Bibliographic record
Abstract
Self-help books and books about every disorder or problem in the Diagnostic and Statistical Manual are now a mainline category on the bookshelves of Canada’s bookstores, are found in hospital libraries for families and are used by clinicians in various forms of public and private practice. Some of us probably have our favorites in various categories, and others we may wish to be aware of because our patient’s families may be using them. These six books are intended for children, or for their parents to review with them, and cover problem areas generally noted in the titles (David’s Secret is nocturnal enuresis). Books for children should be expected to accomplish some specific goals: written at an appropriate literacy level, convey relevant information and have inherent interest. Literacy levels vary greatly among children of the same age, between children at six versus those at 12 and, given the problems written about, have additional variation related to the severity of the problem and the presence or absence of various cognitive difficulties. We have used some of these books in our day treatment service and have the others available, when appropriate. In order to maintain interest, all books are written from the perspective of the child, which tends to provide a description of one version of the problem which, as we know, can be multi-faceted. The authors attempt to broaden this in various ways with the books, some more successfully than others. This needs to be kept in mind for any clinician and parent in using one of these books. “Why I Can’t Pay Attention?” was written by a pediatrician at the Hospital for Sick Children in Toronto with support credits to Dr. Paul Steinhauer, Dr. Mary Seeman and Dr. Stanley Freeman. Dr. Shawn could never find quite the right book for the children he saw and solved the problem by writing his own. This is a very readable book even for children by grade 3 and easily understood by those who are younger. It has a number of virtues: at 22 pages, it is brief, there is a multi-cultural element apparent in names and illustrations, it gives the full range of presentations of attentional disorders and co-morbidities, and it presents a multi-modal treatment outline. All this is still kept in the simple language and context of a family such that both children and parents benefit from it. Special mention needs to be made about the numerous excellent colour illustrations that allowed the words on a page to come to life in ways easily identifiable by children. The story line is written from the point of view of the child and started with early child development and the typical problems in school, then shifted to diagnosis and management. The use of a summer camp allowed the author to present the full variety of children and give strong messages about strengths, acceptance and the importance of the universally satisfying discovery that the person can be understood and is not alone. The ten main points for parents were well summarized at the back of the book. As a public service document the price is right and our staff has used it with children and families with good success.
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 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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".