Therapeutic Climbing for Children With Developmental Coordination Disorder: Multiple Case Studies and Logic Model of a Novel Intervention Program
Bibliographic record
Abstract
This pilot study analyzed the therapeutic use of climbing, based on the cognitive orientation to daily occupational performance approach, with a small group of children presenting developmental coordination disorder, to propose a first logic model of this novel intervention program. A multiple-case study with mixed methods was conducted. Participants included eight children with developmental coordination disorder, age 8-12, and their parents. Before and after the intervention, measures comprised semistructured interviews and validated questionnaires. Intra- and intercase analyses, as well as a Wilcoxon signed-ranked test, were conducted. Clinically and statistically significant effects were found on performance and satisfaction regarding intervention goals. Participants reported benefits in children, notably on motivation, social skills, friendships, self-efficacy, pride, self-regulation, and use of strategies. The proposed logic model may guide improvement, implementation, and reassessment of this novel intervention program.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| 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 source (direct Gemma or distilled Codex), 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".