Evidence-based practice in child and adolescent mental health最新文献_第10页

Implementing Telehealth-Based TF-CBT with Support of Interpretation: A Case Study 在口译支持下实施基于远程健康的TF-CBT：一个案例研究

Evidence-based practice in child and adolescent mental health Pub Date : 2022-03-08 DOI: 10.1080/23794925.2022.2042875

Stephanie K. Gusler, Angela Moreland, M. D. de Arellano

{"title":"Implementing Telehealth-Based TF-CBT with Support of Interpretation: A Case Study","authors":"Stephanie K. Gusler, Angela Moreland, M. D. de Arellano","doi":"10.1080/23794925.2022.2042875","DOIUrl":"https://doi.org/10.1080/23794925.2022.2042875","url":null,"abstract":"ABSTRACT Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for the reduction of trauma symptoms among trauma-exposed children and adolescents. Although the effectiveness of TF-CBT has been repeatedly evidenced when administered via telehealth or in non-English languages, no work has examined the effectiveness of TF-CBT through telehealth and with support of language interpretation. Providing information about TF-CBT implementation via telehealth utilizing interpreter services can help to reduce barriers to evidence-based care among trauma-exposed youth. The present case study reviews a treatment case of two teen siblings, for whom TF-CBT was administered through telehealth, and whose caregiver’s primary language was Spanish. The teens reported experiencing multiple traumatic events and evidenced subthreshold posttraumatic stress disorder (PTSD) symptoms, which were impairing their mood and interactions with others. TF-CBT was completed over the course of 15 sessions through a HIPAA-compliant telehealth platform, using interpretation support in caregiver meetings. Both teens evidenced reductions in trauma symptoms at post-treatment, demonstrating the effectiveness of TF-CBT in this case which utilized interpretation and telehealth. Guidelines, considerations, challenges, and lessons learned specific to both interpretation and telehealth are discussed.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"148 - 162"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41955840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Five-Day Intensive Treatment for Pediatric Obsessive-Compulsive Disorder: A Multiple Baseline Design Pilot Study 儿童强迫症的五天强化治疗：一项多基线设计的初步研究

Evidence-based practice in child and adolescent mental health Pub Date : 2022-02-28 DOI: 10.1080/23794925.2022.2034553

Kristin E. Canavera, T. Ollendick, Lara J. Farrell, S. Whiteside

{"title":"A Five-Day Intensive Treatment for Pediatric Obsessive-Compulsive Disorder: A Multiple Baseline Design Pilot Study","authors":"Kristin E. Canavera, T. Ollendick, Lara J. Farrell, S. Whiteside","doi":"10.1080/23794925.2022.2034553","DOIUrl":"https://doi.org/10.1080/23794925.2022.2034553","url":null,"abstract":"ABSTRACT The need for effective treatments for obsessive-compulsive disorder (OCD) in childhood is evident given that as many as 50% of the adults with OCD report symptom onset before age 15. Despite the growing evidence supporting the efficacy of Exposure and Response Prevention (ERP) for youth with OCD, children seeking services for their OCD symptoms often do not receive ERP because of difficulties with treatment accessibility. Brief time-intensive treatment programs may be a feasible treatment option for children and their families who do not have access to ERP treatment and/or live in an area where therapists trained in ERP are limited. To evaluate the initial efficacy, feasibility, and acceptability of a brief, five-day intensive ERP program for pediatric OCD, eight children with OCD were randomized to a one-week, two-week, or three-week baseline period in a single-case, non-concurrent multiple-baseline experimental design. In most cases, there were clinically significant improvements in OCD symptoms with the implementation of treatment; moreover, treatment gains were maintained at 3-month follow-up. Children and families perceived the program to be acceptable, feasible, and beneficial. This study extends the support for the efficacy and feasibility of a five-day intensive treatment program for pediatric OCD.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"120 - 132"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42909652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Applying the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents to Misophonia: A Case Example 应用统一方案对儿童和青少年情绪障碍进行跨诊断治疗——以嗅觉障碍为例

Evidence-based practice in child and adolescent mental health Pub Date : 2022-02-02 DOI: 10.1080/23794925.2022.2025631

Niza A. Tonarely-Busto, Dominique Phillips, Estefany Saez-Clarke, Ashley R. Karlovich, Kelly Kudryk, A. Lewin, Jill Ehrenreich-May

{"title":"Applying the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents to Misophonia: A Case Example","authors":"Niza A. Tonarely-Busto, Dominique Phillips, Estefany Saez-Clarke, Ashley R. Karlovich, Kelly Kudryk, A. Lewin, Jill Ehrenreich-May","doi":"10.1080/23794925.2022.2025631","DOIUrl":"https://doi.org/10.1080/23794925.2022.2025631","url":null,"abstract":"ABSTRACT Misophonia is a condition in which individuals suffer a wide range of intense emotions in response to sound triggers. Emotions such as anxiety, irritability, and disgust may lead individuals to engage in avoidance behaviors to escape or suppress sound triggers. Transdiagnostic treatment may serve as a practical intervention for misophonia as it addresses a broad scope of emotions and physiological sensations. This paper presents the first reported case example of misophonia treated with a transdiagnostic treatment protocol, the Unified Protocol for Emotional Disorders in Adolescents (UP-A). In this case, the UP-A was efficacious in treating a client with autism spectrum disorder, comorbid misophonia and anxiety symptoms. The client evidenced reliable change in misophonia and related problems. Future research should investigate the efficacy of the UP-A in a larger sample of youth with misophonia, as well as assess mechanisms of change in transdiagnostic treatment of this disorder in youth.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"133 - 147"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42428565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Strategies for Incorporating Culture into Psychosocial Interventions for Youth of Color 将文化纳入有色人种青年心理社会干预的策略

Evidence-based practice in child and adolescent mental health Pub Date : 2022-01-20 DOI: 10.1080/23794925.2022.2025629

Alayna L. Park, Leslie R. Rith-Najarian, Dana Saifan, R. Gellatly, Stanley J. Huey, B. Chorpita

{"title":"Strategies for Incorporating Culture into Psychosocial Interventions for Youth of Color","authors":"Alayna L. Park, Leslie R. Rith-Najarian, Dana Saifan, R. Gellatly, Stanley J. Huey, B. Chorpita","doi":"10.1080/23794925.2022.2025629","DOIUrl":"https://doi.org/10.1080/23794925.2022.2025629","url":null,"abstract":"ABSTRACT This review summarized the literature on psychosocial interventions for youth of color. Ninety-three journal articles of randomized clinical trials, with samples comprising youth of color, published between 1974 and 2018 were coded for sample characteristics, intervention characteristics, and strategies for incorporating culture into psychotherapy. Results found 69 psychosocial interventions to be efficacious for youth of color; 32% of these psychosocial interventions included a strategy for incorporating culture into psychotherapy. The evidence base was largest for Black and Hispanic/Latinx populations and for psychosocial interventions targeting disruptive behavior problems. The most common strategies for incorporating culture into treatment among effective psychosocial interventions were employing procedures for addressing cultural context and including providers with awareness and knowledge of the client’s culture. The inclusion of strategies for incorporating culture was not associated with treatment efficacy. Findings from this review highlight the laudable efforts that have been made to identify efficacious psychosocial interventions for youth of color and illuminate remaining gaps in the evidence base (e.g., efficacious psychosocial interventions for Asian, Native American and Alaska Native, and Native Hawaiian and Pacific Islander youth). Findings also emphasize the nuance of providing effective mental health services that are compatible with client’s cultural worldviews, values, and practices and allude to the promise of decision support tools to help providers determine whether, when, and how to culturally tailor their psychotherapy with youth of color.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"181 - 193"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46905393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Executive Dysfunction, Psychiatric Symptoms, and Behavioral Dysregulation in Preschoolers: Preliminary Findings in a Clinical Sample 学龄前儿童的执行功能障碍、精神症状和行为失调:临床样本的初步发现

Evidence-based practice in child and adolescent mental health Pub Date : 2022-01-20 DOI: 10.1080/23794925.2021.1996299

Sarah E. Martin, B. Kavanaugh, Claudia Paszek, Mia Demarco, Lauren R. Mernick, J. Boekamp

{"title":"Executive Dysfunction, Psychiatric Symptoms, and Behavioral Dysregulation in Preschoolers: Preliminary Findings in a Clinical Sample","authors":"Sarah E. Martin, B. Kavanaugh, Claudia Paszek, Mia Demarco, Lauren R. Mernick, J. Boekamp","doi":"10.1080/23794925.2021.1996299","DOIUrl":"https://doi.org/10.1080/23794925.2021.1996299","url":null,"abstract":"ABSTRACT Children with deficits in executive function are at risk for poor outcomes in academic, social-emotional, and behavioral domains. These deficits have been particularly well documented in school-aged children with attention-deficit/hyperactivity disorder (ADHD) and disruptive behavior disorders. However, there have been fewer studies exploring the links between executive function and psychopathology in preschool-aged children, particularly among young children with diagnosed psychiatric disorders and significant clinical impairment. This study examined associations between executive dysfunction, psychiatric symptoms, and behavioral dysregulation in a sample of 44 preschoolers participating in an intensive psychiatric day treatment program. The NIH Toolbox Early Childhood Cognition Battery was used to assess EF, including inhibitory control and cognitive flexibility, and parent-reported assessments were used to examine child psychiatric symptoms and behavioral dysregulation. Analyses using linear and logistic regression equation modeling suggest that executive dysfunction – particularly cognitive inflexibility – is a significant predictor of ADHD symptoms and behavioral dysregulation in clinically-referred preschoolers. Findings are discussed with respect to the role of executive dysfunction in early childhood psychopathology, with implications for treatment. Findings also suggest the NIH Toolbox is feasible for use in an early childhood psychiatric treatment setting and provides valid neurocognitive results to inform treatment planning and clinical care.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"1 - 9"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43049552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improved Resilience and Academics Following A School-based Resilience Intervention: A Randomized Controlled Trial 以学校为基础的弹性干预后的弹性改善和学业:一项随机对照试验

Evidence-based practice in child and adolescent mental health Pub Date : 2022-01-20 DOI: 10.1080/23794925.2022.2025630

Brendan A. Rich, Nina S. Starin, Christopher J. Senior, Melissa M. Zarger, Colleen M. Cummings, Anahi Collado, M. Alvord

{"title":"Improved Resilience and Academics Following A School-based Resilience Intervention: A Randomized Controlled Trial","authors":"Brendan A. Rich, Nina S. Starin, Christopher J. Senior, Melissa M. Zarger, Colleen M. Cummings, Anahi Collado, M. Alvord","doi":"10.1080/23794925.2022.2025630","DOIUrl":"https://doi.org/10.1080/23794925.2022.2025630","url":null,"abstract":"ABSTRACT Enhancing resilience is valuable to youth from economically marginalized communities given that they often face greater challenges and hardships than their peers from more affluent communities. Efforts to increase resilience skills in these youth are hampered because they disproportionately encounter barriers in access to mental health interventions. Implementing school-based services may be optimal to address these inequalities. This project explores the effectiveness of a school-based group intervention (the Resilience Builder Program®) related to resilience and academic functioning in a sample of children from economically marginalized communities. Students (N = 169) with social-emotional difficulties were recruited from five elementary schools and randomly assigned to participate in the Resilience Builder Program® (RBP) immediately or following a semester delay. Participants, their parents, and teachers completed measures of resilience (BASC-2, RSCA) and academic functioning (ACES). Results found a significant relationship between resilience and stronger academic functioning (i.e., engagement and motivation). RBP participants, their parents, and teachers reported greater increases in resilience compared to the delay group. Teachers reported significant increases in students’ study skills, academic engagement, interpersonal skills, and academic motivation compared to the delay group. RBP participants reported significantly greater study skills and academic engagement, compared to the delay group. Findings indicate school-based RBP effectively promotes resilience skills and academic functioning in children who often face significant barriers to accessing mental health care.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"252 - 268"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46876685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Improving Social Anxiety and Social Responsiveness in Autism Spectrum Disorder through PEERS® 通过PEERS®改善自闭症谱系障碍患者的社交焦虑和社交反应

Evidence-based practice in child and adolescent mental health Pub Date : 2022-01-02 DOI: 10.1080/23794925.2021.2013138

R. Factor, C. Moody, Katherine Y. Sung, E. Laugeson

{"title":"Improving Social Anxiety and Social Responsiveness in Autism Spectrum Disorder through PEERS®","authors":"R. Factor, C. Moody, Katherine Y. Sung, E. Laugeson","doi":"10.1080/23794925.2021.2013138","DOIUrl":"https://doi.org/10.1080/23794925.2021.2013138","url":null,"abstract":"ABSTRACT Autistic individuals often experience anxiety at higher rates than typically developing individuals, which could worsen social impairment. While anxiety is highly linked to social skills, social anxiety symptoms have not often been investigated within the context of social skills interventions. The present study compared changes in social anxiety and social responsiveness in 154 adolescents and young adults on the autism spectrum participating in the Program for the Education and Enrichment of Relational Skills (PEERS®) social skills intervention. Results indicate that social anxiety symptoms significantly improved following treatment for both adolescents and young adults. Although young adults reported higher levels of anxiety overall, age group did not moderate social anxiety outcome, with both groups demonstrating comparable social anxiety improvements following treatment. Further, greater improvements in social responsiveness following PEERS® were associated with greater reductions in social anxiety symptoms. We also examined reporter agreement (e.g., self- and caregiver-reports), which indicated these reports were largely consistent, though correlations between adolescent and caregiver-report increased from pre- to post-treatment. Findings suggest that social skills interventions may play a critical role in the reduction of mental health symptoms, such as anxiety symptoms, for autistic adolescents and young adults.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"7 1","pages":"142 - 159"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44202046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Mental Health Interventions in Youth with Autism Spectrum Disorder and Other Intellectual and Developmental Disabilities: Introduction to Special Issue 青少年自闭症谱系障碍及其他智力和发育障碍的心理健康干预:特刊导论

Evidence-based practice in child and adolescent mental health Pub Date : 2022-01-02 DOI: 10.1080/23794925.2021.2018953

Meghan Miller, Lauren Brookman-Frazee, J. Reaven

引用次数: 0

A Roadmap for Measurement-based Care Implementation in Intensive Outpatient Treatment Settings for Children and Adolescents. 在儿童和青少年密集门诊治疗设置中基于测量的护理实施路线图。

Evidence-based practice in child and adolescent mental health Pub Date : 2022-01-01 DOI: 10.1080/23794925.2021.1975518

Amber W Childs, Elizabeth H Connors

{"title":"A Roadmap for Measurement-based Care Implementation in Intensive Outpatient Treatment Settings for Children and Adolescents.","authors":"Amber W Childs, Elizabeth H Connors","doi":"10.1080/23794925.2021.1975518","DOIUrl":"https://doi.org/10.1080/23794925.2021.1975518","url":null,"abstract":"<p><p>Measurement-based care (MBC), the routine collection and use of patient-reported data to monitor progress and tailor treatment, has been predominantly studied in adult treatment settings. Although growing evidence supports MBC effectiveness with youth in outpatient settings and university training clinics, there is a substantial dearth of findings about successful implementation of MBC in \"real world\" youth treatment settings, particularly intensive settings offering group-based treatment. The current manuscript provides a foundational model of MBC implementation for \"real world\" intensive outpatient programs (IOP) for youth using the organizational framework of the Consolidated Framework for Implementation Research (CFIR). We also illustrate MBC implementation within a hospital-based adolescent psychiatric IOP, including enhancements to the foundational model and timely discussion of adjustments necessitated by the COVID-19 pandemic and transition to telehealth. Given the promising transdiagnostic and transtheoretical applicability of MBC, coupled with the MBC mandate for Joint Commission accredited health-care systems, IOP programs are well-positioned to adopt, implement and sustain MBC with careful attention to a phased, multilevel implementation approach.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"7 4","pages":"419-438"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9856214/pdf/nihms-1766591.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10614268","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}

引用次数: 3

Often Undiagnosed but Treatable: Case Vignettes and Clinical Considerations for Assessing Anxiety Disorders in Youth with Autism Spectrum Disorder and Intellectual Disability. 经常无法诊断但可治疗:评估自闭症谱系障碍和智力残疾青少年焦虑障碍的病例回顾和临床考虑。

Evidence-based practice in child and adolescent mental health Pub Date : 2022-01-01 DOI: 10.1080/23794925.2021.1923090

Breanna Winder-Patel, Megan E Tudor, Connor M Kerns, Konnor Davis, Christine Wu Nordahl, David G Amaral, Marjorie Solomon

{"title":"Often Undiagnosed but Treatable: Case Vignettes and Clinical Considerations for Assessing Anxiety Disorders in Youth with Autism Spectrum Disorder and Intellectual Disability.","authors":"Breanna Winder-Patel, Megan E Tudor, Connor M Kerns, Konnor Davis, Christine Wu Nordahl, David G Amaral, Marjorie Solomon","doi":"10.1080/23794925.2021.1923090","DOIUrl":"https://doi.org/10.1080/23794925.2021.1923090","url":null,"abstract":"ABSTRACT Varying rates of anxiety have been reported in children with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID). Recent reports, using an adapted semi-structured interview approach, suggest that the risk for anxiety in these children is equal to that found in those with ASD and average or above average IQ. This wide range in rates derives from the challenges associated with assessing anxiety in those with limited language/severe developmental delays. Three case vignettes are presented to illustrate an approach for conducting a developmentally sensitive parent interview in order to detect anxiety in those with ASD and ID. Since accurate assessment of anxiety is critical to the important goal of guiding appropriate mental health treatment, practical assessment considerations from our research and the literature are provided including: 1) considering whether a child with ASD and ID might have an anxiety disorder that is undiagnosed, 2) using semi-structured interviews validated for children with ASD with a focus on behavioral examples, 3) considering the Defense Cascade or 6Fs, 4) considering physical symptoms of anxiety, 5) differentiating anticipatory anxiety/fearful avoidance from other underlying emotions, 6) considering idiosyncratic coping methods, 7) considering whether “distinct” areas of anxiety are present, and 8) considering clinician training. A discussion of developmentally appropriate treatment options for the three cases is included. Limitations and future directions regarding clinician training are explored.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"7 1","pages":"24-40"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8916744/pdf/nihms-1714333.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10463886","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}

引用次数: 1