Multi-state models for investigating possible stages leading to bipolar disorder

Keown-Stoneman, Charles D.G.; Horrocks, Julie; Darlington, Gerarda; Goodday, Sarah M.; Grof, Paul; Duffy, Anne

doi:10.1186/s40345-014-0019-4

Cited by 12 publications

(12 citation statements)

References 15 publications

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“…A multi‐state model was fitted to the data enabling calculation of the probability of the progression to each stage, as demonstrated by Keown‐Stoneman et al . The mstate package in R was used to construct this multi‐state model in order to represent all the in‐between stages instead of treating such stages as covariates.…”

Section: Methodsmentioning

confidence: 99%

Testing a clinical staging model for bipolar disorder using longitudinal life chart data

et al. 2018

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Objective Bipolar disorder has a wide range of clinical manifestations which may progress over time. The aim of this study was to test the applicability of a clinical staging model for bipolar disorder and to gain insight into the nature of the variables influencing progression through consecutive stages. Methods Using retrospectively reported longitudinal life chart data of 99 subjects from the Stanley Foundation Bipolar Network Naturalistic Follow‐up Study, the occurrence, duration and timely sequence of stages 2‐4 were determined per month. A multi‐state model was used to calculate progression rates and identify determinants of illness progression. Stages 0, 1 and several other variables were added to the multi‐state model to determine their influence on the progression rates. Results Five years after onset of BD (stage 2), 72% reached stage 3 (recurrent episodes) and 21% had reached stage 4 (continuous episodes), of whom 8% recovered back to stage 3. The progression from stage 2 to 3 was increased by a biphasic onset for both the depression‐mania and the mania‐depression course and by male sex. Conclusions Staging is a useful model to determine illness progression in longitudinal life chart data. Variables influencing transition rates were successfully identified.

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Section: Methodsmentioning

confidence: 99%

Testing a clinical staging model for bipolar disorder using longitudinal life chart data

et al. 2018

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“…In the above example, the Keown-Stoneman et al (2015) denote the existence of additional research that has been written about by Duffy et al, which implies that work has been done by Duffy et al In one sense, the above in-text citation is the passive voice inverse of "Duffy et al ([2007]) offer a more detailed description of these methods. "…”

Section: Author(s) As Actant(s)mentioning

confidence: 99%

“…An example of an Author as Actants in-text citation in which the cited author is acted upon as the object of the predicate can also be found in Keown-Stoneman et al (2015):…”

Section: Author(s) As Actant(s)mentioning

confidence: 99%

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Finding genre signals in academic writing

Omizo¹,

Hart-Davidson²

2016

Journal of Writing Research

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Abstract1. The Challenges of Learning "Always Custom" Academic Genres Pare' (2015) calls our attention to a seemingly paradoxical quality of genres of academic writing that, when we pause to consider it, accounts for the challenge many of us feel as novice writers. Certain types of texts, at a broad level, and more importantly the opportunities to produce these certain types of texts, recur. Drawing upon rhetorical genre theory (RGT), however, Pare notes that repetition and the expectation that there will be stable textual patterns that arise from repetition is disrupted by another phenomenon: the "always custom" nature of any one instance of an academic genre. Citing Bakhtin, Pare explains that while the instances in which certain texts arise and recur may be relatively stable, the specific circumstances, not to mention the creativity of individual writers, allow and sometimes demand that each text varies from any other. First paragraph text is not indented. RGT prepares us for this "always custom" nature of genres by implying some distance between the genre -a term usually used by rhetorical genre theorists to signify the recurring social actions from which textual regularities arise -and a genre instance, or a single text that emerges from the distinctive social exigencies associated with a particular genre. But this very distance -the variability of any given instance of a genre from any other instance -poses challenges for learners and teachers, advisors and advisees. Learning to write in a new genre is more than just getting the words right. It is getting the rhetorical moves associated with the genre right. And that means the words can sometimes vary quite a lot! Pare sums up the nature of the challenge succinctly with a conjecture: "Perhaps the most important lesson of RGT is that the repeated texts we assign or investigate are merely the centre of much larger patterns of typified action" (A-91). Following Pare, we would extend the reading of Bakhtin's conception of textual conventions as being part of, and indeed constitutive of, social relations by pointing out that where there are repetitions at a textual level, these can be understood as signals shared by author and reader about the social activity -the genre -they are co-negotiating. The repeated text may include large passages or just a handful of words. But it is not the mere repetition of the words, themselves, that is significant. If we look at two texts by the same writer, we might see her substitute many words and still be recognized as producing, in both cases, a recognizable (but custom) instance of the genre.Given this range of variation, for learners, identifying the "genre signals" associated with a type of text and bringing them into alignment to produce an instance of a genre can, understandably be quite challenging. And as Diaz, et. al. (1999) have reported, as teachers, we may make things more challenging if the kinds of situations and the types of texts we solicit from students do not approach the range of variation expected in the...

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“…To increase the attention and meditation [12] neurofeedback is the suitable technique, it requires the design of 3D game with multiple factors. The work [13] shows that both cox and multi-state model for bipolar disorder results looks parallel. The work [14] on Socioeconomic Status (SES) proves that the disorder investigation and treatment must start in very early age, and the not concentrated on the effects of SES.…”

Section: B Contribution Of Neuroscience For Adhd Diagnosismentioning

confidence: 88%

Classification of Attention Deficit Hyperactivity Disorder (ADHD) Considering Diagnosis and Treatment

Sumathi¹,

Cholli²,

Nayak³

2019

IJMECS

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Attention Deficit Hyperactivity Disorder (ADHD) is the most frequent brain disorders in children. Brain is the greatest complicated data processing part in human body. ADHD can begin in childhood age and may extend till adolescent too. ADHD patients activities/actions/behaviour are totally different from non ADHD patients. To solve the problem in early stage is more precious contribution for children life. Otherwise the disorder may cause further destruction in child brain. An activity of ADHD child is: carelessness, impulsive, and feverish. These activities may be common in other children too but for ADHD patients these activities are more severe and more often occurs. ADHD can arise problems at school, home, it may affect children learning ability, and child may not join with others. ADHD is one among many childhood syndromes. The paper summarises the different ADHD diagnosis methods and suggested treatments for the disorder.

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Multi-state models for investigating possible stages leading to bipolar disorder

Cited by 12 publications

References 15 publications

Testing a clinical staging model for bipolar disorder using longitudinal life chart data

Testing a clinical staging model for bipolar disorder using longitudinal life chart data

Finding genre signals in academic writing

Classification of Attention Deficit Hyperactivity Disorder (ADHD) Considering Diagnosis and Treatment

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