Perceptions of risk among children with and without attention deficit/hyperactivity disorder
Bibliographic record
Abstract
Traditionally, health professionals have positioned injury prevention strategies from their own perspective with little acknowledgement or understanding of the perspective of those who experience risk taking: specific populations of children with differing approaches to risk perception and problem-solving. The present study addresses this oversight by engaging children with and without attention deficit/hyperactivity disorder (ADHD) to explore the meaning of risk from their perspective. Although both groups of children reported similar processes of assessing risk, unique to children with ADHD was the overestimation of their physical abilities, intentional risk taking and anticipation of positive or no consequences of their risk taking. These findings also advance our knowledge of potentially appropriate strategies to effect change in risk taking that could influence risk of injury. Specifically, findings suggest that prevention efforts that incorporate both cognitive and social interventions are the most promising approaches. Integrating this understanding of children's perception of risk builds our knowledge about the contribution of risk perception to injury events and may help to inform future injury prevention initiatives with children with ADHD.
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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) | 0.000 | 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".