Applied Neuropsychology: Child最新文献

{"title":"Video EEG in pediatric epilepsy: Diagnostic significance and association between frequency band power and cognitive impairment severity.","authors":"Bei Li, Fang Wu","doi":"10.1080/21622965.2026.2745026","DOIUrl":"https://doi.org/10.1080/21622965.2026.2745026","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to compare video electroencephalogram (VEEG) and routine electroencephalogram (EEG) in childhood epilepsy diagnosis and analyze the correlation between EEG frequency band power and cognitive impairment severity.</p><p><strong>Methods: </strong>One hundred and sixty children suspected of having epilepsy underwent routine EEG and VEEG examinations. Diagnostic efficacy and detection rates were compared. Cognitive function was evaluated in 80 children diagnosed with epilepsy, who were allocated into normal intelligence (35 cases), borderline intelligence (25 cases), and intelligence-impaired (20 cases) groups. Clinical data, EEG parameters, and their correlation with cognitive impairment were analyzed.</p><p><strong>Results: </strong>VEEG showed higher sensitivity, accuracy, and negative predictive value, and detection rates of epileptiform discharges, synchronous clinical seizures, and clinical symptoms than routine EEG (<i>p</i> < 0.05). Clinical characteristics and EEG parameters differed among the three groups (<i>p</i> < 0.05). The relative power of δ and θ bands and the awake and sleep discharge indices were positively correlated with cognitive impairment severity (r = 0.300, 0.643, 0.622, and 0.456), whereas α and β band power were negatively correlated (r = -0.515 and -0.410) (all <i>p</i> < 0.001).</p><p><strong>Conclusion: </strong>VEEG demonstrated higher diagnostic performance than routine EEG, and EEG frequency band power was correlated with cognitive impairment severity.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.4,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149190885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Machine learning-driven risk screening for Chinese developmental dyslexia in children: Theoretical framework, feature selection, and simulation-based methodological illustration.","authors":"Zeyuan Yang, Yuwei Wang","doi":"10.1080/21622965.2026.2718516","DOIUrl":"https://doi.org/10.1080/21622965.2026.2718516","url":null,"abstract":"<p><p>Developmental dyslexia affects Chinese children's reading development, and school-based risk screening may help identify children who require further assessment and support. However, interpretable screening-oriented models remain limited by small samples, insufficient standardization, limited longitudinal evidence, and weak cross-school validation. This study proposes a simulation-based methodological framework for organizing and evaluating multidimensional cognitive indicators of Chinese developmental dyslexia. The framework integrates phonological processing, orthographic processing, attentional control, and working memory indicators within a feature-selection and explainable machine-learning pipeline combining statistical screening, LASSO-based embedded selection, ensemble-model importance analysis, and SHAP-based interpretation. Simulated experiments informed by prior empirical distributions were used to illustrate the pipeline's internal behavior, methodological coherence, and interpretability under predefined data-generating assumptions. The simulation reproduced expected risk-feature patterns, including the prominence of rapid automatized naming, phonological awareness, orthographic processing, and cognitive-control indicators. These patterns, however, reflect recovery of predefined simulation signals rather than independent empirical identification of dyslexia predictors. Similarly, the reported AUC values, SHAP rankings, and threshold estimates are simulation-internal results, not evidence of real-world screening accuracy, clinical utility, or school-based readiness. The study therefore provides an illustrative methodological framework, rather than validating a practical screening tool.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149178915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of non-credible cognitive performance on multidisciplinary treatment outcomes in youth with persisting symptoms after concussion.","authors":"Kelsey Diane May, Sean Rose, Cody Solesbee, Emily Divirgilio, Kathleen Shiplett, Ashley Davidson, Kelly McNally","doi":"10.1080/21622965.2026.2735024","DOIUrl":"https://doi.org/10.1080/21622965.2026.2735024","url":null,"abstract":"<p><p>This study characterizes patterns of non-credible cognitive performance, clinical presentations and functional outcomes, and multidisciplinary treatment response in youth with persisting symptoms after concussion. A retrospective analysis of demographic data, injury factors, symptom ratings, and functional outcomes was conducted in 136 patients (8-20 years-old; 64% female) presenting for multidisciplinary concussion care. Concussion mechanisms included sports, motor vehicle accidents, recreational activities, falls, assaults, and other mechanisms. Findings revealed approximately one-fourth of youth demonstrated non-credible cognitive performance. Compared to youth with credible cognitive performance, youth with non-credible cognitive performance were more likely to have premorbid attention or learning problems, non-credible neurologic exam findings, and significantly poorer cognitive performance across all tests apart from word reading. While youth with non-credible cognitive performance endorsed significantly more symptoms than those with credible cognitive performance at initial presentation and throughout the course of multidisciplinary treatment, their symptoms improved at a similar rate compared to those with credible cognitive performance. Additionally, groups did not differ significantly in school absences or parent-reported quality of life, despite higher self-reported symptom burden in the non-credible group. These findings suggest that youth with persisting symptoms who demonstrate non-credible cognitive performance similarly benefit from standard multidisciplinary concussion care, though they may continue to report higher symptoms throughout treatment. Additionally, youth with non-credible cognitive performance may also display non-credible findings on other aspects of multidisciplinary evaluations, highlighting the need for further research into individualized care models.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149126339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inhibitory control and mathematical problem-solving in low-achieving Moroccan sixth-grade students.","authors":"Mimoun Es-Salmi, Mourad Hmamou, Hamid Kaddouri, Mostafa Ouessrar","doi":"10.1080/21622965.2026.2742491","DOIUrl":"https://doi.org/10.1080/21622965.2026.2742491","url":null,"abstract":"<p><p>Inhibitory control is one of the key executive functions thought to be involved in mathematical problem-solving; however, its relationship to problem-solving performance across different levels of difficulty remains unclear. This cross-sectional study examined the relationship between inhibitory control and performance on simple and difficult mathematical problems among 65 sixth-grade students with low mathematics achievement in Taounate, Morocco (38 boys, 27 girls; M_age = 11.8 years, SD = 0.67). The participants completed a mathematical problem-solving test and a Stroop interference task adapted for their age to assess interference inhibition time and number of errors. The results provided limited evidence of an association between inhibitory control and mathematical problem solving. Interference inhibition time was weakly associated with lower performance on difficult problems (<i>r</i> = -0.29, 95% CI [-0.50, -0.05]), but this relationship was no longer statistically significant after Holm correction (adjusted <i>p</i> = 0.076). No statistically significant association was found for simple problems, and the associations did not differ significantly between simple and difficult problems. These results suggest that the association between inhibitory control and mathematical problem solving was not strong in this sample. A sensitivity analysis indicated that the sample could reliably detect correlations of approximately <i>r</i> = 0.34 or larger, indicating limited sensitivity to weak associations. Further research is needed using larger samples and measures that distinguish between inhibitory control and processing speed.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-7"},"PeriodicalIF":1.4,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149103155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sociodemographic risk factors and WISC-IV cognitive profile in children with specific learning disorder: a case-control study.","authors":"Tuba Karakuş Aslan, Ozan Emre Aslan, Özlem Yıldız Gündoğdu","doi":"10.1080/21622965.2026.2741699","DOIUrl":"https://doi.org/10.1080/21622965.2026.2741699","url":null,"abstract":"<p><p>Specific learning disorder (SLD) stems from genetic, environmental, and cognitive factors; however, their relative contributions and the diagnostic validity of cognitive measures remain unclear. This case-control study compared 35 children aged 8-12 diagnosed with SLD according to DSM-5-TR criteria with 35 healthy controls of comparable age and sex. Sociodemographic characteristics, developmental history, and Wechsler Intelligence Scale for Children-IV (WISC-IV) profiles were examined using t-tests, chi-square analysis, receiver operating characteristic (ROC) analysis, and Firth-penalized logistic regression. Children with SLD scored significantly lower on all WISC-IV indices, with large effect sizes (Cohen's d = 0.84-1.39). These differences were maintained after adjusting for age, sex, and socioeconomic status. Among the four factor indices, the Working Memory Index had the highest discriminatory power (AUC = 0.805). Four independent predictors-age at first sentence production, a family history of SLD, maternal education below college, and the absence of regular extracurricular activities-explained 78.0% of the variance and yielded an 88.6% classification accuracy. These findings indicate that genetic predisposition, environmental disadvantage, and early language delay converge in SLD risk and support working memory assessment as a clinically useful diagnostic indicator.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-14"},"PeriodicalIF":1.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149103137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of dual-site transcranial direct current stimulation on cognitive flexibility in children with Specific Learning Disorders.","authors":"Negin Kabirmokhtarfar, Elham Hakimirad, Zahra Aminabadi, Fatemeh Shahsanaei, Shirin Mojaver","doi":"10.1080/21622965.2026.2741106","DOIUrl":"https://doi.org/10.1080/21622965.2026.2741106","url":null,"abstract":"<p><p>Children with specific learning disorders (SLDs) often show impairments in cognitive flexibility, an essential component of executive functioning. This preliminary study examined the potential effects of transcranial direct current stimulation (tDCS) on cognitive flexibility in children aged 7-12 years with SLDs. In a randomized, single-blind, pretest-posttest sham-controlled design, 26 participants were allocated to either an experimental group receiving ten sessions of active brain stimulation or a sham group. Stimulation targeted the left dorsolateral prefrontal cortex (anodal) and the right ventromedial prefrontal cortex (cathodal). Cognitive flexibility was evaluated using the Wisconsin Card Sorting Test, assessing strategic thinking, rule shifting, and error patterns. Outcomes were analyzed using multivariate and univariate analyses of covariance, supplemented by change-score sensitivity analyses. Active tDCS was associated with statistically significant improvement in selected measures of cognitive flexibility compared with sham stimulation, including Total Score, Clusters, and Perseverative Errors, whereas no reliable group difference was observed for Total Time. Although these findings suggest that dual-site prefrontal tDCS may be a potentially useful approach for further investigation in children with SLDs, conclusions are limited by the small sample size, sensitivity of the multivariate findings to covariate specification, and the absence of follow-up assessments to determine whether gains persist over time.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-10"},"PeriodicalIF":1.4,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149103134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between sensory processing patterns and behavioral, emotional, and social factors in typically developing preschoolers.","authors":"Selma Ercan Dogu, Selen Aydoner Bektas","doi":"10.1080/21622965.2026.2736687","DOIUrl":"https://doi.org/10.1080/21622965.2026.2736687","url":null,"abstract":"<p><p>Sensory processing is fundamental to a child's ability to self-regulate and interact with their environment. While the associations between sensory processing patterns (SPPs) and behavioral, emotional, and social (BES) outcomes have been well-documented in clinical populations, our understanding of the relationships in typically developing (TD) preschoolers remains limited. This study investigated the relationships between SPPs and BES outcomes in TD preschoolers. A cross-sectional design was employed with 134 TD children aged 3-5 years. Data were collected using the Sensory Profile (SP) and Preschool Behavior Checklist (PBCL). Findings revealed that greater sensitivity, avoidance, and registration difficulties were associated with higher levels of BES difficulties, reflected by higher PBCL scores. In contrast, higher sensory seeking scores were associated with fewer psychosocial difficulties. Multiple regression analyses showed that sensory avoidance was most strongly associated with behavioral problems (<i>β</i> = .44, <i>p</i> < .001), whereas sensory sensitivity showed the strongest associations with social (<i>β</i> = .39, <i>p</i> < .001) and emotional (<i>β</i> = .36, <i>p</i> < .001) problems. Registration was also significantly associated with social problems (<i>β</i> = .25, <i>p</i> < .001), while seeking showed significant inverse associations across all PBCL domains (<i>p</i> < .05). The results suggest that sensitivity, avoidance, and registration patterns may be associated with higher levels of BES difficulties, whereas seeking may be inversely associated with BES difficulties. The findings highlight the potential value of considering SPPs when assessing BES functioning in TD preschoolers.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2026-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149036229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Oral reading fluency assessment assisted by AI: associations with executive functions and intelligence in schoolchildren.","authors":"Rosana Vieira de Souza, Maiara da Silva Martins, Thaís Cecília Fiamoncini, Natália Camila Smidt, Victoria Matsuda Borella, Bernardo Bevilaqua Baldi, Miguel Gomes Garcia, Alexandre Vontobel Padoin, Thiago Wendt Viola","doi":"10.1080/21622965.2026.2729069","DOIUrl":"https://doi.org/10.1080/21622965.2026.2729069","url":null,"abstract":"<p><strong>Objective: </strong>Oral reading fluency is central to reading proficiency, yet its relationships with distinct cognitive domains remain unclear. This study investigated the associations between oral reading fluency, executive functions, and intelligence in schoolchildren.</p><p><strong>Methods: </strong>Students from the 2nd to the 5th grades (n = 106) were assessed through a standardized neuropsychological protocol. Reading fluency was measured using an artificial intelligence-based automated speech recognition system. Executive functions were assessed with phonemic verbal fluency (FAS), Go/No-Go, the Trail Making Test, and visuospatial working memory (Odd One Out). Intelligence was estimated through the Vocabulary and Matrix Reasoning subtests of the WASI.</p><p><strong>Results: </strong>Oral reading correlated with spontaneous flexibility (FAS; ρ = 0.317), inhibitory control errors (ρ = -0.396), reactive flexibility (TMT-B; ρ = -0.356), and working memory (ρ = 0.347; all p < .001). In an integrated regression adjusted for age and sex, inhibitory control (β = 0.327, p = .004) and working memory (β = 0.289, p = .005) were independent predictors, explaining 37.0% of the variance in words correct per minute. No associations emerged with intelligence.</p><p><strong>Conclusions: </strong>Oral reading fluency depends not only on linguistic automaticity but also on executive mechanisms, particularly inhibitory control and working memory, involved in monitoring and regulating reading.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148904799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trichotillomania in bipolar spectrum adolescents is associated with an affective dysregulation phenotype: a multidimensional and cluster-analytic study.","authors":"Fevzi Tuna Ocakoğlu, Yiğit Özaydın, Binay Kayan Ocakoğlu, Birsen Şentürk Pilan, Eyüp Sabri Ercan, Tezan Bildik","doi":"10.1080/21622965.2026.2724552","DOIUrl":"https://doi.org/10.1080/21622965.2026.2724552","url":null,"abstract":"<p><p>Trichotillomania (TTM) is a body-focused repetitive behavior that may function as an affect regulation strategy. In bipolar-spectrum youth, persistent emotion regulation difficulties may be particularly relevant for early recognition and intervention. In a cross-sectional design, euthymic adolescents with bipolar disorder and a documented lifetime history of TTM (BD+TTM) were compared with euthymic adolescents with bipolar disorder and no lifetime TTM (BD-only) and age- and sex-matched healthy controls (40 participants per group). None of the BD+TTM participants had active hair-pulling at assessment; lifetime TTM severity was scored on the National Institute of Mental Health Trichotillomania Symptom Severity Scale (NIMH-TSS) retrospectively, anchored to the period of greatest historical severity, on the basis of structured caregiver-and-youth interviews and chart review. Participants completed clinician-rated measures of manic symptoms and self-reported measures of depressive symptoms, impulsivity, and emotion regulation difficulties. Group differences were examined with effect-size estimates, and data-driven K-means clustering was used to identify symptom profiles within the full sample. Within the BD+TTM group, correlational and regression analyses tested independent correlates of retrospectively scored lifetime TTM severity. Emotion regulation difficulties showed a graded increase from healthy controls to BD-only to BD+TTM. Retrospectively scored lifetime TTM severity was strongly associated with emotion regulation difficulties and, in multivariable models adjusted for medication load, emotion regulation difficulties were the only independent correlate. Clustering identified an affective-dysregulation profile in which lifetime TTM severity was highest. In bipolar-spectrum youth, a documented lifetime history of TTM appears to mark a clinically meaningful affective-dysregulation phenotype. Because TTM was documented historically rather than assessed during active symptoms, findings are correlational and hypothesis-generating; early dimensional assessment of emotion regulation difficulties may nonetheless help guide mechanism-focused interventions.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148904761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design and preliminary validation of a comprehensive Azerbaijani-Turkish language development test (ATLDT) for children aged 3-7 years: A methodological study.","authors":"Helia Abbasi, Hourieh Ahadi, Fatemeh Fekar Gharamaleki, Zeinab Fathipour-Azar","doi":"10.1080/21622965.2026.2724382","DOIUrl":"https://doi.org/10.1080/21622965.2026.2724382","url":null,"abstract":"<p><p>Currently, no comprehensive language development test exists for Azerbaijani-Turkish, a widely spoken Turkic language in Iran. This study describes the development and initial content and face validation of the first Azerbaijani-Turkish Language Development Test (ATLDT) designed for children aged 3 to 7 years. The ATLDT is introduced as a preliminary instrument that requires further psychometric evaluation before any clinical application. A methodological design was employed, combining expert consultation and pilot testing. Qualitative data from expert feedback and examiner observations were used to refine items and support quantitative findings. The study was carried out in five phases: literature review, design of nine subtests, generation of an initial item pool, content validity assessment by ten experts using the Content Validity Ratio (CVR, with a minimum acceptable value of 0.62), and face validity evaluation through a pilot study with twenty children. The nine subtests assessed auditory discrimination, syntactic comprehension, derivational morphology, grammatical judgment, grammatical correc tion, verb conjugation, sentence repetition, nonword repetition, and word definition. From an initial pool of 145 items, those with CVR values below 0.62 were removed, and ten items were revised after piloting. The final test consisted of 105 items, with mean CVR values across subtests ranging from 0.80 to 1.00. Although the ATLDT demonstrated adequate content and face validity in this small sample, it remains an experimental prototype. Reliability, construct validity, discriminative validity, and normative data have not yet been established, and further research is essential before clinical use.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148900095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}