scholarly journals IFFLC: An Integrated Framework of Feature Learning and Classification for Multiple Diagnosis Codes Assignment

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 36810-36818 ◽  
Author(s):  
Yuwen Li ◽  
Weitong Chen ◽  
Deyin Liu ◽  
Zhimin Zhang ◽  
Shunxiang Wu ◽  
...  
Keyword(s):  
Feature Learning ◽  
Integrated Framework ◽  
Diagnosis Codes ◽  
Multiple Diagnosis

Learning Multiple Diagnosis Codes for ICU Patients with Local Disease Correlation Mining

2017 ◽  
Vol 11 (3) ◽  
pp. 1-21 ◽  
Author(s):  
Sen Wang ◽  
Xue Li ◽  
Xiaojun Chang* ◽  
Lina Yao ◽  
Quan Z. Sheng ◽  
...  
Keyword(s):  
Icu Patients ◽  
Local Disease ◽  
Diagnosis Codes ◽  
Correlation Mining ◽  
Multiple Diagnosis

New Fluency, Cognition Diagnosis Codes

ASHA Leader ◽  
2010 ◽  
Vol 15 (11) ◽  
pp. 8-9 ◽  
Author(s):  
Steven White
Keyword(s):  
Diagnosis Codes

Coding for Evaluation and Treatment

2008 ◽  
Vol 18 (1) ◽  
pp. 9-20 ◽  
Author(s):  
Mark Kander ◽  
Steve White
Keyword(s):  
Medical Record ◽  
Treatment Session ◽  
Accurate Diagnosis ◽  
Third Party ◽  
Speech Language Pathologists ◽  
Adequate Information ◽  
Diagnosis Codes ◽  
Coding Rules ◽  
Procedure Codes ◽  
The Web

Abstract This article explains the development and use of ICD-9-CM diagnosis codes, CPT procedure codes, and HCPCS supply/device codes. Examples of appropriate coding combinations, and Coding rules adopted by most third party payers are given. Additionally, references for complete code lists on the Web and a list of voice-related CPT code edits are included. The reader is given adequate information to report an evaluation or treatment session with accurate diagnosis, procedure, and supply/device codes. Speech-language pathologists can accurately code services when given adequate resources and rules and are encouraged to insert relevant codes in the medical record rather than depend on billing personnel to accurately provide this information. Consultation is available from the Division 3 Reimbursement Committee members and from [email protected] .

Instruction Helps and Hinders Young Children’s Feature Learning

2018 ◽  
Author(s):  
Charles Kalish ◽  
Nigel Noll
Keyword(s):  
Young Children ◽  
Feature Learning ◽  
Irrelevant Information ◽  
Diagnostic Feature ◽  
Older Children ◽  
Prediction Task ◽  
Feature Correlation ◽  
The Future

Existing research suggests that adults and older children experience a tradeoff where instruction and feedback help them solve a problem efficiently, but lead them to ignore currently irrelevant information that might be useful in the future. It is unclear whether young children experience the same tradeoff. Eighty-seven children (ages five- to eight-years) and 42 adults participated in supervised feature prediction tasks either with or without an instructional hint. Follow-up tasks assessed learning of feature correlations and feature frequencies. Younger children tended to learn frequencies of both relevant and irrelevant features without instruction, but not the diagnostic feature correlation needed for the prediction task. With instruction, younger children did learn the diagnostic feature correlation, but then failed to learn the frequencies of irrelevant features. Instruction helped older children learn the correlation without limiting attention to frequencies. Adults learned the diagnostic correlation even without instruction, but with instruction no longer learned about irrelevant frequencies. These results indicate that young children do show some costs of learning with instruction characteristic of older children and adults. However, they also receive some of the benefits. The current study illustrates just what those tradeoffs might be, and how they might change over development.

Sign in / Sign up

Export Citation Format

Share Document