Attention-deficit hyperactivity disorder as a moderator of the efficacy of family-based problem solving after pediatric traumatic brain injury.
Bibliographic record
Abstract
OBJECTIVE: Examine the moderating effect of preinjury attention-deficit hyperactivity disorder (ADHD) and secondary ADHD on response to a family-based problem solving (FBPS) intervention following pediatric traumatic brain injury. METHOD: Analyses included 233 participants (114 FBPS and 119 internet resource comparison group), aged 11-18 who had been hospitalized for a moderate-severe traumatic brain injury within the previous 18 months. Parents completed measures of child functioning and their own functioning at time of enrollment, 6-, 12-, and 18-month follow-ups. Linear mixed models examined the moderating effect of ADHD status on the effect of treatment over time. RESULTS: < .0001. Among those who received FBPS, those without ADHD demonstrated the expected improvement in functional outcomes over time. The secondary ADHD group had a delayed improvement in outcomes, not present until the 18-month follow-up. The preinjury attention-deficit hyperactivity disorder group showed no change in outcomes over time. CONCLUSIONS/IMPLICATIONS: ADHD status had a significant effect on adolescent and parent outcomes and moderated the effect of FBPS on functional outcomes. Findings highlight the importance of identifying children with preinjury ADHD as well as new onset ADHD symptoms after injury to guide intervention delivery. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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".