and explore the degree to which these misconceptions may be prevalent and the driving factors that influence SLPs. We also discuss what next steps the field can take to support accurate beliefs about MTSS and refudiate potential misconceptions in order to best position SLPs to successfully participate in an MTSS framework.METHODTwelve potential misconceptions related to MTSS and SLPs were identified by the authors of this clinical focus article. Nineteen school-based SLPs who worked in public schools in the United States participated in a 75-min focus group where they were asked to rate the degree to which they agreed or disagreed with the identified misconceptions and explain their reactions. Focus groups ranged in size from three to four SLPs.RESULTSThe focus groups produced both quantitative and qualitative data about SLPs' perspectives related to MTSS and provided insights into which misconceptions may be prevalent or influential in how SLPs frame, approach, and reflect on MTSS.CONCLUSIONSAlthough roles and responsibilities of school-based SLPs support engagement with MTSS, there is growing concern regarding the gap between research, policy, and practice related to MTSS implementation. Identifying and addressing potential misconceptions SLPs hold related to MTSS will bolster efforts to support SLP involvement in MTSS, resulting in high-quality services and supports matched to strengths and needs of all students.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"8 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}