Conduct problems in young, school-going children in Ireland: Prevalence and teacher response
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
Conduct problems in school settings can pose significant challenges for both children and teachers. This study examined the teacher-reported prevalence of conduct problems in a sample of young children ( N = 445) in the first two years of formal education. A secondary aim was to assess teachers’ perceptions of child behaviour and their classroom management strategies. The study was undertaken in 11 schools located in south west Ireland. Overall, children displayed positive socio-emotional and behavioural adjustment, although more than one-quarter had difficulties outside the ‘normal’ range. Class size and gender were shown to play a role in the level of difficulties experienced. Teachers reported significant challenges in managing classroom behavioural problems. This study provides some useful insights into the socio-emotional and behavioural needs of school-entry age children. The findings also have important policy and practice implications for school psychologists and other key school personnel and highlight, in particular, the need to develop and implement early intervention and prevention strategies in schools.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.001 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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