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 ...
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.001 |
| 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 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".