School-based Multi-component Intervention. Symptoms of Iranian ADHD Children
Bibliographic record
Abstract
The present study evaluated the effectiveness of school-based multi-component intervention that implemented for ADHD school-aged children specially. Participants were 64 school-aged ADHD children that randomly assigned in two study groups including one experimental and one control group. Teachers of these children were invited to participate in the teacher training. Teachers took part in 8 sessions teacher training that involved contingency management, cognitive behavioral strategies and class management instructions for managing of ADHD children. Members of the control group didn’t receive any program. Dependent measures included parent and teacher`s ratings of inattention, hyperactivity/impulsivity and ADHD symptoms. Information for the study achieved in three pre-test, post-test and follow-up levels. Parents and teachers in experimental group reported significantly less inattention, hyperactivity/impulsivity symptoms in children at home and school respectively rather than before conducting the program. Findings of the study showed similar effect of school-based multi-component intervention on all symptoms of inattention, hyperactivity/impulsivity across home and school. Results of the present study provided some supports for effectiveness of school-based multi-component program on symptoms of ADHD in school-aged children in Iran.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".