Perspectives of the ASHA special interest groups最新文献_第2页

Parent-Mediated Intervention for Autistic Children Offered Through In-Person and Telepractice Modalities 通过面对面和远程实践模式对自闭症儿童进行家长干预

Perspectives of the ASHA special interest groups Pub Date : 2024-07-04 DOI: 10.1044/2024_persp-23-00066

Madhu Sundarrajan, Jessica Franco

{"title":"Parent-Mediated Intervention for Autistic Children Offered Through In-Person and Telepractice Modalities","authors":"Madhu Sundarrajan, Jessica Franco","doi":"10.1044/2024_persp-23-00066","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00066","url":null,"abstract":"\u0000 \u0000 The COVID-19 pandemic thrust telepractice into the mainstream as a primary service delivery model. While some populations and providers were adversely impacted by this shift, there were some intervention approaches that became even more popular. Parent-mediated intervention (PMI) has been shown to be effective through both in-person and telepractice service delivery models. With PMI, caregivers learn language facilitation strategies and implement them with their child. Project SKILLS (Skills and Knowledge for Language Learning Success) is a PMI program for autistic children funded by a state-level autism grant program. The primary goal of SKILLS is training caregivers in language facilitation techniques to promote communication and language skills. It uses the Project ImPACT (Improving Parents as Communication Teachers) curriculum that is commercially available and supported by previous research. SKILLS also includes variations for neurodiversity-affirming practice and culturally and linguistically diverse families. Project SKILLS has offered both in-person and telepractice delivery since its inception in 2016, making it possible to compare results across the two modalities.\u0000 \u0000 \u0000 \u0000 Project SKILLS has successfully implemented PMI for autistic children through both in-person and telepractice sessions. Clinically, children have made similar gains in social communication and language regardless of the modality. Caregivers also demonstrated similar progress with intervention fidelity, with some added advantages for families participating via telepractice. Telepractice may become a preferred service delivery model of PMI, especially for families living in geographically inaccessible locations with limited access to qualified providers.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141677343","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

Culturally Responsive Literacy Interventions in Speech-Language Pathology: A Scoping Review 言语语言病理学中的文化适应性识字干预：范围审查

Perspectives of the ASHA special interest groups Pub Date : 2024-05-24 DOI: 10.1044/2024_persp-24-00008

Mark Guiberson

{"title":"Culturally Responsive Literacy Interventions in Speech-Language Pathology: A Scoping Review","authors":"Mark Guiberson","doi":"10.1044/2024_persp-24-00008","DOIUrl":"https://doi.org/10.1044/2024_persp-24-00008","url":null,"abstract":"\u0000 \u0000 In this study, the author employed a positivist perspective and framework, utilizing a scoping methodology to systematically explore the extant research literature in speech-language pathology pertaining to literacy interventions for children from culturally and linguistically diverse (CLD) backgrounds.\u0000 \u0000 \u0000 \u0000 The scoping review encompassed 22 studies selected from a pool of 908 sources, uncovering 34 literacy strategies presented in an evidence map. These strategies, intended for both school-age and preschool children, were implemented across diverse populations, including Indigenous communities, dual language learners, and children with disabilities. The strategies identified offer valuable insights for intervention planning and piloting.\u0000 \u0000 \u0000 \u0000 The review underscores the significance of culturally responsive literacy interventions in fostering inclusive and supportive learning environments for CLD learners. Additionally, two illustrative case studies are presented to exemplify the application of the identified strategies and discussed in the context of implementing Universal Design for Learning principles for all students.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25864624\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141099556","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

Introduction to the Forum: Assessment of Understudied Languages 论坛简介：评估未被充分研究的语言

Perspectives of the ASHA special interest groups Pub Date : 2024-05-22 DOI: 10.1044/2024_persp-24-00093

Danai Kasambira Fannin

引用次数: 0

A Clinical Focus on Shared Decision Making in Clinical Practice When Providing Dysarthria and Dysphagia Services to Individuals With Amyotrophic Lateral Sclerosis 为肌萎缩侧索硬化症患者提供构音障碍和吞咽困难服务时在临床实践中共同决策的临床重点

Perspectives of the ASHA special interest groups Pub Date : 2024-05-17 DOI: 10.1044/2024_persp-23-00271

Cara Donohue, Bridget Perry, Kendrea L. (Focht) Garand

{"title":"A Clinical Focus on Shared Decision Making in Clinical Practice When Providing Dysarthria and Dysphagia Services to Individuals With Amyotrophic Lateral Sclerosis","authors":"Cara Donohue, Bridget Perry, Kendrea L. (Focht) Garand","doi":"10.1044/2024_persp-23-00271","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00271","url":null,"abstract":"\u0000 \u0000 Traditional health care decision-making models center on clinicians making decisions for patients/caregivers based on the best available research evidence. However, this diminishes patient/caregiver involvement in their care and hinders the ability to align care plans with patient values and preferences. Shared decision making is a potentially beneficial process to implement with individuals with amyotrophic lateral sclerosis (ALS) to provide more holistic, patient-centered dysarthria and dysphagia treatment. Shared decision making promotes active involvement by patients/caregivers by informing them of potential treatment options, understanding their values and preferences, and aligning their desires with treatment options to determine the most optimal individualized care plan.\u0000 \u0000 \u0000 \u0000 The benefits and barriers to incorporating shared decision making within ALS multidisciplinary clinics are discussed in this clinical focus article. Furthermore, a fictional case study example of how to apply shared decision making to dysarthria and dysphagia management of individuals with ALS is provided.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"27 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140965097","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

Flow Rates of Bottle Nipples/Teats With Different Thicknesses of Barium and Infant Formula 奶瓶奶嘴/奶嘴上不同厚度的钡和婴儿配方奶粉的流速

Perspectives of the ASHA special interest groups Pub Date : 2024-05-17 DOI: 10.1044/2024_persp-24-00031

B. Pados, Katherine Engstler, Kayla Hernandez

{"title":"Flow Rates of Bottle Nipples/Teats With Different Thicknesses of Barium and Infant Formula","authors":"B. Pados, Katherine Engstler, Kayla Hernandez","doi":"10.1044/2024_persp-24-00031","DOIUrl":"https://doi.org/10.1044/2024_persp-24-00031","url":null,"abstract":"\u0000 \u0000 The aim of this study was to evaluate the bottle nipple flow rate of liquid barium sulfate of three different International Dysphagia Diet Standardisation Initiative (IDDSI) thicknesses (i.e., thin, slightly thick, and mildly thick) and compare flow rates of infant formula thickened with Gelmix or oatmeal cereal to comparable thicknesses.\u0000 \u0000 \u0000 \u0000 Liquid preparations were IDDSI flow tested to determine thickness. Nipple flow rate testing was conducted using 50 ml of liquid in a 4-oz Dr. Brown's bottle with the venting system in place. Liquid was extracted using a breast pump. The weight of liquid extracted was converted to flow in milliliters per minute using the density of the liquid in grams per milliliter.\u0000 \u0000 \u0000 \u0000 Across nipple types and liquid thicknesses, the flow rate through the bottle nipple with formula was faster than with barium of the same thickness. Thickening with oatmeal cereal resulted in clogging of the nipple. Pulverizing the oatmeal did not improve clogging but did impact caloric density of the formula.\u0000 \u0000 \u0000 \u0000 Bottle nipple flow rates of liquid barium sulfate are not consistent with flow rates of thin infant formula or formula thickened with Gelmix to the same IDDSI thickness. These findings may impact the safety of oral feeding for some infants. Parents and clinicians need to be aware of clogging with oatmeal cereal as a factor that could contribute to variability in flow as well as difficulty extracting fluid for nutrition.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"12 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140963835","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

Developing a Dyslexia Diagnostic Team: A Feasibility Project 发展阅读障碍诊断小组：可行性项目

Perspectives of the ASHA special interest groups Pub Date : 2024-05-17 DOI: 10.1044/2024_persp-23-00231

Kelly Farquharson, K. Brooke Ott, Anne C Reed

{"title":"Developing a Dyslexia Diagnostic Team: A Feasibility Project","authors":"Kelly Farquharson, K. Brooke Ott, Anne C Reed","doi":"10.1044/2024_persp-23-00231","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00231","url":null,"abstract":"\u0000 \u0000 Dyslexia, a neurobiological phonological processing deficit, can be identified early; however, there is a substantial variation between and within states regarding who makes this diagnosis and when. Dyslexia evaluations are often challenging to obtain and very expensive for families who need to seek them outside of the school setting. The purpose of this study was to determine the feasibility of developing a free dyslexia diagnostic team within our university speech and hearing clinic.\u0000 \u0000 \u0000 \u0000 We developed a team of academic and clinical faculty and students at the doctoral, master's, and undergraduate levels. We developed a 6-hr (1 day) testing battery and recruited families via social media. Children needed to be between the ages of 8 and 11 years and reported to have classroom difficulty related to word reading and/or spelling.\u0000 \u0000 \u0000 \u0000 We were able to create a strong and successful team, testing battery, and recruitment plan. Master's students were interested in the opportunity and families drove between 246 and 453 miles to participate. We allocated enough time in our summer schedule for all parties. However, we have concerns about the sustainability of this program, especially during the academic year.\u0000 \u0000 \u0000 \u0000 Broadly, this dyslexia diagnostic team is a feasible endeavor. There was internal and external community interest. We identified small and solvable barriers related to debriefing and test interpretation. We also identified larger issues related to funding, faculty availability, and student support.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"54 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140965636","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

Productions of Goldman-Fristoe Test of Articulation–Third Edition Stimulus Words Among Teenage Speakers of Anguillian Eastern Caribbean English 讲安圭拉东加勒比英语的青少年对高德曼-弗里斯托发音测试--第三版刺激词的掌握情况

Perspectives of the ASHA special interest groups Pub Date : 2024-05-16 DOI: 10.1044/2024_persp-23-00286

Amber D. Franklin, Chloe Turner, Keisha T. Lindsay Nurse, Cheryl Arline

{"title":"Productions of Goldman-Fristoe Test of Articulation–Third Edition Stimulus Words Among Teenage Speakers of Anguillian Eastern Caribbean English","authors":"Amber D. Franklin, Chloe Turner, Keisha T. Lindsay Nurse, Cheryl Arline","doi":"10.1044/2024_persp-23-00286","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00286","url":null,"abstract":"\u0000 \u0000 This study documents consonant and vowel variation in typically developing teenage speakers of Anguillian English, demonstrates how consonant variation impacts performance on the Goldman-Fristoe Test of Articulation–Third Edition (GFTA-3), and provides culturally responsive clinical recommendations for GFTA-3 scoring involving native speakers of Anguillian English.\u0000 \u0000 \u0000 \u0000 Twenty Anguillian teenagers (14;3–17;9 [years;months]) completed the GFTA-3 Sounds in Words subtest. The audio-recorded productions were phonetically transcribed and analyzed to determine consonant and vowel variations that differed from Mainstream U.S. English. To demonstrate the importance of culturally responsive assessment, deficit scores were compared with language-appropriate scores.\u0000 \u0000 \u0000 \u0000 \u0000 Anguillian consonant variation heavily impacted GFTA-3 stimuli that were meant to elicit /ɚ/, postvocalic /ɹ/, interdental fricatives, and present participle /ŋ/. Vowel variations included production of /ʌɪ/ in\u0000 knife,\u0000 /ɑɪ/ in\u0000 boy,\u0000 and /oʊ/ in\u0000 house.\u0000 Some speakers demonstrated more consistent use of Anguillian speech variation than others. When language-appropriate scoring was not used, 19 of the 20 participants scored below the first percentile in the Sounds in Words subtest.\u0000 \u0000 \u0000 \u0000 \u0000 Culturally and linguistically responsive practices and tools are needed throughout the Eastern Caribbean region. This study's description of Anguillian English speech variation in GFTA-3 stimuli is a resource that will improve culturally responsive speech sound assessment in Anguillian children. We encourage clinicians and researchers to replicate this study with speakers of other Eastern Caribbean English languages.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"39 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969642","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

The Role of Performing Arts in Promoting Valued Communication Outcomes in Individuals With and Without Developmental Disabilities 表演艺术在促进有发育障碍者和无发育障碍者的有价值交流成果中的作用

Perspectives of the ASHA special interest groups Pub Date : 2024-05-15 DOI: 10.1044/2024_persp-23-00224

Megan Durling, Krista Wilkinson, Michele Dunleavy

{"title":"The Role of Performing Arts in Promoting Valued Communication Outcomes in Individuals With and Without Developmental Disabilities","authors":"Megan Durling, Krista Wilkinson, Michele Dunleavy","doi":"10.1044/2024_persp-23-00224","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00224","url":null,"abstract":"\u0000 \u0000 Although not often used in the area of speech and language instruction, performing arts (such as improvisation, instrumental, vocal, and dance performance) provide a context for self-expression that involves both structure and opportunities for self-expression and can offer an opportunity to contribute to a motivating activity in individual, unique ways.\u0000 \u0000 \u0000 \u0000 We describe a semester-long performing arts class in which students from various majors and with and without developmental disabilities together learn various performing art forms (specifically, improvisation, vocal performance, and diverse forms of dance) for the first half of the semester. The students work together the second half of the semester to create a final performance. Student reflections that were gathered during one semester (with approval from the institutional review board) were examined descriptively to provide student perspectives into the program and to help understand how the structure supported interpersonal relations.\u0000 \u0000 \u0000 \u0000 Student reflections suggested that the structure of learning the various performing arts resulted in establishment of authentic peer relationships through three pillars of friendship proposed by Finke (2016): (a) the opportunity to engage in fun and motivating activities, (b) the presence of repeated/multiple opportunities to engage in the activities together, and (c) the establishment of a safe environment where each individual's contribution added something of value to the activity.\u0000 \u0000 \u0000 \u0000 This descriptive analysis identified mechanisms by which performing arts can be a valuable context for supporting important social and communication goals in individuals with and without developmental disabilities.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"135 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977183","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

Measuring Preschool Teachers' Language Use During Shared Book Reading With Children With Developmental Disabilities: A Pilot Study 测量学前教师在与发育障碍儿童共同阅读图书时的语言使用情况：试点研究

Perspectives of the ASHA special interest groups Pub Date : 2024-05-15 DOI: 10.1044/2024_persp-23-00270

Sara C. Cornett, Andrea Barton-Hulsey, Tyler Burnett

{"title":"Measuring Preschool Teachers' Language Use During Shared Book Reading With Children With Developmental Disabilities: A Pilot Study","authors":"Sara C. Cornett, Andrea Barton-Hulsey, Tyler Burnett","doi":"10.1044/2024_persp-23-00270","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00270","url":null,"abstract":"\u0000 \u0000 Opportunities to actively engage in literacy instruction should be accessible to all students in the classroom. Shared book reading provides a literacy-based context in which teachers may adapt their communication to allow students with a range of abilities to participate. The current study examines teacher communication during shared book-reading activities to understand what specific strategies teachers are using when children with developmental disabilities are included.\u0000 \u0000 \u0000 \u0000 A shared reading activity was video-recorded in one classroom with and one classroom without students with developmental disabilities. Quantity of teacher communication was measured using the Systematic Analysis of Language Transcripts (SALT) tool, while communication functions were measured by adapting the Systematic Assessment of Book Reading. Survey methods reported teachers' typical classroom literacy instruction.\u0000 \u0000 \u0000 \u0000 While both teachers used similar amounts of language, the teacher with students with developmental disabilities in her classroom used more literacy-related functions (e.g., referencing letters, phonics, decoding) to discuss print concepts and slightly greater communication to support comprehension of the story. Both teachers reported rarely—if not at all—using technology as an instructional strategy.\u0000 \u0000 \u0000 \u0000 SALT, an adapted assessment, and survey methods may capture differences in teacher communication during shared reading within heterogeneous classrooms. Understanding more about teacher communication yields important implications for intercollaborative practice to allow support for students with a range of abilities within inclusive literacy-based instruction.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"133 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976999","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

Perceptions Around Vocal Health Among Group Fitness Instructors and Pilot Use of Group Fitness Instructor–Specific Voice Handicap Questionnaire 团体健身教练对嗓音健康的看法以及团体健身教练嗓音障碍问卷的试点使用情况

Perspectives of the ASHA special interest groups Pub Date : 2024-05-09 DOI: 10.1044/2024_persp-23-00259

Sydney Dacey, Sari Koppel, Andrew Keltz, Danielle Livecchi, Nikita Kohli, Michael Z. Lerner

{"title":"Perceptions Around Vocal Health Among Group Fitness Instructors and Pilot Use of Group Fitness Instructor–Specific Voice Handicap Questionnaire","authors":"Sydney Dacey, Sari Koppel, Andrew Keltz, Danielle Livecchi, Nikita Kohli, Michael Z. Lerner","doi":"10.1044/2024_persp-23-00259","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00259","url":null,"abstract":"\u0000 \u0000 This study aimed to examine the vocal behaviors of group fitness instructors (GFIs), explore awareness among GFIs about voice-specialized health care, and assess the potential utility of a GFI-specific voice handicap questionnaire.\u0000 \u0000 \u0000 \u0000 An anonymous 27-question survey was distributed digitally to GFIs. In addition to collecting demographic data and information about vocal behaviors and demands, the survey included a 10-question GFI-specific questionnaire (GFI-VHI-10) adapted from the Singing Voice Handicap Index-10.\u0000 \u0000 \u0000 \u0000 \u0000 Fifty-two GFIs participated in the study (75% female, 25% male) with a mean age of 44.6 years. Forty-six percent reported having a voice problem (VP) since entering the fitness industry. Of those 24 individuals, only four received treatment. There was a statistically significant difference in mean GFI-VHI-10 scores between the VP group (11.87) and the non-VP group (6.1), (\u0000 p\u0000 < .001). Of all respondents, 56% reported never or almost never wearing a microphone while instructing. When asked what they would do if they experienced a VP that lasted for longer than 2 weeks, only 9.6% would see a laryngologist, 23% would see an otolaryngologist, 31% would see their primary care provider, 11.5% were unsure, and 25% would ignore it and hope for spontaneous improvement.\u0000 \u0000 \u0000 \u0000 \u0000 Although GFIs are at increased risk for vocal health challenges due to their occupational voice demands, their adherence to vocal health maintenance behaviors and awareness of voice-specialized health care may be limited. The GFI-VHI-10 is a promising tool in that it captured higher scores in the VP group than the non-VP group; however, further exploration is warranted.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994769","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