Effects of Exercise Frequency on Stereotypic Behaviors of Children with Developmental Disabilities
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Two exercise treatments were implemented, differentiated by frequency. The single frequency exercise treatment consisted of one daily ten minute walk/jog session, while the multiple frequency treatment involved three ten minute walk/jog sessions per day. Stereotypic behaviors were observed prior to the exercise sessions, as well as immediately following exercise. Subjects demonstrate a mean reduction of 51.6% in the single frequency condition. These data confirm the results of past research following a single bout of exercise. However, these positive results are usually short-lived. Thus, the mean reduction of 58.9% following the multiple frequency condition can be viewed as more effective than the single frequency condition because the reduction was maintained throughout different periods of the day. Use of a multiple frequency exercise treatment informally revealed an interaction between exercise and environment with regard to stereotypic behaviors. Observation in the classroom suggested that as the structure of the classroom increased, stereotypic behaviors decreased. Thus, exercise combined with a structured classroom is likely to yield an optimal decrease in stereotypic behaviors.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it