Reactive Attachment Disorder and attachment theory from infancy to adolescence: review, integration, and expansion
Bibliographic record
Abstract
In reviewing the preceding articles, I emphasize the predominance of relational theories in the study of development as a way of demonstrating the evolutionary and relational extremity of reactive attachment disorder (RAD). The lack (or distortion?) of mutuality, RAD's defining feature, has implications for all aspects of development, not least of which is self-regulation. I review each article in this special issue, emphasizing important features, integrating across studies, expanding their links to attachment theory, and recommending future directions. Finally, I conduct two meta-analyses of the samples in this special issue, one meta-analysis addressing convergent validity of RAD assessment instrumentation developed by authors represented here and the other addressing the links between RAD and internalizing and externalizing behaviors. This special issue exploits the disaggregation of reactive attachment and disinhibited social engagement disorders to move the field forward in remarkable ways, both methodologically and substantively.
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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 | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.008 | 0.010 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 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".