Perspectives of the ASHA special interest groups最新文献

{"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}

{"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}

{"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}

{"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}

{"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}

{"title":"A Comparison of In-Person and Remote Administration Results of the SCAN–3 for Adolescents and Adults: Tests for Auditory Processing Disorders Screening Subtests","authors":"Allison Hatcher, Brian K. Weiler","doi":"10.1044/2024_persp-23-00191","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00191","url":null,"abstract":"\u0000 \u0000 Many standardized assessments in speech-language pathology can be administered via telepractice. However, the literature is limited on reporting the equivalency of assessment administration between in-person and remote testing. The SCAN–3 for Adolescents and Adults: Tests for Auditory Processing Disorders (SCAN-3:A) is widely used by speech-language pathologists and audiologists to screen for auditory processing disorder (APD). The purpose of this study was to compare in-person and remote administration results on the screening subtests of the SCAN-3:A to determine test–retest consistency across the two settings.\u0000 \u0000 \u0000 \u0000 Eleven undergraduate and graduate students with normal hearing were administered the Gap Detection, Competing Words–Free Recall (CW-FR) and Auditory Figure Ground (AFG) screening subtests from the SCAN-3:A both in-person and via telepractice with the order counterbalanced across administrations. Specific modifications were made to accommodate remote assessment.\u0000 \u0000 \u0000 \u0000 \u0000 Screening pass/fail decisions were above 80% agreement for each of the three subtests. Significant correlations (\u0000 p\u0000 < .05) between in-person and remote scores were found for the CW-FR and AFG subtests. The mean score difference between administration type was not significant for the CW-FR subtest (\u0000 p =\u0000 .921) but was significant for the AFG subtest (\u0000 p\u0000 < .05).\u0000 \u0000 \u0000 \u0000 \u0000 These preliminary findings provide tentative, partial support for remote administration of the SCAN-3:A with adherence to specific recommendations. Some technical challenges were reported as well as other logistical limitations associated with remote administration. Recommendations to accommodate telepractice considerations for remote screening of APD are provided.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25632135\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141003117","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}

{"title":"Diversity of Research Participant Gender, Race, and Ethnicity in Communication Sciences and Disorders: A Systematic Review and Quantitative Synthesis of American Speech-Language-Hearing Association Publications in 2020","authors":"Ryan A. Millager, Jacob I. Feldman, Zachary J. Williams, Kiiya Shibata, Keysha A. Martinez-Torres, K. Bryan, Dillon G. Pruett, Jade T. Mitchell, Jennifer E. Markfeld, Brandon Merritt, Derek E. Daniels, Robin M. Jones, Tiffany Woynaroski","doi":"10.1044/2024_persp-23-00204","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00204","url":null,"abstract":"\u0000 \u0000 One manifestation of systemic inequities in communication sciences and disorders (CSD) is the chronic underreporting and underrepresentation of sex, gender, race, and ethnicity in research. The present study characterized recent demographic reporting practices and representation of participants across CSD research.\u0000 \u0000 \u0000 \u0000 We systematically reviewed and extracted key reporting and participant data from empirical studies conducted in the United States with human participants published in the year 2020 in journals by the American Speech-Language-Hearing Association (ASHA; 407 articles comprising a total of 80,058 research participants, search completed in November 2021). Sex, gender, race, and ethnicity were operationalized per National Institutes of Health guidelines.\u0000 \u0000 \u0000 \u0000 Sex or gender was reported in 85.5% of included studies; race in 33.7%; and ethnicity in 13.8%. Sex and gender were clearly differentiated in 3.4% of relevant studies. Where reported, median proportions for race and ethnicity were significantly different from the U.S. population, with underrepresentation noted for all non-White racial groups and Hispanic participants. Moreover, 64.7% of studies that reported sex or gender and 67.2% of studies that reported race or ethnicity did not consider these respective variables in analyses or discussions.\u0000 \u0000 \u0000 \u0000 At present, research published in ASHA journals frequently fails to report key demographic data summarizing the characteristics of participants. Moreover, apparent gaps in the representation of minoritized racial and ethnic groups threaten the external validity of CSD research and broader health care equity endeavors in the United States. Although our study is limited to a single year and publisher, our results point to several steps for readers that may bring greater accountability, consistency, and diversity to the discipline.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25718412\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"111 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141003842","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}

{"title":"Guidance on the Effective Collaboration With Interpreters and Translators in Speech-Language Pathology","authors":"Salim S Alani, Valerie E. Boyer, Ana Claudia Harten, M. C. Franca, Julie A. G. Stierwalt, M. Pegoraro-Krook","doi":"10.1044/2024_persp-23-00143","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00143","url":null,"abstract":"\u0000 \u0000 The purpose of this literature review is to guide speech-language pathologists (SLPs) on how to increase effective collaboration with interpreters and translators in order to enhance communication with clients and significant others from culturally and linguistically diverse backgrounds.\u0000 \u0000 \u0000 \u0000 A review of definitions of interpretation and translations and practical guidance on certifications and collaborative practices within a health literacy framework approach is described. Strategies to build effective and ethical SLP–interpreter/translator working relationships are reviewed.\u0000 \u0000 \u0000 \u0000 Findings emphasize the importance of interprofessional collaboration between SLPs and interpreters/translators. When working with professional interpreters/translators, SLPs application of a brief–intervention–debrief framework, use of plain language, and knowledge of local and national training and practice requirements, are identified as mechanisms to enhance effective and ethical collaboration.\u0000 \u0000 \u0000 \u0000 Effective collaboration with interpretation and translation services should be a key component of clinical practice to ensure that health information is clearly understood by clients and families.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141051080","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}

{"title":"Professionalism in Communication Sciences and Disorders: Consideration of Diversity, Equity, Inclusion, and Access","authors":"S. A. S. Lee, Amanda Jordan Byrd, E. Babatsouli, Kyomi Gregory-Martin, Monica Echeverry Wright","doi":"10.1044/2024_persp-23-00238","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00238","url":null,"abstract":"\u0000 \u0000 This tutorial aims to provide an in-depth discussion of professionalism in communication sciences and disorders (CSD) with consideration of diversity, equity, inclusion, and access. Students, practitioners, and faculty in CSD are taught and held to expectations of professionalism. However, criteria for professionalism often do not fully consider diversity, equity, inclusion, and access.\u0000 \u0000 \u0000 \u0000 Relevant literature on professionalism and diversity, equity, and inclusion is reviewed and summarized. Case scenarios are also shared to provide examples of how these aspects are not currently considered in the discipline of CSD.\u0000 \u0000 \u0000 \u0000 The current definitions of professionalism are vague and oftentimes exclude cultural differences. Because the majority of American Speech-Language-Hearing Association membership and leadership groups are from the mainstream culture, the definitions and attributes of professional norms have been influenced by mainstream culture.\u0000 \u0000 \u0000 \u0000 Recent publications on professionalism and professional behavior in medicine have discussed the impact of racialized professionalism norms on increasing diversity of medical students and trainees. It is imperative to resonate such issues in the CSD profession, because there is a growing number of students and practitioners from minority groups. This tutorial addresses how the discipline of CSD can reflect cultural responsiveness to the standards for students, practitioners, and faculty. Several solutions are suggested.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"38 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141037097","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}

{"title":"Words Matter: Reframing Communication Sciences and Disorders Programs' Thinking About Adolescents","authors":"Kristin Nellenbach, Carrie Knight, Bailey Jennings","doi":"10.1044/2024_persp-23-00051","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00051","url":null,"abstract":"\u0000 \u0000 The purpose of this investigation was to evaluate language development and disorders course titles across communication sciences and disorders (CSD) graduate programs in an effort to determine whether adolescents were specifically being recognized via inclusive language or dedicated courses. The findings can be used to propel important discussions about the need for inclusive course titles, inform initial directions for improvements in preprofessional education, and guide broader changes in the discipline, especially for the adolescent population.\u0000 \u0000 \u0000 \u0000 A review of accredited CSD graduate programs across the United States was conducted using the American Speech-Language-Hearing Association EdFind database. A total of 298 master's-level CSD programs were used for this study. CSD course titles located in each of the university's graduate catalogs were documented, categorized, and reviewed by the research team.\u0000 \u0000 \u0000 \u0000 Of the 298 CSD graduate programs reviewed, one in eight specifically included the word “adolescent(s)” or “adolescence” in the titles of their language development and disorders courses. Remarkably, only four adolescent-focused courses, two of which were listed as electives, were offered across all reviewed programs. A post hoc analysis of the language used in course titling revealed that 42 titles used inclusive terminology.\u0000 \u0000 \u0000 \u0000 Adolescents are developmentally distinct from children, yet a majority of CSD graduate programs used ambiguous or exclusive words in the titles of their language development and disorders courses. The unintentional failure to recognize this important difference in course titles may be contributing to the ongoing neglect of adolescents within the field. Reframing collective thinking is required for change. Reasons and suggestions for including adolescents in course titles and separate offerings are provided to assist CSD graduate programs in leading the way toward improving equity for adolescents.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684363","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}