Bibliographic record
Abstract
A diagnosis of either attention deficit/hyperactivity disorder (ADHD) or of autistic spectrum disorder (ASD) identifies an individual as unable to attend expectedly and appropriately, particularly in school settings. Until the COVID-19 pandemic, what defined the expected and the appropriate was considerate, close physical contact among people. In understanding that aerosol droplets from vocalization cause the transmission of the COVID-19 virus, what is acceptable contact has now shifted to distancing oneself from people and communicating in a way that eliminates vocal spray. The norms for socialization diametrically changed as a consequence of the pandemic. Yet, there has been no concurrent reassessment of the meaning of “disorder” related to ADHD and ASD within the school setting. A diagnosis of ADHD and/or ASD often brings with it an expectation for special education. Therefore, it is important that changes in social norms be recognized as they define the meaning of “disorder”. Investigated here is in what way each diagnosis demonstrates disorder in response to the imposed COVID-19 restrictions and how this can be anticipated to affect the schooling of those with ADHD and ASD during the pandemic.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| 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".