Parents’ Experiences with an Individualized Intervention Designed to Strengthen the Family–School Partnership: The Parents in Partnership with Educators (PIPE) Program
Bibliographic record
Abstract
Mental health challenges are common among children, and can interfere with learning and adjustment to school. Although early intervention is crucial and the family–school partnership plays an integral role in the development and implementation of individual education plans (IEPs), there are few supports to assist families in navigating this partnership. This study describes the experiences of parents who participated in the Parents in Partnership with Educators (PIPE) program, an individualized intervention for families who are struggling to communicate and problemsolve with schools around the mental health needs of their children. File review and semi-structured interviews were conducted for ten families. Results indicated that the program gave parents unconditional support and guidance, as well as new skills to help them communicate their perspective in a meaningful way. Parents reported feeling empowered, informed, and prepared to advocate for their children.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".