Autism in adulthood : challenges and management最新文献

{"title":"An Expert Discussion on Autism in Postsecondary Education and the \"Empowering Engines\" Who Do Good.","authors":"Brett Ranon Nachman, Emily Coombs, Bradley E Cox, Janelle Johnson, Baiyina Muhammad, Edlyn Peña, Jonathan Vincent","doi":"10.1089/aut.2025.0168","DOIUrl":"10.1089/aut.2025.0168","url":null,"abstract":"","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 4","pages":"333-340"},"PeriodicalIF":0.0,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417844/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neurodiversity, Minority Status, and Mental Health: A Quantitative Study on the Experiences of Culturally Diverse University Students in Canada.","authors":"Rebeca Bayeh, Andrew G Ryder","doi":"10.1089/aut.2024.0120","DOIUrl":"10.1089/aut.2024.0120","url":null,"abstract":"<p><strong>Background: </strong>There is community knowledge shared among autistic and other neurodivergent (ND) communities that ND individuals are more likely to share other non-normative identities, along with research demonstrating that ND individuals have worse mental health outcomes than neurotypicals (NTs). The purpose of this study is to assess how co-occurrence of neurodivergence with other minority statuses impacts distress and discrimination among students in a large university student sample (<i>N</i> = 2206) in Canada and to examine representation of ND students across different identities and minority groups.</p><p><strong>Methods: </strong>Participants were recruited to an online survey and coded based on reported gender, sexuality, racial and linguistic groups, citizenship status, relationship preferences, religiosity, socioeducational profile, and neurodivergencies. Psychological distress was assessed using the Depression, Anxiety, and Stress Scale (DASS-21), and experience of discrimination was assessed using the Everyday Discrimination Scale (EDS). Analyses of variance were conducted to examine the differences in DASS-21 and EDS scores between ND and non-ND groups across different groups.</p><p><strong>Results: </strong>ND participants were more likely to share Two-Spirit, lesbian, gay, bisexual, transgender, queer, questioning, and other nonheterosexual and gender-expansive identities and to engage in nonconventional relationship dynamics, academic trajectories, and spiritual paths. White participants were proportionally more represented among NDs than non-White participants, which might reflect cultural and systemic factors. ND participants had higher scores in all subscales of the DASS-21 but not the EDS. Main and interaction effects in DASS-21 scores were observed between neurodivergence and gender, racial group, and income, and main effects were observed in nonheterosexual participants. Main and interaction effects were found between neurodivergence and racial and linguistic minority statuses in discrimination scores.</p><p><strong>Conclusion: </strong>Results of this study reflect the community-based understanding that ND individuals are more likely to share other non-normative identities and enlighten the impact of race, gender, and linguistic status on the mental health of ND university students. Our findings endorse a culturally sensitive approach for supporting neurominoritized students.</p>","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 4","pages":"447-461"},"PeriodicalIF":0.0,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417843/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Until I Had My Son, I Did Not Realise That These Characteristics Could Be Due to Autism\": Motherhood and Family Experiences of Spanish Autistic Mothers.","authors":"Irene Garcia-Molina, Mónica Cortés-Calvo","doi":"10.1089/aut.2023.0013","DOIUrl":"10.1089/aut.2023.0013","url":null,"abstract":"<p><strong>Background: </strong>Knowledge is sparse regarding the motherhood experiences and family relationships of autistic women. Few studies use a qualitative approach to afford autistic mothers (and want-to-be-mothers) a voice. This is an analysis of the experiences of Spanish autistic mothers presented from their perspectives.</p><p><strong>Methods: </strong>Nine autistic mothers responded to open-ended questions and verbalized their experiences of maternity and family relationships in writing or orally. Data obtained were analyzed using a qualitative thematic analysis.</p><p><strong>Results: </strong>We developed four main themes about the participants' experiences: (1) autistic mothers were diagnosed after their autistic children (or close relatives) received their diagnosis; (2) role of the nuclear family (partner and children); (3) the influence of sensory processing on coexistence with the partner, and upbringing of the children, of autistic mothers; and (4) the influence of anxiety on coexistence with the partner, and upbringing of the children, of autistic mothers. Their experiences showed that the mother's autism diagnosis can follow the diagnosis of an autistic child and highlighted the importance of a good relationship with their partners and children during the process, increasing their self-acceptance (Themes 1 and 2). Also, the influence of sensory reactivity and anxiety intensified many aspects of their maternity and relations, from pregnancy to intimate experiences (Themes 3 and 4).</p><p><strong>Conclusions: </strong>In conclusion, there is a need for greater understanding and awareness about the characteristics of autistic mothers in the Spanish context, so that family members or health care professionals could provide better individualized care for them-from their pregnancy to the upbringing of their children.</p>","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 3","pages":"303-311"},"PeriodicalIF":0.0,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12174839/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Compassion, Camouflaging, and Mental Health in Autistic Adults.","authors":"John Galvin, Patricia Aguolu, Alice Amos, Fran Bayne, Fatimah Hamza, Louisa Alcock","doi":"10.1089/aut.2023.0110","DOIUrl":"10.1089/aut.2023.0110","url":null,"abstract":"<p><strong>Background: </strong>Previous research shows that symptoms of anxiety and depression are positively correlated with camouflaging and negatively correlated with self-compassion in autistic adults. However, no study to date has considered the inter-relationships between autistic traits, camouflaging, self-compassion, and mental health in autistic adults.</p><p><strong>Methods: </strong>In this study, autistic adults (<i>n</i> = 294) completed demographics (sex, age, and ethnicity), the Autism Spectrum Quotient, the Camouflaging Autistic Traits-Questionnaire, the Self-Compassion Scale, the Generalized Anxiety Disorder-7 Scale, the Patient Health Questionnaire-9 and the Liebowitz Social Anxiety Scale.</p><p><strong>Results: </strong>We found a negative correlation between social camouflaging and self-compassion (<i>r</i> _partial = -0.483, <i>p</i> < 0.001). Serial mediation analyses revealed that camouflaging and self-compassion may indirectly influence the association between autistic traits and mental health outcomes both independently and through each other.</p><p><strong>Conclusions: </strong>The findings of this research provide greater insight into the mental health experiences of autistic adults and can inform the development of tailored interventions that target camouflaging and self-compassion.</p>","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 3","pages":"324-332"},"PeriodicalIF":0.0,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12174838/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Menstruation and Autism: a qualitative systematic review.","authors":"Rebecca Ellis, Gemma Williams, Selena Caemawr, Monique Craine, Willow Holloway, Kathryn Williams, Sebastian C K Shaw, Aimee Grant","doi":"10.1089/aut.2024.0307","DOIUrl":"10.1089/aut.2024.0307","url":null,"abstract":"<p><strong>Background: </strong>Menstruation is a biological process which can be irregular, painful, and co-occur with fatigue, social withdrawal, and increased emotions. There is some evidence to suggest Autistic people experience menstruation differently to non-Autistic people.</p><p><strong>Methods: </strong>This systematic review (PROSPERO registration: CRD42023399674) searched four databases in February 2023. We used thematic synthesis to analyse qualitative studies of experiences related to menstruation for Autistic people and people providing support to Autistic people. We also appraised the quality of studies with CASP.</p><p><strong>Results: </strong>Our thematic synthesis of twelve (eight peer-reviewed; four grey literature) sources identified differing priorities between parents, professionals, and Autistic people. Autistic people reported physical, emotional and social impacts of menstruation. Furthermore, there were reports of increased Autism-specific experiences during menstruation such as increased sensory sensitivities, burnout and anxiety, which were often unseen by those who supported them. Autistic people's menstruation priorities were obtaining knowledge and skills ahead of their first period. However, parents and professionals focused on external behaviours including hygiene and obtaining independence in managing periods. Sources poorly described participant demographics and had a limited focus on Autistic perspectives.</p><p><strong>Conclusions: </strong>We conclude there needs to be tailored support to meet the needs of both Autistic individuals and those who support them. This should be informed by research which centers Autistic people.</p>","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7617708/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144176065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spotted with AuDHD: Seeing Yourself in a Mentor Who Sees You.","authors":"Laurel Hiatt","doi":"10.1089/aut.2024.0074","DOIUrl":"10.1089/aut.2024.0074","url":null,"abstract":"","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 2","pages":"127-129"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12038325/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144027644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"You're Just So Weird and Crazy\": Recounting My Lived Experiences as a PhD Scholar in India.","authors":"Elixir Sagar","doi":"10.1089/aut.2024.0109","DOIUrl":"10.1089/aut.2024.0109","url":null,"abstract":"","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 2","pages":"130-132"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12038317/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143999094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"A System That Wasn't Really Optimized for Me\": Factors Influencing Autistic University Students' Access to Information.","authors":"Kayden M Stockwell, Zoë S Robertson, Andrew J Lampi, Talyn Steinmann, Erline Morgan, Vikram K Jaswal","doi":"10.1089/aut.2023.0139","DOIUrl":"10.1089/aut.2023.0139","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;More autistic adults pursue higher education each year, but rates of mental health conditions and graduation rates suggest that they are not being adequately supported. In this qualitative study, we report on factors that influence how autistic university students learn about the resources and opportunities available to help students succeed in higher education.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;We interviewed 14 autistic students at a public university in the United States as part of a larger project to understand the campus climate for autistic students. Participants were interviewed either in groups or individually via Zoom, or asynchronously over email. We used reflexive thematic analysis to identify patterns of meaning across the data set and provide a theoretically informed interpretation of autistic university students' access to information about resources and opportunities.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;We constructed two themes related to the difficulties autistic students face in accessing information. The first theme was Challenges Navigating the Interactions Required to Access Information. This theme positions participants' accounts of difficulty accessing socially mediated information within a reciprocal framework. The second theme was University Expectations Limit Information Access. This theme explains how university expectations, practices, and policies that were not designed with autistic students in mind can serve as a barrier to information access.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Our participants' experiences highlighted how access to information about the resources and opportunities that could support their success can impact not only their academic and interpersonal experiences but also their sense of belonging to their university community. By better understanding the multiple, interacting factors that influence autistic university students' access to information-and subsequently, resources and opportunities-we can move toward informed, structural changes in higher education that will provide more equitable access to autistic people.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;More autistic people go to university every year, but many struggle, and universities are still learning how to support autistic students. Many universities have resources for students, but these are only helpful if you know about them and how to access them.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;We wanted to understand autistic students' experiences at a particular university and to give recommendations to the university on how to better support their students. After we interviewed autistic students, we noticed that all of them had trouble accessing information about resources and opportunities that could have supported them. We wanted to learn about what influences autistic students' access to information about resources and opportunities in university settings.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;We interviewed 14 autistic students","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 2","pages":"171-184"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12038332/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144043187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autism-Informed Academic Librarians.","authors":"Amelia Anderson","doi":"10.1089/aut.2024.0119","DOIUrl":"10.1089/aut.2024.0119","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;On college campuses, the academic library can be a place of comfort for some Autistic students. Autistic college students report using the library to explore their interests and as a place to escape a busy campus environment. However, academic librarians are not required to have a formal education about autism or neurodiversity more broadly.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Through content analysis, this study examines sessions presented at the largest biannual conference for academic librarians in the United States to determine if, and how, attendees gain access to autism information.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Results indicate that few sessions focus specifically on autism but that the number is growing, especially when included within sessions about neurodiversity more broadly. Additionally, the language used to describe autism is increasingly in alignment with Autistic preferences.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;Conference sessions about autism and neurodiversity are limited but growing in number and quality. By encouraging more professional development opportunities for academic librarians to learn about autism, college and university students will benefit from more informed librarians and more inclusive library environments.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;Academic libraries are important support spaces for some autistic college students, yet academic librarians receive no formal training or education about autism.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;This study sought to understand if academic librarians receive autism education through professional conference sessions.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;The researcher studied conference programs from five previous biannual, national conferences of the Association of College and Research Libraries (ACRL), the largest conference in the United States for academic librarians, to find all references to autism or neurodiversity more broadly. The researcher analyzed conference sessions using descriptive statistics to provide basic frequencies and qualitative methods to assign meaning to session metadata and descriptions.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;Conference sessions about autism or neurodiversity were limited, with very few specifically addressing the topic. However, with the exception of 2017, these offerings have steadily increased since 2015. Language used to describe these sessions varied, but sessions used the term \"neurodiversity\" or its derivatives with greater frequency in most recent conference years, indicating greater awareness and understanding of this concept. Finally, sessions largely moved away from deficit-based language.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;This is the first study to look at academic library conference sessions for autism references. It helps us to understand what information is being provided and what autism education academic librarians still need.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;This study only looked at sessions present","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 2","pages":"223-228"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12038355/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144061175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positive Experiences in Postsecondary Education Among Autistic Youths in Hong Kong.","authors":"Gary Yu Hin Lam","doi":"10.1089/aut.2024.0108","DOIUrl":"10.1089/aut.2024.0108","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Autistic students may encounter different challenges and barriers in postsecondary education, but many also experience growth and positive development. Little is known about the positive aspects of their postsecondary experience, especially in non-Western countries.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Thirty autistic students from universities and colleges in Hong Kong participated in individual semi-structured interviews. We asked them to describe their positive experience in postsecondary education, including their enjoyment, memorable events, gains, and positive aspects. We analysed interview data using thematic analysis.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;We identified four major themes that depicted autistic students' positive experience in postsecondary education. Autistic students described effective teaching strategies and arrangements that could facilitate their learning and made postsecondary education settings more preferred than secondary school. They found different supportive people in the right niches, including peers, educators, and family members. They also developed themselves through participating in activities and learning experiences offered in postsecondary education settings, where they also found like-minded people. They regarded accommodations as something good to have but not always useful, and their user experience and effectiveness varied.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;The findings highlight how autistic students can develop and thrive in postsecondary education. Recommendations are discussed for postsecondary institutions to create an accessible environment, provide enriching contexts, and support stakeholders to work with autistic students in ways that are conducive to their positive development. More research is needed to better understand how to support diverse autistic individuals in postsecondary institutions across different cultures.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;Many autistic youths going into universities or colleges find postsecondary education challenging, but there are also successful cases who have positive experiences going through postsecondary education. We know very little about their positive and successful experiences.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;This study aimed to explore the positive aspects of educational experiences in postsecondary education in autistic youths in Hong Kong.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;We interviewed 30 autistic students studying in universities or colleges in Hong Kong about their experiences in postsecondary education. We specifically analyzed and highlighted the portion of interviews that described their positive experiences.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Abstract: &lt;/strong&gt;We found several themes that can describe the positive experiences of autistic students in postsecondary education in Hong Kong. Autistic students preferred the flexible teaching practices and free institution environments, especially compared with secondary school. Peers, fami","PeriodicalId":72338,"journal":{"name":"Autism in adulthood : challenges and management","volume":"7 2","pages":"201-211"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12038334/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143997920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}