Preschool inattention and impulsivity-hyperactivity: Development of a clinic-based assessment protocol
Bibliographic record
Abstract
Objective: To determine whether preschoolers classified as ADHD exhibited significantly more inattention and/or impulsivity-hyperactivity in the clinic than their typically-developing peers, using a developmentally appropriate clinical assessment protocol similar to protocols used with school-age children. Method: Fifty preschoolers participated; 25 preschoolers were classified with ADHD and matched with 25 typically-developing preschoolers. Direct clinic-based observations of behavior were analyzed and subsumed under two dimensions: inattention and impulsivity-hyperactivity. Results: In regard to inattention, compared to their typically-developing controls, the preschoolers classified with ADHD were significantly more often off-task in both low and high structure settings, and their episodes of play were significantly shorter in duration, though they did not shift activities more frequently. With regard to impulsivity-hyperactivity, preschoolers classified with ADHD were significantly more active and more talkative than their typicallydeveloping peers. Conclusions: Developmentally appropriate assessment protocols do provide convergent, clinically valuable information that may assist in the early assessment of ADHD and facilitate continuity of monitoring/assessment of ADHD symptoms into the school-age years.
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How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 teacher head, 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".