Language Speech and Hearing Services in Schools最新文献

{"title":"Back to Normal or New Reality? How the COVID-19 Pandemic Continues to Influence School-Based Speech-Language Pathologists at the Start of the 2023-2024 School Year.","authors":"Lesley Sylvan,Madelyn Kwak,Madeleine Gouck,Erica Goldstein","doi":"10.1044/2024_lshss-24-00033","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00033","url":null,"abstract":"PURPOSEThe COVID-19 pandemic was a far-reaching disruptor in K-12 education beginning in the spring of 2020 when nearly all schools pivoted to remote instruction. Although the pandemic was officially declared over by the World Health Organization in May 2023, many questions remain about the long-term impact of the pandemic on K-12 education. The purpose of this study was to gain a deeper understanding of the continued impact of the pandemic among school-based speech-language pathologists (SLPs) at the onset of the 2023-2024 school year.METHODThis study involved a survey of 193 school-based SLPs between September and December 2023. The results of the survey were analyzed both qualitatively and quantitatively to identify key themes and trends related to how the pandemic influences both their direct work with students and how they approach and reflect on their own careers. Multiple efforts were made to ensure the credibility and trustworthiness of the analysis.RESULTSThis survey found that although many SLPs in public schools have largely returned to prepandemic practices, most perceived that the pandemic continues to influence their work in key ways. Specifically, survey responses highlighted the altered needs of students (e.g., social-emotional needs and academic gaps) as well as changes to how SLPs reflect on their careers as professionals serving communities.CONCLUSIONThe results of this study indicate that although the most obvious effects of the pandemic are no longer visible in schools (e.g., masking, distancing, relying on virtual services), the pandemic continues to make the work of school-based SLPs more challenging as they navigate the disconnect between the postpandemic demands of their work and prepandemic expectations, policies, and regulations.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"30 1","pages":"1-26"},"PeriodicalIF":2.4,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142231277","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":"Speech-Language Pathologist Self-Efficacy and Job Satisfaction: Resources in Special Education Eligibility Decisions.","authors":"Anne C Reed,Kelly Farquharson","doi":"10.1044/2024_lshss-23-00195","DOIUrl":"https://doi.org/10.1044/2024_lshss-23-00195","url":null,"abstract":"PURPOSESituated within the conservation of resources theory, this study sought to understand how resources such as self-efficacy, job satisfaction, caseload size, and geographic location influence the number of data sources used by school-based speech-language pathologists (SLPs) to determine eligibility.METHODUsing a cross-sectional descriptive design, 665 school-based SLPs from the United States reported professional demographics, workload, and assessment/eligibility characteristics, as well as levels of job satisfaction and self-efficacy. Multiple regression was used to examine the effects of self-efficacy, job satisfaction, caseload size, and geographic location on the number of data sources used in eligibility decision making and to examine the effects of caseload size and job satisfaction resources on SLP self-efficacy.RESULTSSLPs, on average, reported using 7.98 data sources to support eligibility determinations. Standardized tests, conversation samples, and review of records were most used, and literacy assessments were used least. Results of multiple regression models indicate that SLPs with higher self-efficacy scores reported using significantly more data sources and that SLPs with higher job satisfaction indicated significantly higher self-efficacy.CONCLUSIONSThis study affirms self-efficacy as a strong resource for school-based SLPs and that it is, in fact, related to the number of data sources used in eligibility decisions. Limited literacy assessment was reported, despite the SLP's critical role in an educational setting. Job satisfaction as a predictor of self-efficacy and self-efficacy, in turn, as a predictor of data sources underscore the need for SLPs to advocate for work conditions that support their work.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"17 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171315","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":"The Effect of Sampling Context on Preschoolers' Finite Verb Morphology Composite Scores.","authors":"Brian Weiler,Ling-Yu Guo","doi":"10.1044/2024_lshss-23-00194","DOIUrl":"https://doi.org/10.1044/2024_lshss-23-00194","url":null,"abstract":"PURPOSEThe finite verb morphology composite (FVMC) is a valid measure for charting children's tense development and for differentiating children with and without language impairment during preschool and early elementary years. However, it is unclear whether FVMC scores vary as a function of language sample elicitation contexts. The current study evaluated the performance on FVMC in preschool-aged children across different language sampling contexts.METHODParticipants were 38 English-speaking children who were between the ages of 3 and 4 years and below the mastery level of tense usage in three language sampling contexts, including conversation (free-play), picture description, and narratives (story retell). FVMC from each sampling context was computed by calculating the overall accuracy of copula be, auxiliary be, third-person singular present -s, and past tense -ed combined. A linear mixed-effects model comparison was carried out to determine the effect of sampling context on FVMC scores.RESULTSAfter controlling for child age, mean length of utterance, and the number of obligatory contexts for FVMC scoring, FVMC scores were significantly higher in conversation than in picture description and narratives. In addition, FVMC scores across the three sampling contexts were significantly correlated (rs ≥ .62, p < .001).CONCLUSIONSAlthough children's performance on FVMC relative to each other was quite stable across sampling contexts, FVMC scores may vary with sampling contexts. As compared to picture description and narratives, conversation may not adequately capture the limitation in preschoolers' tense development that is important for therapeutic planning.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1179-1187"},"PeriodicalIF":2.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142448011","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":"Contributions of Speaking, Listening, and Semantic Depth to Word Learning in Typical 3- and 4-Year-Olds.","authors":"Peter T Richtsmeier,Allison Gladfelter,Michelle W Moore","doi":"10.1044/2024_lshss-23-00105","DOIUrl":"https://doi.org/10.1044/2024_lshss-23-00105","url":null,"abstract":"PURPOSEThis study examined learning via perception, learning via production, and semantic depth as contributors to word learning in preschool-aged children. There is broad evidence that semantic depth is an important contributor to word learning, especially when semantic cues are repeated and spaced out over time. Perceptual learning and production learning each support word learning sometimes, but not in all cases. The purpose of this study was to examine all three learning mechanisms within a single experimental paradigm.METHODThirty-six typically developing preschool children completed the experiment. They were familiarized with 16 novel words that were contextualized as alien names. These aliens came in four sets, each set comprising one base alien and three modified aliens marked by suffixes. Children completed four familiarizations: two in which they simply listened to the alien names (perceptual learning) and two where they repeated the alien names (production learning). Those conditions were crossed with a semantic depth manipulation (aliens with and without verbal semantic cues). Following each familiarization, referent identification and confrontation naming tasks were completed to assess learning.RESULTSChildren were able to identify more alien referents following familiarizations with semantic depth. There were no significant effects of either perceptual learning or production learning.CONCLUSIONSThis study confirms and expands on the benefits of semantic depth, but the results are unclear about the relative importance of perception and production to word learning. Nevertheless, the study suggests benefits to simultaneously studying multiple factors related to word learning.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"3 1","pages":"1085-1098"},"PeriodicalIF":2.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142448010","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":"Growth of Complex Syntax: Coordinate and Subordinate Clause Use in Elementary School-Aged Children.","authors":"Robert E Owens, Stacey L Pavelko, Debbie Hahs-Vaughn","doi":"10.1044/2024_LSHSS-23-00102","DOIUrl":"10.1044/2024_LSHSS-23-00102","url":null,"abstract":"<p><strong>Purpose: </strong>Production of complex syntax is a hallmark of later language development; however, most of the research examining age-related changes has focused on adolescents or analyzed narrative language samples. Research documenting age-related changes in the production of complex syntax in elementary school-aged children in conversational language samples is limited. Therefore, the purpose of this article is to examine age-related changes in the production of coordinate and subordinate clauses in children between 5 and 10 years of age obtained from 50-utterance conversational language samples.</p><p><strong>Method: </strong>The analytic sample included 196 children with typical language development, who ranged in age from 5;0 to 10;11 (years;months; girls = 103; boys = 96; three cases were excluded). Fifty-utterance conversational language samples were examined for use of coordinate and subordinate clauses.</p><p><strong>Results: </strong>Results of regression analyses indicated that the production of coordinate and subordinate clauses could be predicted from age. The proportion of utterances that included subordinate clauses increased 0.20% for every month increase in age (<i>p</i> < .001). Coordinate clauses also continued to grow, although at a slower rate (0.10% increase for every month increase in age, <i>p</i> < .001). Finally, the proportion of simple utterances (i.e., utterances without coordinate or subordinate clauses) decreased with age (0.40% decrease for every month increase in age, <i>p</i> < .001).</p><p><strong>Conclusions: </strong>This study indicated that as children's age increased, they used fewer, simple, one-clause sentences and more utterances that included subordinate clauses, with or without coordinate clauses. These results were obtained from 50-utterance language samples, further supporting use of language sampling to develop intervention goals and monitor progress in therapy.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25262725.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"714-723"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139998306","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":"The Efficacy of <i>Story Champs</i> for Improving Oral Language in Third-Grade Spanish-English Bilingual Students With Developmental Language Disorder.","authors":"R J Risueño, Shelley Gray, Savannah Romeo","doi":"10.1044/2024_LSHSS-23-00121","DOIUrl":"10.1044/2024_LSHSS-23-00121","url":null,"abstract":"<p><strong>Purpose: </strong>We investigated the efficacy of <i>Story Champs</i> for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD).</p><p><strong>Method: </strong>We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD. Treatment was carried out over 12 sessions with approximately two sessions per week. Maintenance sessions were conducted 1, 2, and 4 weeks postintervention. Participants were explicitly taught story grammar elements, causal and temporal connections, and modifiers within story retells and personal narratives. Dependent variables were story grammar, grammatical complexity, modifiers and listening comprehension within story retells, and story grammar and grammatical complexity within personal narratives. Outcome measures were assessed at the end of every baseline, intervention, and maintenance session using the Narrative Language Measures-Listening (NLM-L).</p><p><strong>Results: </strong>Visual analyses for outcome measures suggested slight increases in scores on the NLM-L during intervention accompanied by marked variability. Within-case analyses of story retell performance suggested an intervention effect on story grammar for two participants and on grammatical complexity and modifier use for one participant. For personal narratives, within-case analyses of personal narrative performance suggested an intervention effect on story grammar for one participant.</p><p><strong>Conclusions: </strong>Overall, <i>Story Champs</i> demonstrated efficacy for improving story grammar use in story retells for three out of four participants. It did not show efficacy for improving grammatical complexity, modifier use, or listening comprehension within story retells, nor did it show efficacy for improving story grammar and grammatical complexity within personal narratives.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.26053033.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"938-958"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433276","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":"Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial.","authors":"Sandra L Gillam, Ronald B Gillam, Beula M Magimairaj, Philip Capin, Megan Israelsen-Augenstein, Greg Roberts, Sharon Vaughn","doi":"10.1044/2024_LSHSS-23-00171","DOIUrl":"10.1044/2024_LSHSS-23-00171","url":null,"abstract":"<p><strong>Purpose: </strong>Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-age children. Our aims are to (a) to review the foundational theoretical models that are the foundation of SKILL; (b) describe the iterative process used to develop the phases, lessons, procedures, materials, and progress monitoring tool; (c) summarize recent findings of the randomized controlled trial that was conducted to test its efficacy; and (d) discuss factors that may contribute to successful implementation of multicomponent language interventions.</p><p><strong>Method: </strong>A total of 357 students in Grades 1-4 with LLDs were randomized to a treatment group or to a business-as-usual control group. The treatment group received the SKILL curriculum in small groups during 30-min lessons by trained speech-language pathologists, teachers, and special educators.</p><p><strong>Results: </strong>Students who received SKILL significantly outperformed those who did not on oral and written measures of storytelling and comprehension immediately after treatment and after 5-months at follow-up. Gains were similar among students with different levels of language ability (at-risk, language impaired) and language status (monolingual, bilingual) at pretest.</p><p><strong>Conclusions: </strong>There is growing support for the use of multicomponent CLIs to bring about educationally relevant outcomes for students with LLDs. The authors present this review of how SKILL was designed, manualized, and rigorously tested by a team of researchers and practitioners with the hope that this approach will serve as a springboard for the development of future multicomponent CLIs that may meaningfully improve communicative and educational outcomes for students with LLDs.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"661-682"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140855531","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":"Acceptability of Racial Microaggressions From the Perspective of Speech-Language Pathology Students.","authors":"Geoffrey A Coalson, Skyller Castello, Kia N Johnson, Janna B Oetting, Eileen Haebig","doi":"10.1044/2024_LSHSS-23-00106","DOIUrl":"10.1044/2024_LSHSS-23-00106","url":null,"abstract":"<p><strong>Purpose: </strong>Implicit racial and ethnic biases have been documented across a variety of allied health professions; however, minimal research on this topic has been conducted within the field of speech-language pathology. The purpose of this study was to understand implicit racial and ethnic bias in speech-language pathology students by examining their perceptions and attitudes about the acceptability of racial and ethnic microaggressions. We also examined whether the student ratings varied by their racial and ethnic identity (White vs. people of color [POC]).</p><p><strong>Method: </strong>Fifty-nine students (72% White, 28% POC) currently enrolled in a speech-language pathology program voluntarily completed the Acceptability of Racial Microaggressions Scale via an online Qualtrics survey.</p><p><strong>Results: </strong>Although 70% of the student ratings classified the microaggressive statements as unacceptable, 30% of their ratings classified the statements as either (a) acceptable or (b) neither acceptable nor unacceptable. Although both groups of students rated the majority of statements as unacceptable, students who self-identified as White rated more statements as acceptable than students who self-identified as POC.</p><p><strong>Conclusions: </strong>Findings indicating relatively high rejection of microaggressive statements by speech-language pathology students are promising. However, responses were not uniform, and a nontrivial proportion of responses provided by speech-language pathology students reflected passivity toward or active endorsement of microaggressive statements.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"767-780"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140866146","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":"The Not-So-Slight Perceptual Consequences of Slight Hearing Loss in School-Age Children: A Scoping Review.","authors":"Chhayakanta Patro, Srikanta Kumar Mishra","doi":"10.1044/2024_LSHSS-23-00165","DOIUrl":"10.1044/2024_LSHSS-23-00165","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to conduct a scoping review of research exploring the effects of slight hearing loss on auditory and speech perception in children.</p><p><strong>Method: </strong>A comprehensive search conducted in August 2023 identified a total of 402 potential articles sourced from eight prominent bibliographic databases. These articles were subjected to rigorous evaluation for inclusion criteria, specifically focusing on their reporting of speech or auditory perception using psychoacoustic tasks. The selected studies exclusively examined school-age children, encompassing those between 5 and 18 years of age. Following rigorous evaluation, 10 articles meeting these criteria were selected for inclusion in the review.</p><p><strong>Results: </strong>The analysis of included articles consistently shows that even slight hearing loss in school-age children significantly affects their speech and auditory perception. Notably, most of the included articles highlighted a common trend, demonstrating that perceptual deficits originating due to slight hearing loss in children are particularly observable under challenging experimental conditions and/or in cognitively demanding listening tasks. Recent evidence further underscores that the negative impacts of slight hearing loss in school-age children cannot be solely predicted by their pure-tone thresholds alone. However, there is limited evidence concerning the effect of slight hearing loss on the segregation of competing speech, which may be a better representation of listening in the classroom.</p><p><strong>Conclusion: </strong>This scoping review discusses the perceptual consequences of slight hearing loss in school-age children and provides insights into an array of methodological issues associated with studying perceptual skills in school-age children with slight hearing losses, offering guidance for future research endeavors.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1002-1022"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141089397","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":"A New Method for Documenting Sign Language Productions in Schools.","authors":"Erin West, Shani Dettman","doi":"10.1044/2024_LSHSS-23-00189","DOIUrl":"10.1044/2024_LSHSS-23-00189","url":null,"abstract":"<p><strong>Purpose: </strong>There are well-established guidelines for the recording, transcription, and analysis of spontaneous oral language samples by researchers, educators, and speech pathologists. In contrast, there is presently no consensus regarding methods for the written documentation of sign language samples. The Handshape Analysis Recording Tool (HART) is an innovative method for documenting and analyzing word level samples of signed languages in real time. Fluent sign language users can document the expressive sign productions of children to gather data on sign use and accuracy.</p><p><strong>Method: </strong>The HART was developed to document children's productions in Australian Sign Language (Auslan) in a bilingual-bicultural educational program for the Deaf in Australia. This written method was piloted with a group of fluent signing Deaf educational staff in 2014-2016, then used in 2022-2023 with a group of fluent signing professionals to examine inter- and intrarater reliability when coding parameters of sign accuracy.</p><p><strong>Results: </strong>Interrater reliability measured by Gwet's Agreement Coefficient, was \"good\" to \"very good\" across the four phonological parameters that are components of every sign: location, movement, handshape, and orientation.</p><p><strong>Conclusions: </strong>The findings of this study indicate that the HART can be a reliable tool for coding the accuracy of location, orientation, movement, and handshape parameters of Auslan phonology when used by professionals fluent in Auslan. The HART can be utilized with any sign language to gather word level sign language samples in a written form and document the phonological accuracy of signed productions.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"994-1001"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285406","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}