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 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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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".