Using Art as Therapy with a Child with Attention Deficit/Hyperactivity Disorder - Comorbid Intellectual Disability: A Case Study
Bibliographic record
Abstract
Objective: The aim of the present study is to highlight the significance of Art as therapy for the reduction of symptoms of Attention Deficit Hyper Activity Disorder.Place of Study: Karachi, Pakistan.Research Design: Case study.Sample and Method: This paper is based on a case of a 6 year and 5 months old girl with Attention Deficit Hyper Activity Disorder predominantly hyperactive-Impulsive type and Mild Intellectual disability diagnosed by Trained and qualified clinical psychologist At Institute of Clinical Psychology, University of Karachi. She was regular student of Special school, Karachi Pakistan. She was given 25 sessions of behavioral approach to art therapy. ADHD-T was administered (pre-post intervention) for measuring the intensity of symptoms Attention Deficit Hyper Activity Disorder and improvement in the developmental and artistic level of the child.Conclusions: The results revealed the effectiveness of art therapy in reduction of the symptoms of Attention Deficit/hyperactivity Disorder. The improvement is vivid in the graphic presentation of the art work. Limitations and implications were also discussed.Results: Results showed decrease in the intensity of the symptoms of Attention.
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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 | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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".