Bibliographic record
Abstract
Drs Andrews and Mahoney have created an affordable, practical resource, which is essential reading for consulting paediatricians and child psychiatrists in academic or hospital centres who perform developmental assessments. It will also be a welcome resource for primary care clinicians (including community office-based paediatricians, family physicians and nurse practitioners) who provide comprehensive care to families with school-aged children. The authors are expert developmental paediatricians from across Canada who are completely familiar with the Canadian medical system and can point the reader to the best options for providing advice to parents who have children with school issues. The Children with School Problems manual is very easy to read, with chapters organized in a logical fashion that are divided into five main sections (Foundations, Diagnostics, Management, Trajectories, Resources). There is a wealth of information including a glossary of medical terms and conditions. A full section of tables of risk factors and clinical signs includes details regarding physical examination findings. Updated information regarding medical drug treatment for conditions that can impact school performance such as ADHD is included. A detailed list of Canadian norms and options for complementary and alternative therapies will be very useful for families who request this information. A detailed collection of clinical tools required for clinical assessments is included in this excellent resource. The index is comprehensive and provides a quick way to find details that a clinician requires during a busy day in the office. The editors and authors of this revised second edition manual have updated the content providing excellent information about child developmental trajectories and risk factors that can interfere with school performance. Detailed information about the impact of social determinants of health, alcohol, nicotine, other substances and poor nutrition are provided. Detailed description of school staff and procedures will ensure that the final assessment and evidence-based recommendations will be appropriate for the Canadian school system. The clinical case studies are very helpful in illustrating how to suggest recommendations for the school administrative team and teachers to follow. A Resource Worksheet is provided for physicians who work with students with learning problems to enable collection of essential information in a practical summary format. The Editors and Authors have updated the original 1998 version of the manual and added new research evidence about treatment options. On a personal note, the first edition of this manual assisted me when my own child experienced serious school problems, so I can personally endorse this excellent resource manual as a parent and as a family physician with an interest in healthy child development.
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 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 | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.176 | 0.115 |
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".