Language Speech and Hearing Services in Schools最新文献

{"title":"Examining Adolescent Language Performance in Discourse Production Across Four Elicitation Tasks.","authors":"Adele K Wallis, Marleen F Westerveld","doi":"10.1044/2024_LSHSS-23-00163","DOIUrl":"10.1044/2024_LSHSS-23-00163","url":null,"abstract":"<p><strong>Purpose: </strong>Comprehensive spoken language assessment should include the evaluation of language use in naturalistic contexts. Discourse elicitation and analysis provides the opportunity for such an evaluation to occur. In this article, our overall aim was to describe adolescents' language performance on four elicitation tasks and determine if there are task-related differences across the elicitation tasks.</p><p><strong>Method: </strong>Forty-four typically developing adolescents with ages ranging from 12;2 to 17;11 (years;months; <i>M =</i> 15;2; 21 boys and 23 girls) participated in the study. They completed four spoken discourse tasks: (a) story generation using a wordless picture book, (b) fable retell, (c) six personal narratives in response to emotion-based prompts, and (d) monologic response to two stories that contained a moral dilemma. Responses were transcribed and analyzed for four language performance measures tapping into language productivity, syntactic complexity, lexical diversity, and verbal facility.</p><p><strong>Results: </strong>Despite individual variability in performance, mean scores were close to median scores for most measures, suggesting a symmetrical distribution. As expected, all four language performance measures were significantly different across the four elicitation tasks. The personal narrative task elicited the longest samples, with the highest verbal fluency. In contrast, both lexical diversity and syntactic complexity were the strongest in response to the fable retell and the moral dilemma tasks.</p><p><strong>Conclusions: </strong>This investigation provides speech-language pathologists with an overview of how task-related factors may impact adolescent language performance. These findings may be used to support their clinical decision-making processes in choosing a suitable discourse task when conducting a comprehensive spoken language assessment. Three hypothetical case examples are used to illustrate the decision-making process.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25761768.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"838-852"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140946505","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":"LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App.","authors":"Charles Hulme, Joshua McGrane, Mihaela Duta, Gillian West, Denise Cripps, Abhishek Dasgupta, Sarah Hearne, Rachel Gardner, Margaret Snowling","doi":"10.1044/2024_LSHSS-24-00004","DOIUrl":"10.1044/2024_LSHSS-24-00004","url":null,"abstract":"<p><strong>Purpose: </strong>Oral language skills provide a critical foundation for formal education and especially for the development of children's literacy (reading and spelling) skills. It is therefore important for teachers to be able to assess children's language skills, especially if they are concerned about their learning. We report the development and standardization of a mobile app-LanguageScreen-that can be used by education professionals to assess children's language ability.</p><p><strong>Method: </strong>The standardization sample included data from approximately 350,000 children aged 3;06 (years;months) to 8;11 who were screened for receptive and expressive language skills using LanguageScreen. Rasch scaling was used to select items of appropriate difficulty on a single unidimensional scale.</p><p><strong>Results: </strong>LanguageScreen has excellent psychometric properties, including high reliability, good fit to the Rasch model, and minimal differential item functioning across key student groups. Girls outperformed boys, and children with English as an additional language scored less well compared to monolingual English speakers.</p><p><strong>Conclusions: </strong>LanguageScreen provides an easy-to-use, reliable, child-friendly means of identifying children with language difficulties. Its use in schools may serve to raise teachers' awareness of variations in language skills and their importance for educational practice.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"904-917"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082956","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":"Speechreading, Phonological Skills, and Word Reading Ability in Children.","authors":"Fiona E Kyle, Natasha Trickey","doi":"10.1044/2024_LSHSS-23-00129","DOIUrl":"10.1044/2024_LSHSS-23-00129","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of the present study was to investigate the relationship between speechreading ability, phonological skills, and word reading ability in typically developing children.</p><p><strong>Method: </strong>Sixty-six typically developing children (6-7 years old) completed tasks measuring word reading, speechreading (words, sentences, and short stories), alliteration awareness, rhyme awareness, nonword reading, and rapid automatized naming (RAN).</p><p><strong>Results: </strong>Speechreading ability was significantly correlated with rhyme and alliteration awareness, phonological error rate, nonword reading, and reading ability (medium effect sizes) and RAN (small effect size). Multiple regression analyses showed that speechreading was not a unique predictor of word reading ability beyond the contribution of phonological skills. A speechreading error analysis revealed that children tended to use a phonological strategy when speechreading, and in particular, this strategy was used by skilled speechreaders.</p><p><strong>Conclusions: </strong>The current study provides converging evidence that speechreading and phonological skills are positively related in typically developing children. These skills are likely to have a reciprocal relationship, and children may benefit from having their attention drawn to visual information available on the lips while learning letter sounds or learning to read, as this could augment and strengthen underlying phonological representations.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"756-766"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140864440","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":"Learning to Implement Dialogic Reading Through Video-Based Online Training: A Preliminary Study.","authors":"Veronica P Fleury, Lindsay Dennis, Alice N Williams","doi":"10.1044/2024_LSHSS-23-00109","DOIUrl":"10.1044/2024_LSHSS-23-00109","url":null,"abstract":"<p><strong>Purpose: </strong>Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video modules as an initial training option within a future tiered training model.</p><p><strong>Method: </strong>We employed a within-subject repeated-measures group design to evaluate educators' (<i>N</i> = 20) implementation of DR after viewing training videos. Educators filmed themselves reading three storybooks with a child \"as they would typically\" to establish pretest reading behaviors. After being given access to a series of DR training videos, the educators recorded themselves reading three storybooks with the child using DR strategies as a posttest measure.</p><p><strong>Results: </strong>Educators improved their use of individual strategies included in the DR instructional sequence at posttest; however, most participants did not consistently follow the entire instructional sequence as designed. Only one educator delivered the complete DR instructional sequence in > 80% of opportunities at posttest.</p><p><strong>Conclusion: </strong>Modifications to video training modules and additional coaching support may be warranted for many educators to achieve the level of implementation fidelity needed to improve the child's oral language skills from the intervention.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25749387.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"985-993"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140892262","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":"Transcription Decisions of Conjoined Independent Clauses Are Equitable Across Dialects but Impact Measurement Outcomes.","authors":"Janna B Oetting, Tahmineh Maleki","doi":"10.1044/2024_LSHSS-23-00180","DOIUrl":"10.1044/2024_LSHSS-23-00180","url":null,"abstract":"<p><strong>Purpose: </strong>Transcription of conjoined independent clauses within language samples varies across professionals. Some transcribe these clauses as two separate utterances, whereas others conjoin them within a single utterance. As an inquiry into equitable practice, we examined rates of conjoined independent clauses produced by children and the impact of separating these clauses within utterances on measures of mean length of utterance (MLU) by a child's English dialect, clinical status, and age.</p><p><strong>Method: </strong>The data were archival and included 246 language samples from children classified by their dialect (African American English or Southern White English) and clinical status (developmental language disorder [DLD] or typically developing [TD]), with those in the TD group further classified by their age (4 years [TD4] or 6 years [TD6]).</p><p><strong>Results: </strong>Rates of conjoined independent clauses and the impact of these clauses on MLU varied by clinical status (DLD < TD) and age (TD4 < TD6), but not by dialect. Correlations between the rate of conjoined clauses, MLU, and language test scores were also similar across the two dialects.</p><p><strong>Conclusions: </strong>Transcription decisions regarding conjoined independent clauses within language samples lead to equitable measurement outcomes across dialects of English. Nevertheless, transcribing conjoined independent clauses as two separate utterances reduces one's ability to detect syntactic differences between children with and without DLD and document syntactic growth as children age.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25822675.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"870-883"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11253809/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140960500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"<i>La Rana</i> or <i>El Rana</i>: Dual Language Learners' Grammatical Variability in Narrative Retells.","authors":"Svenja Gusewski, Raúl Rojas","doi":"10.1044/2024_LSHSS-23-00202","DOIUrl":"10.1044/2024_LSHSS-23-00202","url":null,"abstract":"<p><strong>Purpose: </strong>This longitudinal study investigated the trajectory of Spanish article accuracy in Spanish-English dual language learners (DLLs) from preschool to first grade, addressing the need for longitudinal data on the variability of Spanish grammatical skills in DLLs in English immersion classrooms.</p><p><strong>Method: </strong>Language sample analysis was conducted on 336 Spanish and English narrative retells elicited from 31 Spanish-English DLLs (range: 45-85 months). Growth curve models captured within- and between-individual change in article accuracy from the beginning of preschool to the end of first grade.</p><p><strong>Results: </strong>As a group, DLLs did not exhibit significant positive or negative growth in Spanish article accuracy over time. On average, article accuracy remained stable at 76% from preschool throughout first grade. Participants exhibited significant variability in article accuracy that was partly explained by changes in Spanish proficiency. Spanish article accuracy was lower for DLLs with lower Spanish proficiency indexed by measures from the Spanish language samples, while English proficiency indexed by the English language samples did not affect Spanish article accuracy.</p><p><strong>Conclusions: </strong>These findings suggest that expectations for Spanish grammatical performance in DLLs need to be adjusted to account for the possible impact of not receiving Spanish support in English immersion school settings. DLLs in these instructional programs do not exhibit article accuracy at a level expected for monolingual Spanish speakers. Significant individual differences in both individual status and growth rates of Spanish article accuracy highlight the broad variability in Spanish language skills of DLLs in the United States.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"884-903"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285405","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":"Comparing Spoken Versus iPad-Administered Versions of a Narrative Retell Assessment Tool in a Practice-Based Research Partnership.","authors":"Caitlin Coughler, Taylor Bardell, Mary Ann Schouten, Kristen Smith, Lisa M D Archibald","doi":"10.1044/2024_LSHSS-23-00022","DOIUrl":"10.1044/2024_LSHSS-23-00022","url":null,"abstract":"<p><strong>Purpose: </strong>In the current age of greater digital delivery of services, it is important to examine the validity and differences between spoken and digital delivery of materials. The current study is a practice-based research partnership between school-based speech-language pathologists (SLPs) and researchers, evaluating presentation effects and validity of a narrative retell assessment tool created by SLPs.</p><p><strong>Method: </strong>Fifty-one children across kindergarten, Grade 1, and Grade 2 completed the narrative retell task, retelling <i>One Frog Too Many</i> and <i>Frog Goes to Dinner</i> in three in-person story presentation conditions administered 1 week apart: spoken, iPad with audio-recorded natural rate of speech, and iPad with slow rate of speech. This was followed by 10 comprehension questions related to story events. Children also completed the Story Retelling subtests from the Test of Integrated Language and Literacy Skills (TILLS).</p><p><strong>Results: </strong>Children recalled significantly fewer events in the spoken condition compared to audio-recorded iPad conditions. No significant effect of speaking rate was found. Presentation condition and rate did not affect performance on comprehension questions. Correlations among retell measures and corresponding subtests on a standardized language test ranged from weak to strong, providing some evidence of concurrent validity.</p><p><strong>Conclusions: </strong>This practice-based research partnership provided valuable insight into differences in delivery modality as well as the validity of a school-based SLP created narrative retell assessment tool. This study found that rate did not impact recall of events or performance on comprehension questions. Additionally, children performed better on narrative retell measures when stories were told using an iPad. This highlights the potential for iPad delivery as an option in narrative retell tasks. Finally, this study provided an initial examination of the Narrative Evaluation Tool's validity, finding the tool captures ability to recall narrative events; however, future studies are needed to examine the tool's validity as a measure of narrative comprehension.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25260910.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"976-984"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139941181","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":"Writing in Elementary Students With Language-Based Learning Disabilities: A Pilot Study to Examine Feasibility and Promise.","authors":"Cynthia S Puranik, Anthony Koutsoftas","doi":"10.1044/2024_LSHSS-23-00187","DOIUrl":"10.1044/2024_LSHSS-23-00187","url":null,"abstract":"<p><strong>Purpose: </strong>Although children with language-based learning disabilities (LLD) demonstrate significant difficulties with writing, empirical evidence to support interventions is sparse. Therefore, the purpose of this pilot study was to examine the feasibility and promise of a writing intervention for fourth- and fifth-grade students with LLD (WILLD: writing in students with LLD). The intervention components included word-, sentence-, and discourse-level writing processes and instructional practices using self-regulation strategies.</p><p><strong>Method: </strong>Participants for this study were 15 students with LLD, recruited from three different schools. Students' writing was assessed using a sentence probe task and obtaining an informative paragraph writing sample as a measure of proximal writing outcomes. Trained speech-language pathologists (SLPs) and special educators delivered the intervention in a small-group format over 12 weeks. Using a within-group pre-post design, we examined changes in writing outcomes before and after the intervention.</p><p><strong>Results: </strong>Results indicated that the intervention helped students improve their informative writing skills; students' writing quality showed a statistically significant increase, and grammatical errors showed a significant decrease.</p><p><strong>Conclusions: </strong>Evidence from this pilot effort indicates that WILLD was feasible and appears to show promise for improving writing outcomes for fourth- and fifth-grade students with LLD when delivered by SLPs and special educators in a small-group format. Implications of the results and directions for future research are discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.26053132.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"959-975"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433277","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":"Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children.","authors":"Minna Lipner, Sharon Armon-Lotem, Sveta Fichman, Joel Walters, Carmit Altman","doi":"10.1044/2023_LSHSS-23-00152","DOIUrl":"10.1044/2023_LSHSS-23-00152","url":null,"abstract":"<p><strong>Purpose: </strong>We investigated the impact of narrative task complexity on macrostructure in both languages of bilingual kindergarten children and the relationship of macrostructure across languages to guide practitioners' choice of assessment tools and aid in interpretation of results.</p><p><strong>Method: </strong>Thirty-nine English-Hebrew bilingual kindergarten children (<i>M</i>_age = 65 months) retold two narratives in each language: a one-episode story and a three-episode story. Stories were coded for macrostructure using five story grammar (SG) elements: Internal State-Initiating Event, Goal, Attempt, Outcome, and Internal State-Reaction. Linear mixed and generalized linear mixed models were used to analyze scores for total macrostructure, episode, and SG elements; correlations were conducted to examine cross-language relations in macrostructure.</p><p><strong>Results: </strong>In general, performance on the single-episode story was significantly better than for the three-episode story: higher percentages of SG elements were produced, with better performance in the home language/English. In addition to Task and Language effects, Age and Episode (Episodes 1/2/3 of the three-episode story vs. one-episode story) emerged as predictors of macrostructure. Performance on the different episodes of the three-episode story varied, with Episode 3 yielding scores similar to those on the one-episode story. Children produced more Attempts and Outcomes than other SG elements. Finally, the total macrostructure scores yielded low to moderate correlations across languages for both one-episode and three-episode stories, but there were no significant cross-task (one-episode/three-episode story) correlations.</p><p><strong>Conclusions: </strong>The study illustrates the importance of task complexity in narrative performance. Ideally, assessment should include a variety of tools, which would include narratives varying in complexity. However, time constraints do not always permit this luxury. The findings here may offer more to therapists than to diagnosticians. Narratives should be manipulated for episodic complexity not only in the number of episodes but also with regard to characters, goals, feelings, and reactions to events.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25222094.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"545-560"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139747773","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":"Exploring Speech-Language Pathologists' Perception of and Individualized Education Program Goals for Vocabulary Intervention With School-Age Children With Language Disorders.","authors":"Leesa Marante, Shannon Hall-Mills","doi":"10.1044/2023_LSHSS-23-00078","DOIUrl":"10.1044/2023_LSHSS-23-00078","url":null,"abstract":"<p><strong>Purpose: </strong>Among the varied roles and responsibilities of school-based speech-language pathologists (SLPs) are the planning and delivery of effective vocabulary intervention for students with language disorders. Despite the abundant literature regarding effective vocabulary intervention, practice patterns indicate that the research has not yet translated to practice. The purpose of this study was to examine SLPs' beliefs and expectations regarding vocabulary instruction and the content of Individualized Education Program (IEP) goals to better inform continuing education and research programs to generate lasting effects on SLP practices.</p><p><strong>Method: </strong>We queried a national sample of school-based SLPs via an online survey regarding their perspectives on robust vocabulary instruction, vocabulary intervention practices, and IEP goal development targeting vocabulary skills for school-age children with language disorders.</p><p><strong>Results: </strong>There was consistency across the sample for SLPs' beliefs about the importance and impact of robust vocabulary instruction. However, they reflected varied expectations about the vocabulary intervention they provide. Qualitative analysis of IEP goals for vocabulary reveals the range and frequency of strategies and intervention targets as an artifact of implementation of robust vocabulary instruction.</p><p><strong>Conclusions: </strong>School-based SLPs believe that vocabulary is important and have a strong understanding of the impact robust vocabulary instruction can have on reading and writing outcomes. SLPs in this sample had varying expectations regarding the way their instruction is implemented and generalized. Implications and limitations of these results are discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25077992.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"368-380"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139652187","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}