Clinical Issues: Family Centered Positive Behavior Support for a Child With Autism and Severe Food Refusal Behavior
Bibliographic record
Abstract
No AccessPerspectives on Language Learning and EducationClinical Issues1 Mar 2005Clinical Issues: Family Centered Positive Behavior Support for a Child With Autism and Severe Food Refusal Behavior Lauren Binnendyk and Joseph Lucyshyn Lauren Binnendyk Department of Educational and Counseling Psychology and Special Education, University of British ColumbiaVancouver, British ColumbiaCanada Google Scholar More articles by this author and Joseph Lucyshyn Department of Educational and Counseling Psychology and Special Education, University of British ColumbiaVancouver, British ColumbiaCanada Google Scholar More articles by this author https://doi.org/10.1044/lle12.1.10 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Horner, R. H., & Albin, R. W. (1988). Research on general-case procedures for learners with severe disabilities.Education and Treatment of Children, 11, 375–388. Google Scholar Kedesdy, J. H., & Budd, K. S. (1998). Childhood feeding disorders: Biobehavioral assessment and intervention. Baltimore: Paul H. Brookes. Google Scholar Lucyshyn, J. M., Kayser, A. T., Irvin, L. K., & Blumberg, E. R. (2002). Functional assessment and positive behavior support at home with families: Designing effective and con-textually-appropriate behavior support plans.In J. M. Lucyshyn, G. Dunlap, & R. W. Albin, (Eds.), Families and positive behavioral support: Addressing problem behavior in family contexts (pp. 97–132). Baltimore: Paul H. Brookes. Google Scholar O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook. Pacific Grove, CA: Brooks/Cole. Google Scholar Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization.Journal of Applied Behavior Analysis, 10, 349–367. CrossrefGoogle Scholar Additional Resources FiguresReferencesRelatedDetails Volume 12Issue 1March 2005Pages: 10-13 Get Permissions Add to your Mendeley library History Published in issue: Mar 1, 2005 Metrics Downloaded 32 times Topicsasha-topicsleader-topicsasha-article-typesasha-sigsCopyright & Permissions© 2005 American Speech-Language-Hearing AssociationPDF DownloadLoading ...
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.014 | 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 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".