10.51847/l9BaqNS
Bibliographic record
Abstract
Introduction & Objective: Parental management training is a necessary part of mental health interventions for attentiondeficit / hyperactivity disorder.But the results from past studies provide controversial information on the impact of parent behavior management training programs on reducing the atypical behaviors of children with attention deficit and hyperactivity disorder (ADHD), so this study aimed to determine the effect of parent education curriculum on the parentchild relationship, parents of children with ADHD.Method: This study was an experimental study in which two intervention and control groups were compared.In this research, two questionnaires were used: the first questionnaire was related to demographic information and the second questionnaire was related to Parker, Tupling, and Brown.In the end, all statistical analyses were done with the statistical package of social science software version 21.Results: The results of this study showed that parenting education program has a positive effect on parent/child relationship, parents of children with attention-deficit / hyperactivity disorder and is significant on P ≤ 0.05.The affected child is promoted by the intervention.Conclusion: Parent management education is of paramount importance for children with ADHD and can have a positive effect on the parent-child relationship and increase the quality of life in families of these children.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.003 | 0.001 |
| Insufficient payload (model declined to judge) | 0.974 | 0.965 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".