Bibliographic record
Abstract
1. Sarah E. Shea, MD, FRCPC* 1. *Editorial board member; Dalhousie University, Halifax, Nova Scotia. * Abbreviations: AAIDD: : American Association on Intellectual and Developmental Disabilities ADHD: : attention-deficit/hyperactivity disorder CT: : computed tomography DSM: : Diagnostic and Statistical Manual of Mental Disorders FAPE: : free appropriate public education FAS: : fetal alcohol syndrome ID: : intellectual disability IQ: : intelligence quotient MR: : mental retardation The approach to genetic testing in the evaluation of intellectual disability is changing with the introduction of newer techniques, such as microarray testing. After reading this article, readers should be able to: 1. Understand the terminology and definitions relevant to individuals who are intellectually disabled. 2. Be aware of the epidemiology, clinical presentations, and causes of intellectual disability (ID). 3. Know how to carry out an evaluation for the cause of a child's ID, realizing that in many cases a cause cannot be identified, and know how to assess the child's strengths and weaknesses. 4. Be aware of the latest trends in genetic testing in identifying the causes of ID. 5. Know the conditions that commonly coexist with ID and know proper medical follow-up. 6. Understand what is involved in the education of children and adolescents with ID, as well as reasonable expectations. 7. Be aware of ways to help an intellectually disabled youth transition to adulthood. Intellectual disability is a general term for what has previously been described as mental retardation. ID is a lifelong condition characterized by significant impairment of cognitive and adaptive development owing to abnormalities of brain structure or function. ID is not a single entity, but rather a general symptom of neurologic dysfunction. At this time, the terminology used with respect to intellectual disability (ID) (mental retardation [MR]) is shifting. The term mental retardation is still in use in many settings, including by some clinicians, and is found in legal and public policies that determine eligibility for support; however, the use of the term intellectual disability as a direct substitute for mental retardation is increasing. The American Association on Mental Retardation has been renamed …
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
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".