Life quality outcomes in children and young people with neurological and developmental conditions : concepts, evidence and practice
Bibliographic record
Abstract
Chapter 1: Setting the Stage: Introduction and general overview. Gabriel Ronen and Peter Rosenbaum, McMaster University Section A: Concepts and perspectives of outcomes (i) Contemporary Concepts in Health, Disability and Life Quality Chapter 2: Concepts and perspectives on health and outcomes . Gabriel Ronen and Peter Rosenbaum, McMaster University Chapter 3: Quality of life and health-related quality of life .Rebecca Renwick, University of Toronto Chapter 4: Health status and the usefulness of the ICF framework: clinical and program perspectivesOlaf Kraus de Camargo & Nora Fayed, McMaster University Chapter 5: The role of participation in the lives of children and youth with neurodevelopmental conditions.Dana Anaby McGill University & Mary Law, McMaster University (ii) Life Issues in Children and Young People with neurodevelopmental conditions. Chapter 6: A developmental perspective on childhood neurological conditions. Peter Rosenbaum and Gabriel Ronen, McMaster University Chapter 7: Psychological impact of living with a neurodevelopmental condition. David Dunn & Michelle Thorne Indiana University Chapter 8: The characteristics of peer relations among children with neurological and developmental conditions. Tracy Vaillancourt,Jennifer Hepditch, Irene Vitoroulis, Amanda Krygsman, Christine Blain-Arcaro, University of Ottawa & Patricia McDougall, St. Thomas More College, University of Saskatchewan Chapter 9: Romantic relationships and sexual experiences. Diana Wiegerink & Marij Roebroeck Erasmus University Rotterdam (iii) Contextual Factors in the Lives of Children and Young People with neurodevelopmental conditions. Chapter 10: Contextual facilitators: Resilience, Coping and Sense of Coherence. Kim Schonert-Reichl University of British Columbia & Veronica Smith University of Alberta Chapter 11: The family does matter! Lucyna Lach, McGill University Chapter 12: Stigma: A pervasive contextual barrier. Ann Jacoby, University of Liverpool & Joan Austin Indiana University Chapter 13: Advancing the rights of children with neurodevelopmental conditions. Sheila Jennings York University, Toronto Section B: Quality of life outcomes: Methods and measurements Chapter 14: Measurement concepts, standards and perspectives of patient-reported outcomes. Aileen Davis, University of Toronto Chapter 15: Practical considerations in choosing Health, Quality of life and health-related quality of life Scales for Children. Nora Fayed, McMaster University Chapter 16: Complexity in the lives of children and young people with neurological and developmental conditions: The role of qualitative research. Debra Stewart McMaster University Chapter 17: Understanding self and proxy ratings. Gabriel Ronen & Davis Streiner, McMaster University Chapter 18: Ethics of patient reported outcome measures. David Streiner, McMaster University Section C: Opportunities to improve quality life outcomes (i) Education and Disability Chapter 19: Knowledge translation: Accessing and using the best evidence to improve child and family outcome. Iona Novak University of Notre Dame Sydney, Australia, Dianne Russell McMaster University, and Marjolijn Ketelaar University Medical Center Utrecht and Rehabilitation Center De Hoogstraat Utrecht, the Netherlands Chapter 20: Interprofessional Education and Collaboration: Key Approaches for Improving Care. Scott Reeves University of California, San Francisco Chapter 21: A specialized learning environment can enhance the outcomes of children with cognitive impairment. Elizabeth Kerr Hospital for Sick Children Toronto & Miriam Riches OISE-University of Toronto (ii) Growing into Adulthood with a Childhood Neurodevelopmental Condition. Chapter 22: Transition to adulthood: enhancing health and quality of life. Jan Willem Gorter McMaster University, and Marij Roebroeck Erasmus University Chapter 23: Why we need adult specialists for people with childhood onset neurodevelopmental conditions. Bernard Dan, Free University of Brussels Chapter 24: Longitudinal approaches to populations with childhood onset neurodevelopmental conditions: Australian experience with Rett syndrome. Jenny Downs &Helen Leonard, University of Western Australia (iii) Youth, Disability and Society. Chapter 25: Policies, Programs and Practices: The tensions about life quality outcomes. Gina Glidden, McGill University & Rachel Birnbaum University of Western Ontario Chapter 26: What is the emerging role of parent and community organizations in health promotion? Primarily a UK experience. Chris Morris & Val Shilling, Medical School Exeter UK Section D: Conclusions and future developments Chapter 27: The ICF and Life Quality Outcomes. Peter Rosenbaum and Gabriel Ronen, McMaster University
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".