RESEARCH ON SOCIAL WORK PRACTICE Corcoran / PRESCHOOL BEHAVIOR PROBLEMS Family Treatment of Preschool Behavior Problems
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Objective: Behavioral problems in youth pose a serious mental health and social issue with early-onset problems associated with particular risk for continuation across the lifespan. Given these risks, social workers in clinical practice must be knowledgeable about empirically vali-dated treatments in this area. Method: A literature review was conducted on all family-based interventions with preschool behavior problems to determine the efficacy of various approaches. Using these search criteria, only behaviorally oriented parent-training interventions were located. Results: Both group and individual parent-training approaches have been found effec-tive over control conditions. When considering cognitive-behavioral adjunctive packages to parent training, more advantages are posed for child rather than parent supplements. Conclu-sions: Not only should social workers be using empirically validated approaches but they can also be involved in evaluating other family-based interventions with preschool behavior problems. Antisocial and aggressive behaviors are the most commonly referred mental health problem in children and adolescents, accounting for between one third and one half of clinic referrals (Kazdin, 1987). Despite these prevalence rates, Peters (1991) reports a large-scale Canadian epidemiological study that indicates that only about 20 % of children with conduct problems had obtained services in the past 6 months. These high rates of behavioral problems create serious consequences at both the individual and societal levels. Conduct-disordered children, their families, and other individuals who are negatively impacted by their antiso-cial behaviors suffer pain and distress. The prolonged exposure with the school, mental health, and criminal justice systems also results in tremendous societal costs (Kazdin, 1987, 1997). Early-onset behavioral problems are associated with particular risk. Home aggressive and noncompliant behaviors at 3 years of age, for example,
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.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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 it