Language Speech and Hearing Services in Schools最新文献

{"title":"A Scoping Review of the Effectiveness of Remote Microphones in Classrooms on Children's Listening, Learning, and Well-Being Applying the Listen to Learn for Life Assessment Framework","authors":"Kiri Mealings","doi":"10.1044/2026_lshss-26-00031","DOIUrl":"https://doi.org/10.1044/2026_lshss-26-00031","url":null,"abstract":"Purpose: The aim of this scoping review article was to understand the effectiveness of remote microphones in classrooms on listening, learning, and well-being for children aged 0–18 years. Method: This scoping review article followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. The PICO (population, intervention, comparison, outcome) framework was used to outline the eligibility criteria. Web of Science, PsycInfo, MEDLINE, and PubMed were searched on November 17, 2025. Eligible studies were charted according to the population; the comparison (no device vs. device, device vs. device); the measure used to assess listening, learning, or well-being; the findings of the study; and the effect of the remote microphone on children's listening, learning, or well-being. Results: A total of 686 papers were returned in the search after removing duplicates. Of these, 66 papers met the criteria to be included in the review. Children with hearing loss was the most studied population, and listening was the most studied outcome. Conclusions: Remote microphones tend to provide benefit to classroom listening in all populations investigated, so they should be recommended in the classroom for children who may be struggling to listen. They can also provide learning and well-being benefits to some populations, although this was less studied and stigma could be an issue. Remote microphones were only beneficial when the person wearing the microphone was speaking. More research is needed on using remote microphones where there are multiple speakers and in group work scenarios, but their benefits in lecture-style teaching were apparent from this review article. Supplemental Material: https://doi.org/10.23641/asha.34071150","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"26 1","pages":"1-21"},"PeriodicalIF":2.4,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093265","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":"Assessment of Personal Narrative Skills in Children Aged 4–18 Years: A Systematic Review","authors":"Vani Gupta,Stephanie Malone,Lucy Dipper,Marleen F. Westerveld","doi":"10.1044/2026_lshss-25-00115","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00115","url":null,"abstract":"Purpose: Assessment of children's personal narratives offers important insights into their functional language abilities. This systematic review identifies current assessment and analysis practices for evaluating the personal event narratives of school-age children and provides a comprehensive overview to guide future research and clinical application. Method: The review was registered with PROSPERO (CRD42022345679) and followed PRISMA 2020 guidelines. Electronic databases (CINAHL, ERIC, MEDLINE, PsycINFO, SCOPUS, and ProQuest Dissertations & Theses Global) were searched in August 2022 and September 2024 for peer-reviewed studies and dissertations or theses published in English that evaluated personal narrative skills in participants aged 4–18 years. There was no date limit. Extracted data included study design, participant samples, assessment tasks, and analysis measures. Analysis measures were categorized using the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework. Results: A total of 211 studies (37,477 participants) were included. Recent years have seen an increasing number of studies related to personal narratives. Elicitation methods commonly involved question prompts, brief examples, and modeled personal narratives. Across studies, 907 analysis measures were identified (763 language measures), reflecting substantial heterogeneity. Discourse aspects analyzed spanned all four LUNA framework components: pragmatics, macrostructure planning, propositional, and linguistic. Conclusions: This review article catalogs the range of assessment methods and analysis procedures that can be used to evaluate children's personal narratives. Mapping the language measures onto the LUNA framework highlighted which discourse elements have received research attention. These findings may assist clinicians in interpreting available data and selecting assessment and intervention targets. The accompanying open-access data set, available via the Open Science Framework (OSF) repository, provides a foundation for future research, including investigations of population-specific needs and methodological trends.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"2 1","pages":"1-33"},"PeriodicalIF":2.4,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093267","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":"Heritage Speakers Telling Fictional Stories in Two Languages: Cross-Linguistic Differences in Macrostructure","authors":"Sveta Fichman,Carmit Altman,Joel Walters,Sharon Armon-Lotem","doi":"10.1044/2026_lshss-25-00179","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00179","url":null,"abstract":"Purpose: The article aimed to examine cross-linguistic differences in macrostructure abilities in the narratives of 5- to 6-year-old preschool children from diverse heritage language (HL) backgrounds who speak Hebrew as the societal language (SL). Method: Data were collected from 104 preschool children (ages 5–6 years), bilingual speakers of English–Hebrew ( n = 34), Russian–Hebrew ( n = 50), and French–Hebrew ( n = 20). Narratives were collected via retelling in both languages with support from six colored pictures following the procedures and coding of the Language Impairment Testing in Multilingual Settings–Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). Story scripts in each language reflect story grammar (SG) elements, including setting (time, place, and main characters) and three episodes per story, where each episode contains goal, attempt, and outcome. Stories retold in both languages were transcribed and coded for macrostructure features, following the LITMUS-MAIN coding procedure. The coding included story structure (sum of all elements, maximum score = 17), structural complexity (number of goal–attempt or goal–outcome sequences and number of goal–attempt–outcome sequences), and individual SG elements. All three components of macrostructure were analyzed for cross-linguistic and cross-group differences. Results: Analyses revealed significant cross-linguistic differences in most components for the English–Hebrew group, but not for the Russian–Hebrew or French–Hebrew groups. More subtle differences were revealed by structural complexity analysis, such that narratives of HL English–Hebrew and Russian–Hebrew bilinguals included more goal–attempt and goal–outcome combinations. The presence of individual SG elements was also higher in HL than in SL, and this trend was more evident in the English–Hebrew group. Conclusions: Cross-linguistic differences in macrostructure might not be universal; rather, each HL group has unique profiles of storytelling. We discuss ethnolinguistic identity and cultural values as possible factors contributing to these differences. Supplemental Material: https://doi.org/10.23641/asha.33325110","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"31 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093269","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":"Introduction to the Forum: Global Assessment of Narratives","authors":"Marleen F. Westerveld,Natalia Gagarina","doi":"10.1044/2026_lshss-26-00166","DOIUrl":"https://doi.org/10.1044/2026_lshss-26-00166","url":null,"abstract":"Purpose: This article introduces the Forum: Global Assessment of Narratives, which brings together contributions highlighting two freely accessible narrative assessment tools developed for international and cross-linguistic use: Global TALES (Talking About Lived Experiences in Stories) for eliciting personal narratives, and LITMUS-MAIN (Language Impairment Testing in Multilingual Settings–Multilingual Assessment Instrument for Narratives) for eliciting fictional narratives. It summarizes how narrative-based approaches can enrich and enhance existing assessment practices and argues that narratives are an integral part of clinical assessment, as they allow for in-depth, multidimensional evaluation of an individual's spoken language skills. Method: We first provide a rationale for considering both personal narrative and fictional narrative assessment in clinical practice. Then, we outline the development of Global TALES and MAIN, including progress made in recent years. We end with a summary of the six articles in this forum, highlighting their clinical implications. Conclusion: In a world of increasing global mobility, speech-language clinicians need reliable, ecologically valid, and culturally and linguistically appropriate assessment tools. This forum is designed to benefit clinicians and researchers by presenting a novel perspective on narratives, framed through two narrative genres. The approaches described are theoretically grounded, ecologically valid (not perceived as a test), precise, and well accepted by children worldwide. By bringing these tools to the clinical community, we hope to promote more effective and precise evaluation of children's narrative skills in our contemporary time shaped by technological, social, and demographic transformation.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"12 1","pages":"1-7"},"PeriodicalIF":2.4,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093270","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 Randomized Controlled Trial of Social Support Intervention Effects on Stress and Burnout in School-Based Speech-Language Pathologists.","authors":"Leesa Marante, Shannon Hall-Mills","doi":"10.1044/2026_LSHSS-25-00114","DOIUrl":"https://doi.org/10.1044/2026_LSHSS-25-00114","url":null,"abstract":"<p><strong>Purpose: </strong>Social support is an interpersonal resource with established effects on reducing occupational stress and burnout. Unlike typically recommended self-care and self-awareness techniques, social support can be directly implemented in the workplace and serves as an effective buffer against job-related stressors. This study aimed to determine how social support influences reported occupational stress and burnout symptoms among speech-language pathologists (SLPs).</p><p><strong>Method: </strong>We developed and implemented a social support group program called Peer Support for School-based Speech-Language Therapists, using a randomized control trial design. Forty-six school-based SLPs were randomly assigned to either an immediate or delayed treatment group and participated in weekly social support group sessions online for 6 weeks. Pretest, posttest, and delayed posttest scores on the SLP Stress Inventory and the Maslach Burnout Inventory: Educators Survey were compared.</p><p><strong>Results: </strong>Changes across postintervention and delayed postintervention for the treatment group were observed. A significant difference was found between each time point for total stress scores and for emotional exhaustion scores. The mean total stress score was significantly reduced between baseline intervention and postintervention and then increased slightly at delayed postintervention. The data did not reveal significant posttest differences between the treatment and delayed treatment groups.</p><p><strong>Conclusions: </strong>The positive feedback provided by the participants suggests that access to additional peer support can be equally important to the management of stress and burnout symptoms. Implications, limitations, and future directions of this work are discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.33989560.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-16"},"PeriodicalIF":3.0,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149082837","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":"Integrating the International Classification of Functioning, Disability and Health Into Speech-Language Pathology Work With Children With Vision Differences","authors":"Shirley Dumassais,Lorenzo Billiet","doi":"10.1044/2026_lshss-25-00255","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00255","url":null,"abstract":"Purpose: Children and youth with vision differences, including those with low vision, blindness, or deafblindness, often experience communication challenges that impact their participation at home, in school, and in the community. These challenges can be complex and multidimensional, requiring thoughtful, individualized approaches to support communication and overall development. Method: This clinical focus article introduces the International Classification of Functioning, Disability and Health (ICF), along with its version for children and youth, as a practical and holistic framework for supporting this population. We explore how specific relevant ICF categories align with the lived experiences of children with visual impairment or deafblindness and demonstrate their application in speech-language pathology assessment, goal setting, and intervention planning. Results: Drawing on the literature, we highlight the current challenges and promising opportunities for integrating the ICF into speech-language pathologists' (SLPs') everyday clinical practice. Using this framework can help SLPs more effectively identify barriers to and facilitators of communication and participation; enhance interdisciplinary collaboration; and provide more individualized, evidence-informed care. Conclusion: This article highlights the importance of the ICF framework in preparing SLPs for practice and in developing practical tools to support its use in interventions with children and youth with vision differences.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"64 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093268","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":"Can We Identify Struggling Writers in the Classroom Using Pseudowords?","authors":"Mariona Pascual, Mario Figueroa, Naymé Salas","doi":"10.1044/2026_LSHSS-25-00170","DOIUrl":"https://doi.org/10.1044/2026_LSHSS-25-00170","url":null,"abstract":"<p><strong>Purpose: </strong>Early identification of literacy difficulties is essential to implement effective remediation strategies. Often, tests are time-consuming and may require expert practitioners to administer or interpret them. This study tested an easy-to-use spelling tool screen for early writing difficulties. Specifically, we explored whether a pseudoword spelling task was effective for the early identification of struggling writers (SWs). We examined its discriminatory ability and differences in performance as a function of item features.</p><p><strong>Method: </strong>Forty-eight primary SWs and 60 typically developing (TD) peers completed a pseudoword dictation task in Catalan (Pseudoword Spelling Evaluation in Catalan Language [PSE-CL]). We analyzed key psychometric properties of the task, including its reliability and discriminatory ability. Item manipulation allowed for an analysis between and within group performance based on item features (i.e., length and frequency of the original base word).</p><p><strong>Results: </strong>The task showed good internal consistency and reliability, with grade-specific variations. It effectively distinguished SWs from TD children (area under the curve: 0.87), achieving 79% accuracy at the cutoff point. A cross-classified multilevel model examining effects within items and between participants showed that SWs had substantially lower spelling accuracy than TD peers. Specifically, their predicted likelihood of spelling a word correctly was about seven times lower. The model also showed a significant Group × Grade interaction, indicating that the difference between SWs and TD peers was especially pronounced in Grade 3.</p><p><strong>Conclusions: </strong>The PSE-CL is an easy-to-administer tool for speech therapists and teachers to identify SWs within the classroom. Children who struggle with writing appear to have impaired phonological-mapping abilities, especially in third grade. The theoretical and practical educational implications are discussed.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-16"},"PeriodicalIF":3.0,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149082913","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":"Integrating an Augmentative and Alternative Communication (AAC) Literacy Feature Into Shared Storybook Reading for Autistic Children Who Need or Rely on AAC.","authors":"Lauramarie Pope, Christine Holyfield, Tim DeLuca, Grace Schweizer, Erik Jakobs, Janice Light, Bethany Frick Semmler, Savanna Brittlebank","doi":"10.1044/2026_LSHSS-26-00079","DOIUrl":"https://doi.org/10.1044/2026_LSHSS-26-00079","url":null,"abstract":"<p><strong>Purpose: </strong>This study explored the impact of integrating an augmentative and alternative communication (AAC) literacy feature (Transition to Literacy [T2L] initial-letter sound feature), adapted to target letter-sound correspondence, within a grid-based AAC topic display on the accuracy of letter-sound correspondence identification by children with autism or autism-like characteristics who need or rely on AAC.</p><p><strong>Method: </strong>The study used a multiple-baseline-across-participants single-case experimental design with six participants ages 5-10 years, who had limited or no letter-sound correspondence knowledge (two or fewer letter sounds).</p><p><strong>Results: </strong>All participants demonstrated increased accuracy in identifying target letter sounds from baseline to intervention, although with variability within and across participants. All participants generalized gains from identifying individual letter sounds to identifying initial-letter sounds in written consonant-vowel-consonant words.</p><p><strong>Conclusions: </strong>Results suggest that interacting with the adapted T2L initial-letter sound feature can support increased letter-sound correspondence knowledge. This feature can be integrated with high-tech AAC systems and may serve as a quick and easy way to provide additional models of formative literacy skills (such as letter-sound correspondence), supplemental to systematic explicit instruction.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-17"},"PeriodicalIF":3.0,"publicationDate":"2026-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149070595","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":"When Language Access Is at Risk: Children of Parents With Deafblindness and the Role of Societal Support.","authors":"Moa Wahlqvist, Agneta Anderzén-Carlsson, Karina Huus, Maria Björk, Ann-Sofie Sundqvist, Camilla Warnicke","doi":"10.1044/2026_LSHSS-26-00024","DOIUrl":"https://doi.org/10.1044/2026_LSHSS-26-00024","url":null,"abstract":"<p><strong>Purpose: </strong>This commentary emphasizes the child's position and the right to develop language that enables communication with a parent who has deafblindness. We argue that societal services have a responsibility to ensure that this right is fulfilled. Deafblindness affects access to information and communication and has implications for family life when a parent has deafblindness. In such families, shared communication is essential for emotional bonds, parenting, and children's development, yet it often requires adaptations beyond spoken or visual sign language, including tactile and social haptic and other forms of communication.</p><p><strong>Method: </strong>This commentary is based on a research project on family life and health in families where a parent has deafblindness and is grounded in the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities, in which we emphasize societal responsibility for supporting children's language development.</p><p><strong>Result: </strong>The argument of the right for the child to develop language that enables communication with a parent with deafblindness and the responsibility of societal services is illustrated in the Swedish context. In Sweden, there is no syllabus for mother tongue instruction in Swedish Sign Language, which may reduce access to formal sign language education and undermine children's rights.</p><p><strong>Conclusions: </strong>We discuss implications for education and family-centered services and argue that supportive interventions should target the entire family to promote shared language, inclusion, and children's well-being. To raise awareness of children of parents with deafblindness, we suggest the concept \"children of deafblind adults,\" acknowledging their belonging to a cultural and linguistic minority.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-4"},"PeriodicalIF":3.0,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026921","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":"Hidden Barriers in Inclusive Classrooms: Teachers' Perceptions and Students' Experiences of Participation With Hearing Loss.","authors":"Lara Hardebeck, Esther Ruigendijk, Ulla Licandro","doi":"10.1044/2026_LSHSS-26-00061","DOIUrl":"https://doi.org/10.1044/2026_LSHSS-26-00061","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined how general education teachers perceive the school participation of students with hearing loss in mainstream classrooms and which factors they identify as facilitating or hindering participation. A second aim was to compare teachers' perspectives with students' own accounts to identify convergences and divergences in perceived participation, thereby revealing hidden barriers and informing inclusive practice.</p><p><strong>Method: </strong>A qualitative, descriptive design was employed to capture in-depth insights into participants' lived experiences. Data were collected through semistructured interviews with 25 general education teachers (21 women, four men) from 19 mainstream schools in Germany. Teachers' perspectives were analyzed using thematic analysis and systematically compared with previously collected qualitative data from students with hearing loss.</p><p><strong>Results: </strong>Teachers generally reported positive attitudes toward inclusion and emphasized supportive relationship and strategies such as clear communication and classroom adaptions. However, they often underestimated the cognitive, emotional, and social effort required for students' full participation. While students confirmed the importance of teacher and peer support, they highlighted listening fatigue, inconsistent implementation of adaptions, and selective or constrained use of assistive devices as persistent challenges. Divergences emerged in interpretations of autonomy, device management, and the sufficiency of classroom adaptions, revealing gaps between perceived and experienced participation.</p><p><strong>Conclusions: </strong>Inclusive participation for students with hearing loss requires more than technical and structural accommodations. Teachers' awareness of the hidden cognitive and emotional demands associated with listening and participation is essential. These findings underscore the need for targeted professional development and a nuanced understanding of students' lived experiences to foster equitable access, social belonging, and meaningful inclusion in mainstream classrooms.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.33639619.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-16"},"PeriodicalIF":3.0,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026931","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}