EVALUATING SCHOOL-BASED INTERVENTIONS AND PROGRAMS IN TREATING CHILDREN MENTAL HEALTH DISORDERS
Bibliographic record
Abstract
Background: The implementation of mental health services such as school-based interventions and programs have been well established within schools. However, it is uncertain how effective school-based interventions and programs are in treating children who are diagnosed with a mental health disorder specifically for children who are younger than 11 years old as it has not been explored. Objective: This proposed quasi-experimental study aims to determine the effectiveness of school-based mental health intervention programs in supporting and treating children (ages 6 to 11) who are diagnosed with a mental health disorder by evaluating their symptoms. Method: The proposed study would collect quantitative data from 200 participants recruited using a probability sampling strategy known as cluster sampling coupled with purposive sampling from Ontario-Montclair School District and Pomona Unified School District. Out of the 200 participants, 100 of the participants will be from OMSD and receive the school-based intervention and the other 100 participants will be from PUSD and not receive the school-based intervention. This study proposes the use of the Pediatric Symptom Checklist (PSC-35) pretreatment and posttreatment to measure changes in their symptoms, behaviors, interpersonal functioning, and emotions.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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".