Clinical Issues: Social Skills Groups for Adolescents With Asperger Syndrome
Bibliographic record
Abstract
No AccessPerspectives on Language Learning and EducationClinical Issues1 Oct 2003Clinical Issues: Social Skills Groups for Adolescents With Asperger Syndrome Jack Strulovitch and Vicki Tagalakis Jack Strulovitch Department of Psychiatry, Montreal Children’s HospitalWestmont, Quebec; Canada Google Scholar More articles by this author and Vicki Tagalakis Department of Psychiatry, Montreal Children’s HospitalWestmont, Quebec; Canada Google Scholar More articles by this author https://doi.org/10.1044/lle10.3.20 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References AmanM. G., & Singh, N. N. (1986). The Aberrant Behavior Checklist. New York: Slosson Educational Publications. Google Scholar Aman, M. G., Tass, M. J., Hammer, D., & Rojahn, J. (1996). A child behavior rating form for children with developmental disabilities.Research in Developmental Disabilities, 17, 41–57. Google Scholar Constantino, J. N., Przybeck, T., Friesen, D., & Todd, R. D. (2000). Reciprocal social behavior in children with and without pervasive developmental disorders.Developmental & Behavioral Pediatrics, 21, 2–11. Google Scholar Goldstein, A. P., & McGinnis, E. (2000). Skillstreaming the adolescent: New strategies and perspectives for teaching prosocial skills. Champaign, IL: Research Press. Google Scholar National Film Board of Canada (Producer) & Sweeney, G. (Director). (1999). A mind of your own [Motion picture]. Canada: National Film Board of Canada. Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited ByPerspectives on Language Learning and Education10:3 (9-15)1 Oct 2003Clinical Issues: Asperger Syndrome: The Role of Speech-Language Pathologists in SchoolsRhea Paul and Dean Sutherland Volume 10Issue 3October 2003Pages: 20-22 Get Permissions Add to your Mendeley library History Published in issue: Oct 1, 2003 Metrics Downloaded 23 times Topicsasha-topicsleader-topicsasha-article-typesasha-sigsCopyright & Permissions© 2003 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 | 0.002 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.004 | 0.003 |
| Insufficient payload (model declined to judge) | 0.038 | 0.005 |
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".