Learning and behavioral problems and quality of life of children after bacterial meningitis:Vigilance is needed
Bibliographic record
Abstract
Background: Learning and behavioural problems are frequently reported in recent studies on long-term adverse outcome of childhood bacterial meningitis. Objective: To investigate school achievement, behaviour, and health-related quality of life of postmeningitic children in The Netherlands. Methods: 182 children (mean age 10 years; range 5-14) were selected from a cohort of 674 postmeningitic children on average 7 (range 4-10) years after meningitis. These children had neither meningitis with 'complex onset', nor prior cognitive or behavioural problems, nor severe disease sequelae. The children were evaluated with an 'Academic Achievement Test' and the parents filled in the Child Behaviour Checklist. Furthermore, parents completed two questionnaires on health-related quality of life (Child Health Questionnaire and Health Utility Index) and the children filled in the Perceived Competence Scale for Children. Results: The cumulative incidence of academic and/or behavioural problems was 32%. Parents' perception of health-related quality of life of the postmeningitic children, particularly in the dimensions of physical and psychosocial functioning, was decreased in comparison to that of a normal reference group. Decreased quality of life with respect to the psychosocial functioning was attributable to the sub-group of postmeningitic children with academic and/or behavioural problems. The self-perceptions of the postmeningitic children did not reveal significant problems. Conclusion: One-third of the postmeningitic children has long-term academic and/or behavioural problems. The health-related quality of life of postmeningitic children is decreased, particularly of those with academic and/or behavioural problems. It is important to bear in mind these risks when taking care of children who survived bacterial meningitis.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".