8 extractive question-and-answer pairs built from Child Behavioral Disorder, published by icmr.gov.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 6 of the 8 pairs (75.0%) are explanatory questions and 2 restate a figure. 100.00% of rows pass the corpus quality gate.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("child-behavioral-disorders-question-and-answer-dataset")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
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First 8 of 8 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the goal of psychoeducation for parents of children with ADHD? | Explain the child’s behaviours are not intentional | • PSYCHOEDUCATION - Explain the child’s behaviours are not intentional - Not child’s fault, do not blame the child - Multifactorial causes-lack of self-regulation, and adverse environment - Can be improved with proper management - Parents can directly contribute to the child’s improvement • Help parents deal with their own worries and stress (listening, giving space to ventilate, validate and empathize their difficulties, reassure) • Recognize and manage mental health problems such as depression and alcohol problem in parents • Parent management training* • Avoid advice • Anger management ( count from 10 -1 backwards, move away from situation, deep breaths, relax, self-talk to cool down) • Children with ADHD: “stop-think-act” or “halt and proceed” technique • Severe and persistant aggression: - T. | 20 | definition | 1.000 | • PSYCHOEDUCATION - Explain the child’s behaviours are not intentional - Not child’s fault, do not blame the child - Multifactorial causes-lack of self-regulation, and adverse environment - Can be improved with proper management - Parents can directly contribute to the child’s improvement • Help parents deal with their own worries and stress (listening, giving space to ventilate, validate and empathize their difficulties, reassure) • Recognize and manage mental health problems such as depression and alcohol problem in parents • Parent management training* • Avoid advice • Anger management ( | 1 | page=1,block=12 | 0.700 | valid |
| What family dynamics are evaluated when assessing a child? | Cohesion, mutual understanding and harmony in the family | ASSESSMENT (History From Multiple Sources) PARENT INTERVIEW • Symptoms- onset, duration, type(ODD, Conduct, ADHD-as above) and severity • Developmental problems, emotional disturbances and stress • Alcohol and substance use /misuse • Impact on child and family FAMILY SITUATION • Health (including mental health) and wellbeing of family members • Cohesion, mutual understanding and harmony in the family • Parenting and childrearing practices: caring and disciplining, criticism, unfair comparison and physical punishments, mutual blaming of parents for child’s problem • Attendance • Performance • Learning problems, • Classroom behaviors • Recent changes in syllabus and/or school CHILD INTERVIEW • Develop rapport( discuss neutral topics; avoid direct tackling of misbehaviors) • Observe: - Features of ADHD (restless, fidgety, easily distracted, attention keeps shifting) - Speech and language ability, intelligence, academic skills and mood • Enquire about any stress or difficulties child is facing at home, school, and with peers and anger control | 347 | list | 0.820 | ASSESSMENT (History From Multiple Sources) PARENT INTERVIEW • Symptoms- onset, duration, type(ODD, Conduct, ADHD-as above) and severity • Developmental problems, emotional disturbances and stress • Alcohol and substance use /misuse • Impact on child and family FAMILY SITUATION • Health (including mental health) and wellbeing of family members • Cohesion, mutual understanding and harmony in the family • Parenting and childrearing practices: caring and disciplining, criticism, unfair comparison and physical punishments, mutual blaming of parents for child’s problem • Attendance • Performance • | ||||
| What symptoms are assessed during a parent interview? | onset, duration, type(ODD, Conduct, ADHD-as above) and severity | ASSESSMENT (History From Multiple Sources) PARENT INTERVIEW • Symptoms- onset, duration, type(ODD, Conduct, ADHD-as above) and severity • Developmental problems, emotional disturbances and stress • Alcohol and substance use /misuse • Impact on child and family FAMILY SITUATION • Health (including mental health) and wellbeing of family members • Cohesion, mutual understanding and harmony in the family • Parenting and childrearing practices: caring and disciplining, criticism, unfair comparison and physical punishments, mutual blaming of parents for child’s problem • Attendance • Performance • Learning problems, • Classroom behaviors • Recent changes in syllabus and/or school CHILD INTERVIEW • Develop rapport( discuss neutral topics; avoid direct tackling of misbehaviors) • Observe: - Features of ADHD (restless, fidgety, easily distracted, attention keeps shifting) - Speech and language ability, intelligence, academic skills and mood • Enquire about any stress or difficulties child is facing at home, school, and with peers and anger control | 72 | list | 0.820 | ASSESSMENT (History From Multiple Sources) PARENT INTERVIEW • Symptoms- onset, duration, type(ODD, Conduct, ADHD-as above) and severity • Developmental problems, emotional disturbances and stress • Alcohol and substance use /misuse • Impact on child and family FAMILY SITUATION • Health (including mental health) and wellbeing of family members • Cohesion, mutual understanding and harmony in the family • Parenting and childrearing practices: caring and disciplining, criticism, unfair comparison and physical punishments, mutual blaming of parents for child’s problem • Attendance • Performance • | ||||
| What issues related to development and emotions are assessed during a parent interview? | Developmental problems, emotional disturbances and stress | ASSESSMENT (History From Multiple Sources) PARENT INTERVIEW • Symptoms- onset, duration, type(ODD, Conduct, ADHD-as above) and severity • Developmental problems, emotional disturbances and stress • Alcohol and substance use /misuse • Impact on child and family FAMILY SITUATION • Health (including mental health) and wellbeing of family members • Cohesion, mutual understanding and harmony in the family • Parenting and childrearing practices: caring and disciplining, criticism, unfair comparison and physical punishments, mutual blaming of parents for child’s problem • Attendance • Performance • Learning problems, • Classroom behaviors • Recent changes in syllabus and/or school CHILD INTERVIEW • Develop rapport( discuss neutral topics; avoid direct tackling of misbehaviors) • Observe: - Features of ADHD (restless, fidgety, easily distracted, attention keeps shifting) - Speech and language ability, intelligence, academic skills and mood • Enquire about any stress or difficulties child is facing at home, school, and with peers and anger control | 138 | list | 0.820 | ASSESSMENT (History From Multiple Sources) PARENT INTERVIEW • Symptoms- onset, duration, type(ODD, Conduct, ADHD-as above) and severity • Developmental problems, emotional disturbances and stress • Alcohol and substance use /misuse • Impact on child and family FAMILY SITUATION • Health (including mental health) and wellbeing of family members • Cohesion, mutual understanding and harmony in the family • Parenting and childrearing practices: caring and disciplining, criticism, unfair comparison and physical punishments, mutual blaming of parents for child’s problem • Attendance • Performance • | ||||
| What are some factors contributing to a child’s behaviors as explained in psychoeducation? | Multifactorial causes-lack of self-regulation, and adverse environment | • PSYCHOEDUCATION - Explain the child’s behaviours are not intentional - Not child’s fault, do not blame the child - Multifactorial causes-lack of self-regulation, and adverse environment - Can be improved with proper management - Parents can directly contribute to the child’s improvement • Help parents deal with their own worries and stress (listening, giving space to ventilate, validate and empathize their difficulties, reassure) • Recognize and manage mental health problems such as depression and alcohol problem in parents • Parent management training* • Avoid advice • Anger management ( count from 10 -1 backwards, move away from situation, deep breaths, relax, self-talk to cool down) • Children with ADHD: “stop-think-act” or “halt and proceed” technique • Severe and persistant aggression: - T. | 117 | list | 0.820 | • PSYCHOEDUCATION - Explain the child’s behaviours are not intentional - Not child’s fault, do not blame the child - Multifactorial causes-lack of self-regulation, and adverse environment - Can be improved with proper management - Parents can directly contribute to the child’s improvement • Help parents deal with their own worries and stress (listening, giving space to ventilate, validate and empathize their difficulties, reassure) • Recognize and manage mental health problems such as depression and alcohol problem in parents • Parent management training* • Avoid advice • Anger management ( | ||||
| What are some examples of aggressive behaviors associated with Conduct Disorder? | angry, abusive, fights, hits or hurts people, bullies other children, damages articles | OPPOSITIONAL DEFIANT DISORDER (ODD) • Doesn’t obey or listen, back-answers, rude behaviors • Demanding, stubborn, throws tantrums when demands are not met CONDUCT DISORDER • Aggressive – angry, abusive, fights, hits or hurts people, bullies other children, damages articles • Stealing, lying, threatening or misbehaving with people, truant (keeps away from school without parents’ knowledge), runs away from home, bad company, cruelty to animals ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) • Restless, always on the move / running, can’t sit in a place,talkative • Can’t focus attention on a task, poor concentration, gets easily distracted, disorganized, does not complete school work • Too mischievous, can’t be left alone, troubles people or damages things, or gets injured • Impatient, always in a hurry, can’t wait for his turn, does not care for danger, acts without thinking ALL 3 DISORDERS Poor or erratic school performance and / or complaints about behaviour from school • Symptoms are present and persistent over several months • Attempt further classification into ADHD, ODD and CD (ADHD may be present with or without ODD and CD | 187 | list | 0.820 | OPPOSITIONAL DEFIANT DISORDER (ODD) • Doesn’t obey or listen, back-answers, rude behaviors • Demanding, stubborn, throws tantrums when demands are not met CONDUCT DISORDER • Aggressive – angry, abusive, fights, hits or hurts people, bullies other children, damages articles • Stealing, lying, threatening or misbehaving with people, truant (keeps away from school without parents’ knowledge), runs away from home, bad company, cruelty to animals ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) • Restless, always on the move / running, can’t sit in a place,talkative • Can’t focus attention on a | ||||
| How many mg, single daily morning dose after breakfast? | 0.25 | • PSYCHOEDUCATION - Explain the child’s behaviours are not intentional - Not child’s fault, do not blame the child - Multifactorial causes-lack of self-regulation, and adverse environment - Can be improved with proper management - Parents can directly contribute to the child’s improvement • Help parents deal with their own worries and stress (listening, giving space to ventilate, validate and empathize their difficulties, reassure) • Recognize and manage mental health problems such as depression and alcohol problem in parents • Parent management training* • Avoid advice • Anger management ( count from 10 -1 backwards, move away from situation, deep breaths, relax, self-talk to cool down) • Children with ADHD: “stop-think-act” or “halt and proceed” technique • Severe and persistant aggression: - T. Risperidone under close supervision (starting dose-0.25 mg, single daily morning dose after breakfast. Based on response, increase by 0.25 mg weekly up to 1 mg single daily dose). | 860 | factual | 0.370 | Risperidone under close supervision (starting dose-0.25 mg, single daily morning dose after breakfast. | 1 | page=1,block=12 | 0.800 | |
| How many μg weekly up to100 μg per day in 2-3 divided doses - Monitor BP and drowsiness - Advise against sudden discontinuation? | 25 | Not to exceed 1 mg/day - Response + : continue 3 months f/b slow taper - Response - : 4 weeks trial, then refer - Monitor adverse effects: weight gain, extra-pyramidal symptoms (EPS) [if EPS : add I mg Trihexyphenidyl OD morning] • Severe hyperactivity and impulsivety: - T. Clonidine (starting dose-25 μg single daily dose before sleep, increase by 25 μg weekly up to100 μg per day in 2-3 divided doses - Monitor BP and drowsiness - Advise against sudden discontinuation | 300 | factual | 0.370 | Clonidine (starting dose-25 μg single daily dose before sleep, increase by 25 μg weekly up to100 μg per day in 2-3 divided doses - Monitor BP and drowsiness - Advise against sudden discontinuation | 1 | page=1,block=12 | 0.800 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 1 |
| page=1,block=3 |
| 0.700 |
| valid |
| 1 |
| page=1,block=3 |
| 0.700 |
| valid |
| 1 |
| page=1,block=3 |
| 0.700 |
| valid |
| 1 |
| page=1,block=12 |
| 0.700 |
| valid |
| 1 |
| page=1,block=46 |
| 0.700 |
| valid |
| valid |