Early Intervention of Kindergarten Children at Risk for Developmental Disabilities: A Greek Paradigm
Bibliographic record
Abstract
Internationally most of the children at risk for developmental disabilities (intellectual disabilities, learning disabilities and language impairments) are detected within preschool settings. In Greece there are no early intervention services mandated nationwide. In practice, not detailed guidance and support is given to preschool teachers regarding the assessment and intervention of children at risk. This study provides research evidence from the implementation of an early intervention program in inclusive kindergartens, which is part of the practical training of students from the Faculty of Preschool Education Sciences, Department of Psychology and Special Education, Aristotle University of Thessaloniki, Greece. Response to intervention, as applied to kindergartens, was used to detect children not responding to core kindergarten curriculum. An inclusive early intervention educational program was implemented based on children’s profiles of strengths and weaknesses. At risk children participated in large group classroom activities with all children. For these children a specialized inclusive program with emphasis on school readiness was implemented. For children with developmental disabilities, an intensive individualized program was implemented, which put emphasis on the improvement of their cognitive abilities and socialization.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 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".