From emotional mutual to self-regulation in attention deficit/ hyperactivity disorder: A pilot study on a sample of preschool-age children and their parents
Bibliographic record
Abstract
The present study aimed to verify the relationship between parent-child interaction characteristics and the ability of children with attention deficit/hyperactivity disorder (ADHD) to self-regulate their emotions. The sample included 60 participants: 20 mothers, 20 fathers, and 20 preschool-age males with a diagnosis of ADHD. Parents completed the 20-Item Toronto Alexithymia Scale. The Child Emotional Abilities Task was administered to the child and Autobiographical Emotional Events Dialogues were administered to mother-child and father-child dyads. Several characteristics of parent-child interactions, such as maternal ability to accept an active role of the child during the task, correlated with the child’s ability to identify and describe his own feelings. Parental abilities to involve the child in a reciprocal narrative and avoid boundary dissolution also correlated with the individual capability of the child in imaginative processes. In conclusion, parental emotional abilities were related to the ways in which parents interacted with their children with ADHD during an emotional task. The characteristics of these interactions were related to child emotional self-regulation abilities
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| 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".