Language Speech and Hearing Services in Schools最新文献

{"title":"Teaching Elementary-Aged Peers Responsive Interaction and Augmentative and Alternative Communication Strategies Within a Peer Network Intervention.","authors":"Elizabeth E Biggs, Erin C Turner, Emily Elchos, Emilee Spann, Kendra E Scotti","doi":"10.1044/2025_LSHSS-24-00092","DOIUrl":"10.1044/2025_LSHSS-24-00092","url":null,"abstract":"<p><strong>Purpose: </strong>Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network intervention.</p><p><strong>Method: </strong>A single-case, multiple-baseline across-strategies design was used to evaluate whether an initial teaching session paired with coaching was effective to teach peers responsive interaction strategies that incorporated aided augmentative and alternative communication. Participants were two elementary-aged autistic students who were minimally speaking, four peers, and their educational team members.</p><p><strong>Results: </strong>The initial teaching paired with coaching was effective in teaching peers the three responsive interaction strategies called the <i>Ways to Talk and Play</i>. Additionally, the nature of interactions changed in beneficial ways when peers learned the <i>Ways to Talk and Play</i>. The strategies were viewed favorably by students with autism, peers, and educational team members.</p><p><strong>Conclusion: </strong>School teams can use intervention models such as this to improve outcomes for minimally speaking students with autism by equipping peers as responsive communication and play partners.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28629023.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"380-396"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143733093","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":"Supporting Speech-Language Pathologists in Schools With Interdisciplinary Team Science: A Viewpoint From the National Artificial Intelligence Institute for Exceptional Education.","authors":"Carol A Miller, Hedda Meadan, Abbie Olszewski, Julie A Kientz, Jinjun Xiong","doi":"10.1044/2025_LSHSS-24-00113","DOIUrl":"10.1044/2025_LSHSS-24-00113","url":null,"abstract":"<p><strong>Purpose: </strong>Complex scientific problems, including those facing the discipline of communication sciences and disorders (CSD), require interdisciplinary teams of scientists who bring diverse perspectives, knowledge, and skills. According to a recent survey, team science is not yet widely practiced by CSD researchers. This viewpoint describes a current interdisciplinary team science project that addresses a challenging problem for CSD practitioners: meeting the needs of young children with speech and language disabilities for screening and intervention using artificial intelligence-augmented technologies.</p><p><strong>Method: </strong>The article draws from the research literature on the science of team science to describe common challenges faced by interdisciplinary teams and recommended practices to resolve the challenges. Throughout, we provide examples from the National Artificial Intelligence Institute for Exceptional Education to illustrate team science challenges and how they can be addressed.</p><p><strong>Conclusions: </strong>Readers are encouraged to embrace interdisciplinary teamwork to advance the science of CSD. We recommend seeking out training in team science, advocating for professional development opportunities, and institutional support for team science to maximize its benefits for the field.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"431-438"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804725","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":"Teletherapy and Multi-Tiered System of Support: Synergies and Challenges for School-Based Speech-Language Pathologists.","authors":"Lesley Sylvan, Madeleine Gouck, Madelyn Kwak","doi":"10.1044/2024_LSHSS-24-00088","DOIUrl":"10.1044/2024_LSHSS-24-00088","url":null,"abstract":"<p><strong>Purpose: </strong>This exploratory study examines the intersection of teletherapy and multi-tiered system of support (MTSS) in school-based speech-language services and explores ways in which the challenges related to MTSS vary by service delivery modality.</p><p><strong>Method: </strong>This study involved 10 interviews with five speech-language pathologists (SLPs) who have had experience in both in-person and teletherapy-based positions and were working for the same educational agency as teletherapists during the 2023-2024 school year. Qualitative data were collected about unique facilitators and barriers teletherapists face concerning MTSS and how the defining features of teletherapy (e.g., technology and on-site facilitation with a remote SLP) impact their engagement with MTSS in both helpful and constraining ways.</p><p><strong>Results: </strong>Participants, all of whom worked remotely with students attending schools in person, identified a number of opportunities and challenges related to engagement with MTSS. Some challenges were identified as common to both face-to-face and remote work (e.g., misunderstandings related to the role of SLPs in MTSS). Others were unique to teletherapy in ways that made implementation easier (e.g., intentionally planned and focused conversations) as well as harder (e.g., lack of visibility and spontaneity). There were pros and cons of how technology and on-site facilitation impacted MTSS implementation.</p><p><strong>Conclusion: </strong>As teletherapy and prevention-oriented work gain prominence in the postpandemic reality, this study offers initial insights into the synergies and challenges of engaging with the MTSS as a school-based teletherapist.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"304-324"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081470","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":"Teaching Chinese Phonetic Radicals Enhances Reading Fluency in Chinese-Speaking Children With Hearing Loss.","authors":"Boquan Liu, Jinwei Lan","doi":"10.1044/2025_LSHSS-24-00077","DOIUrl":"10.1044/2025_LSHSS-24-00077","url":null,"abstract":"<p><strong>Purpose: </strong>Children with hearing loss (HL) experience challenges in sound-related knowledge and techniques for manipulating sounds, which can affect their reading fluency. This study aims to use the unique phonetic, semantic, and visual integration of Chinese characters to access phonological information through visual representation, thereby helping Chinese-speaking children with HL improve their reading fluency.</p><p><strong>Method: </strong>Forty-eight children with HL participated in the study and were divided into two groups. The experimental group received specialized training in Chinese phonetic radicals, while the control group did not. The changes in reading fluency between the pretest and posttest were compared by statistical analysis between the two groups.</p><p><strong>Results: </strong>The control group, which did not receive the specialized training in Chinese phonetic radicals, showed no significant difference in reading fluency between the pretest and posttest. In contrast, the experimental group demonstrated a significant improvement in reading fluency in the posttest after receiving the specialized training.</p><p><strong>Conclusion: </strong>Utilizing the unique phonetic, semantic, and visual integration of Chinese characters, specialized training in Chinese phonetic radicals can significantly enhance the reading fluency of Chinese-speaking children with HL.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"372-379"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143733087","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 an Expository Intervention on Strategy Use and Oral Expression of Informational Texts for Adolescents With Learning Disabilities.","authors":"Teresa A Ukrainetz, Amy K Peterson, Alisa Konishi-Therkildsen, Camryn Lettich, Kiersten Harper","doi":"10.1044/2024_LSHSS-24-00087","DOIUrl":"10.1044/2024_LSHSS-24-00087","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigated the effect of an expository strategy intervention called <i>Sketch and Speak</i> on strategy use and oral reporting of informational texts for students with language-learning disabilities (LLD).</p><p><strong>Method: </strong>Four adolescents with LLD participated in a single-case multiple-baseline-across-participants treatment experiment. Ten individual treatment sessions involved shared reading of an informational article, identifying important or interesting ideas to remember, making pictographic or bulleted notes paired with oral sentence formulation and rehearsal, and orally rehearsing the final full report. Following each baseline and treatment session, participants had an opportunity to review their notes and then gave a free-recall oral report and answered content and strategy awareness questions. Pre/post measures of independent strategy use and oral reporting were also administered.</p><p><strong>Results: </strong>All participants learned pictography and improved their written notes, strategy awareness, and quality of oral reports compared to baseline. Three participants improved their independent note-taking, oral reports, and strategy awareness on proximal tasks. One participant showed independent oral rehearsal within treatment and on the proximal transfer task. In the distal independence task, all the participants showed some improvement in planning notes format but none for explanations of a familiar sport/game. One participant used pictography for any task in which there was a choice of notation format.</p><p><strong>Conclusions: </strong><i>Sketch and Speak</i> provides an effective set of teaching strategies to improve informational oral reporting for older students with LLD. Students may generalize improved note-taking as a learning strategy to similar tasks, but independent oral rehearsal is more difficult to obtain.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"342-371"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143625814","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":"School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey.","authors":"Danika L Pfeiffer, Michelle McOsker, Erin Stehle Wallace","doi":"10.1044/2025_LSHSS-24-00095","DOIUrl":"10.1044/2025_LSHSS-24-00095","url":null,"abstract":"<p><strong>Purpose: </strong>This purpose of this national survey study was to assess K-5 school-based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers.</p><p><strong>Method: </strong>The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change and the Interprofessional Education Collaborative's Core Competencies.</p><p><strong>Results: </strong>One hundred and sixty-seven school-based SLPs completed the survey, and their responses were included in the data analyses. There are four main findings from the current study related to SLPs' collaborative language and literacy instruction with general education teachers: (a) SLPs perceived to be the most knowledgeable about collaborating with teachers during development of an Individualized Education Program and least knowledgeable about implementing collaborative instruction in the general education classroom; (b) the majority of participants reported in-service training, but the timing of training (pre-service vs. in-service) was not correlated with perceived knowledge; (c) the majority of SLPs perceived support from principals and special education administrators, but only approximately 25% agreed that general education teachers think they should work with them to provide collaborative language and literacy instruction and have the knowledge to do so; and (d) SLPs' perception of the general value of collaborative language and literacy instruction was correlated with their reported environmental support.</p><p><strong>Conclusions: </strong>Findings highlight the need to provide collaborative pre-service and in-service training with SLPs and general education teachers to enhance their engagement in collaborative language and literacy instruction. Engaging teachers as partners in collaborative training may have positive implications for collaborative language and literacy intervention, and in turn, student outcomes in the classroom.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"397-417"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784512","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":"Is Knowing Words Enough? Assessing Vocabulary in Children Who Are Deaf or Hard of Hearing.","authors":"Leo Evans, Emily A Lund, Krystal L Werfel","doi":"10.1044/2024_LSHSS-24-00046","DOIUrl":"10.1044/2024_LSHSS-24-00046","url":null,"abstract":"<p><strong>Purpose: </strong>Vocabulary skills in children are typically measured with norm-referenced assessments of receptive and expressive vocabulary. Language sample analysis is an alternative method of examining vocabulary actually produced in communicative events and may be better suited to exposing subtle vocabulary weaknesses. Here, we examine the relationship between norm-referenced vocabulary testing and language sample analysis in preschool children, both children with typical hearing (CTH) and children who are deaf or hard of hearing (DHH).</p><p><strong>Method: </strong>Expressive and receptive vocabulary and spontaneous language samples were collected. Language samples were analyzed for complexity (mean length of utterance in words [MLUw]) and variability (number of different noun and verb types produced).</p><p><strong>Results: </strong>CTH had significantly higher scores on both expressive and receptive norm-referenced tests and produced sentences with greater syntactic complexity and semantic variability. Relationships between expressive test scores and MLUw were seen in both groups; the number of noun/verb types produced was related for children who are DHH only. Receptive vocabulary was not related to spontaneous spoken language for CTH. Receptive vocabulary was significantly related to MLUw and noun/verb types for children who are DHH. However, when the DHH group was subdivided into performance above and performance below the 50th percentile, relationships held only for the group with below-average performance.</p><p><strong>Conclusions: </strong>Results suggest that single-word vocabulary, norm-referenced measures indicating performance above the 50th percentile may not be sufficient to capture nuanced difficulties with vocabulary in children who are DHH. For children who are DHH, performance in the \"range of normal\" on a norm-referenced test may not capture ways in which their language performance differs from that of peers with typical hearing.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"252-266"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12002391/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411052","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":"Sensitivity to Graphotactic Regularities in Elementary School: Development and Contributing Variables.","authors":"Estelle Ardanouy, Hélène Delage, Pascal Zesiger","doi":"10.1044/2024_LSHSS-24-00032","DOIUrl":"10.1044/2024_LSHSS-24-00032","url":null,"abstract":"<p><strong>Purpose: </strong>Graphotactic regularities are statistical regularities governing orthographic systems that children are sensitive to from the start of their literacy learning. The current study observed changes in children's sensitivity to a set of graphotactic patterns across different grades in elementary school and measured the contribution of skills such as expressive spelling, reading fluency, nonverbal reasoning, and receptive vocabulary to children's sensitivity of these graphotactic regularities.</p><p><strong>Method: </strong>One thousand one hundred one French-speaking children in Grades 1-5 completed a writing under a dictation task, a text reading fluency task, and a pseudo-orthographic choice task involving different graphotactic regularities. These regularities fell into two categories: legal versus illegal, which defines the legality of letter strings in French, and frequent versus less frequent, which refers to acceptable letter strings that vary in frequency of occurrence either at the beginning or end of a word.</p><p><strong>Results: </strong>The results of a repeated-measures analysis of variance showed a developmental difference between graphotactic regularity categories. The frequent versus infrequent patterns developed faster than the legal versus illegal patterns until reaching a point of equivalence in Grade 3. At Grades 4 and 5, legal versus illegal graphotactic regularities progressed more quickly while frequent versus less frequent regularities progressed more slowly. Furthermore, generalized linear mixed-model analyses for both types of graphotactic regularities revealed that they were affected by grade, expressive spelling, reading fluency level, and nonverbal reasoning.</p><p><strong>Conclusions: </strong>This study provides evidence of developmental differences in sensitivity to graphotactic regularities according to the type of regularity studied. Reading fluency and expressive spelling skills contribute to graphotactic regularity sensitivity. Higher scores in expressive spelling, reading fluency, nonverbal reasoning, and an older age were related to higher skills in identifying legal versus illegal graphotactic regularities. Such findings can contribute to educational, clinical, and research applications.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"267-280"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958871","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 Preschool Hearing Screening in Low-Income Communities: Program Outcomes and Caregiver Perspectives.","authors":"Tara Odendaal, Talita le Roux, De Wet Swanepoel","doi":"10.1044/2024_LSHSS-24-00070","DOIUrl":"10.1044/2024_LSHSS-24-00070","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to describe the impact of a preschool hearing screening program in a low- and middle-income country (LMIC) in terms of referral outcomes and caregiver perspectives.</p><p><strong>Method: </strong>This study included two components. First, a review of outcomes from a large-scale community-based hearing screening program, facilitated by community health workers (CHWs), for preschool children who failed their hearing screening. Second, telephonic surveys were conducted with (a) 25 caregivers whose children attended follow-up appointments and were diagnosed with hearing loss and (b) 33 caregivers whose children did not attend follow-up appointments.</p><p><strong>Results: </strong>Over 21 months, 13,322 children underwent hearing screening, with an initial referral rate of 6% (809). Follow-up tests at preschools covered 86.2% (697) of children who failed the initial hearing screening, of whom 47.8% (387) presented with hearing loss and were referred for further evaluation. Among the 190 attending follow-up appointments, 54.8% (104) were diagnosed with hearing loss. Of these, 71.1% (74) had conductive hearing loss, 12.5% (13) had sensorineural hearing loss, and 13.5% (14) had mixed hearing loss. Caregivers strongly supported (96%) community-based hearing screening for preschool-aged children. Notably, attendance varied significantly between preschool rescreenings (86.2%) and health care facility follow-up appointments (49.1%). Caregivers highlighted barriers to attend hearing services including work commitments, long waiting times at health care facilities, miscommunication about referrals and appointments, relocations, and COVID-19 appointment cancellations.</p><p><strong>Conclusions: </strong>This study highlights the effectiveness of community-based hearing screenings in LMICs, led by CHWs. It emphasizes strong caregiver support and the importance of culturally relevant communication. Challenges in follow-up attendance persist, emphasizing the need for improved accessibility and communication within health care systems. Prioritizing caregiver concerns and promoting culturally sensitive education are essential for improving outcomes.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28462613.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"325-341"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607038","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 Performance Feedback on the Implementation Fidelity of Narrative Mediated Learning Sessions by School-Based Speech-Language Pathologists.","authors":"Wendy R Meyer, Maria D Resendiz, Elizabeth D Peña","doi":"10.1044/2025_LSHSS-24-00065","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00065","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was twofold: (a) to gather evidence about the efficacy of performance feedback for improving school-based speech-language pathologist (SLP) narrative mediated learning implementation fidelity and (b) to determine SLPs' knowledge and attitudes about dynamic assessment (DA).</p><p><strong>Method: </strong>This investigation used a single-subject case design with baseline, intervention, and generalization phases. Participants were three elementary school SLPs who each conducted 13 DA sessions over 4 days. Data were collected on the number of mediated learning experience (MLE) procedures completed per session. The independent variable included training and performance feedback. During the intervention phase, clinicians received performance feedback using a fidelity rubric. In the generalization phase, each clinician was observed conducting three DA sessions to determine if fidelity to the rubric was maintained.</p><p><strong>Results: </strong>All three clinicians demonstrated immediate, significant improvement when performance feedback was introduced. This was evidenced by all intervention phase data points for each clinician falling outside the baseline 2-<i>SD</i> band. Two clinicians maintained MLE procedural fidelity with 0% nonoverlapping data between the intervention and generalization phases.</p><p><strong>Conclusions: </strong>Performance feedback using a fidelity rubric is an effective intervention for improving narrative MLE procedures and fidelity. The training, feedback, and experience gained by the participants shifted their perspectives about DA and its utility as an evaluation tool for culturally and linguistically diverse students.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143812849","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}