Differences in Levels of Functional Impairment and Rates of Serious Emotional Disturbance Between Youth With Internalizing and Externalizing Disorders When Using the CAFAS or GAF to Assess Functional Impairment
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
This investigation examined how two commonly employed measures of functional impairment (the Child and Adolescent Functional Assessment Scale [CAFAS] and the Global Assessment of Functioning [GAF] scale) perform with respect to assessing levels of functional impairment and, hence, identifying rates of serious emotional disturbance (SED) across youth diagnosed with internalizing or externalizing disorders. GAF scores indicated comparable levels of functional impairment between groups. CAFAS scores suggested significantly higher levels of functional impairment for youth diagnosed with externalizing disorders. The CAFAS also identified significantly higher rates of SED among youth with externalizing than those with internalizing disorders, whereas the GAF identified comparable rates of SED between groups. These findings suggest caution when relying on a single measure to assess functional impairment and to identify SED, particularly when these measures are used in decisions concerning service allocation. Implications of these findings are addressed, including the need for further research to identify the optimal assessment strategy to assess functional impairment and identify SED among youth diagnosed with internalizing or externalizing disorders.
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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 | 0.000 | 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 | 0.000 |
| 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 it