Psychological characteristics of internationally adopted post-institutionalized children with Fetal Alcohol Spectrum Disorders
Bibliographic record
Abstract
Gindis, B. (2014). Psychological characteristics of internationally adopted post-institutionalized children with Fetal Alcohol Spectrum Disorders. The International Journal Of Alcohol And Drug Research, 3(1), 35-42. doi:10.7895/ijadr.v3i1.133Aims: Fetal Alcohol Syndrome Disorder (FASD) is widely observed in internationally adopted (IA) post-institutionalized children. The specificity of FASD in IA children has significant practical implications and necessitates a modified methodology for identification and remediation.Design methods, and participants: Clinical case study with statistical analysis (simple frequency recorded in an Excel spreadsheet); quantitative and qualitative data was obtained through individual medical, neuropsychological, and educational assessments of 63 children, ages five to sixteen, adopted from Eastern Europe to the United States.Findings: FASD in international adoptees presents amplified characteristics typical for this condition, with the following specificities revealed in our research: rapid first-language loss and a particular pattern of English language learning; profound complex childhood trauma related to extreme deprivation and institutional upbringing; “mixed maturity” evident in impaired executive functions; low predictive accuracy during a pre-adoption screening for FASD conditions; general cognitive ability (IQ) being in the Low Average to Borderline range, with processing speed, attention, and working memory as the weakest cognitive skills; and academic achievements being higher than could be predicted based on cognitive abilities.Conclusions: FASD must be recognized as an educational handicap in our school system in order to change the outcomes for afflicted children. Educational remediation and cognitive-behavioral therapeutic intervention are the most effective remedial methods for IA children with FASD. Practical recommendations for adoptive parents include early identification and specialized remediation of “secondary” disabilities through concerted efforts of the school and family.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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 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".