Skip to main content

Advertisement

Log in

A Response to Intervention Model to Promote School Attendance and Decrease School Absenteeism

  • Original Paper
  • Published:
Child & Youth Care Forum Aims and scope Submit manuscript

Abstract

Background

Regular school attendance is foundational to children’s success but school absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a pragmatic and coordinated assessment and intervention approach.

Objective

To lay the foundation and suggested parameters for a Response to Intervention (RtI) model to promote school attendance and address school absenteeism.

Methods

This is a theoretical paper guided by a systematic search of the empirical literature related to school attendance, chronic absenteeism, and the utilization of an RtI framework to address the needs of school-aged children and youth.

Results

The RtI and absenteeism literature over the past 25 years have both emphasized the need for early identification and intervention, progress monitoring, functional behavioral assessment, empirically supported procedures and protocols, and a team-based approach. An RtI framework promotes regular attendance for all students at Tier 1, targeted interventions for at-risk students at Tier 2, and intense and individualized interventions for students with chronic absenteeism at Tier 3.

Conclusions

An RtI framework such as the one presented here could serve as a blueprint for researchers as well as educational, mental health, and other professionals. To develop this model and further enhance its utility for all youth, researchers and practitioners should strive for consensus in defining key terms related to school attendance and absenteeism and focus more on prevention and early intervention efforts.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Adams, K. S., & Christenson, S. L. (2000). Trust and the family–school relationship examination of parent–teacher differences in elementary and secondary grades. Journal of School Psychology, 38, 477–497. doi:10.1016/S0022-4405(00)00048-0.

    Google Scholar 

  • Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95–113. doi:10.1016/j.jsp.2004.01.002.

    Google Scholar 

  • Andresen, K., & McCarthy, A. M. (2009). A policy change statement for head lice management. Journal of School Nursing, 25, 407–416.

    PubMed  Google Scholar 

  • Aos, S., Phipps, P., Barnoski, R., & Lieb, R. (2001). The comparative costs and benefits of programs to reduce crime. Pullman, WA: Washington State Institute for Public Policy.

    Google Scholar 

  • Balfanz, R., & Byrnes, V. (2012). Chronic absenteeism: Summarizing what we know from nationally available data. Baltimore: Johns Hopkins University.

    Google Scholar 

  • Barnes, A. C., & Harlacher, J. E. (2008). Clearing the confusion: Response-to-Intervention as a set of principles. Education and Treatment of Children, 31, 417–431.

    Google Scholar 

  • Barnet, B., Arroyo, C., Devoe, M., & Duggan, A. K. (2004). Reduced school dropout rates among adolescent mothers receiving school-based prenatal care. Archives of Pediatric and Adolescent Medicine, 158, 262–268. doi:10.1001/archpedi.158.3.262.

    Google Scholar 

  • Beane, A., Miller, T. W., & Spurling, R. (2008). The Bully Free Program: A profile for prevention in the school setting. In T. W. Miller (Ed.), School violence and primary prevention (pp. 391–405). New York: Springer.

    Google Scholar 

  • Bekman, S., Aksu-Koc, A., & Erguvanli-Taylan, E. (2011). Effectiveness of an intervention program for six-year-olds: A summer-school model. European Early Childhood Education Research Journal, 19, 409–431. doi:10.1080/1350293X.2011.623508.

    Google Scholar 

  • Bernstein, G. A., Borchardt, C. M., Perwein, A. R., Crosby, R. D., Kushner, M. G., Thuras, P. D., et al. (2000). Imipramine plus cognitive-behavioral therapy in the treatment of school refusal. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 276–283. doi:10.1097/00004583-200003000-00008.

    PubMed  Google Scholar 

  • Bernstein, G. A., Massie, E. D., Thuras, P. D., Perwien, A. R., Borchardt, C. M., & Crosby, R. D. (1997). Somatic symptoms in anxious-depressed school refusers. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 661–668. doi:10.1097/00004583-199705000-00017.

    PubMed  Google Scholar 

  • Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10, 100–115. doi:10.1007/s11121-008-0114-9.

    PubMed  Google Scholar 

  • Bridgeland, J. M., Dilulio, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Seattle, WA: Bill and Melinda Gates Foundation.

    Google Scholar 

  • Brookmeyer, K. A., Fanti, K. A., & Henrich, G. C. (2006). Schools, parents, and youth violence: A multilevel, ecological analysis. Journal of Clinical Child and Adolescent Psychology, 35, 504–514. doi:10.1207/s15374424jccp3504_2.

    PubMed  Google Scholar 

  • Broussard, C. A. (2003). Facilitating home–school partnerships for multiethnic families: School social workers collaborating for success. Children and Schools, 25, 211–222. doi:10.1093/cs/25.4.211.

    Google Scholar 

  • Brown, M. B., & Bolen, L. M. (2008). The school-based health center as a resource for prevention and health promotion. Psychology in the Schools, 45, 28–38. doi:10.1002/pits.20276.

    Google Scholar 

  • Bye, L., Alvarez, M. E., Haynes, J., & Sweigart, C. E. (2010). Truancy prevention and intervention: A practical guide. Oxford University Press: New York.

    Google Scholar 

  • Calderon, J. M., Robles, R. R., Reyes, J. C., Matos, T. D., Negron, J. L., & Cruz, M. A. (2009). Predictors of school dropout among adolescents in Puerto Rico. Puerto Rico Health Sciences Journal, 28, 307–312.

    PubMed Central  PubMed  Google Scholar 

  • Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40, 417–427. doi:10.1002/pits.10092.

    Google Scholar 

  • Carr, A. (2009). The effectiveness of family therapy and systemic interventions for child-focused problems. Journal of Family Therapy, 31, 3–45. doi:10.1111/j.1467-6427.2008.00451.x.

    Google Scholar 

  • Cheung, C., & Lee, T. (2010). Improving social competence through character education. Evaluation and Program Planning, 33, 255–263. doi:10.1016/j.evalprogplan.2009.08.006.

    PubMed  Google Scholar 

  • Chorpita, B. F., Albano, A. M., Heimberg, R. G., & Barlow, D. H. (1996). A systematic replication of the prescriptive treatment of school refusal behavior in a single subject. Journal of Behavior Therapy and Experimental Psychiatry, 27, 281–290. doi:10.1016/S0005-7916(96)00023-7.

    PubMed  Google Scholar 

  • Christenson, S. L., & Thurlow, M. L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13, 36–39. doi:10.1111/j.0963-7214.2004.01301010.x.

    Google Scholar 

  • Clark, J. P., & Alvarez, M. E. (Eds.). (2010). Response to Intervention: A guide for school social workers. Oxford University Press: New York.

    Google Scholar 

  • Converse, N., & Lignugaris-Kraft, B. (2009). Evaluation of a school-based mentoring program for at-risk middle school youth. Remedial and Special Education, 30, 33–46. doi:10.1177/0741932507314023.

    Google Scholar 

  • Cooper, R., & Liou, D. D. (2007). The structure and culture of information pathways: Rethinking opportunity to learn in urban high schools during the ninth grade transition. High School Journal, 91, 43–56. doi:10.1353/hsj.2007.0020.

    Google Scholar 

  • Crooks, C. V., Chiodo, D., Thomas, D., & Hughes, R. (2010). Strengths-based programming for First Nations Youth in Schools: Building engagement through healthy relationships and leadership skills. International Journal of Mental Health and Addiction, 8, 160–173. doi:10.1007/s11469-009-9242-0.

    Google Scholar 

  • Dake, J. A., Price, J. H., & Telljojann, S. K. (2003). The nature and extent of bullying at school. Journal of School Health, 73, 173–180. doi:10.1111/j.1746-1561.2003.tb03599.x.

    PubMed  Google Scholar 

  • Desai, R. A., Goulet, J. L., Robbins, J., Chapman, J. F., Migdole, S. J., & Hoge, M. A. (2006). Mental health care in juvenile detention facilities: A review. Journal of the American Academy of Psychiatry and Law, 34, 204–214.

    Google Scholar 

  • DeSocio, J., VanCura, M., Nelson, L. A., Hewitt, G., Kitzman, H., & Cole, R. (2007). Engaging truant adolescents: Results from a multifaceted intervention pilot. Preventing School Failure, 51, 3–11. doi:10.3200/PSFL.51.3.3-11.

    Google Scholar 

  • Detgen, A., & Alfeld, C. (2011). Replication of a career academy model: The Georgia Central Educational Center and four replication sites. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.

    Google Scholar 

  • Dube, S. R., & Orpinas, P. (2009). Understanding excessive school absenteeism as school refusal behavior. Children and Schools, 31, 87–95. doi:10.1093/cs/31.2.87.

    Google Scholar 

  • DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12, 57–91. doi:10.1177/1529100611414806.

    Google Scholar 

  • Dupper, D. R. (2008). Guides for designing and establishing alternative school programs for dropout prevention. In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school practitioner’s concise companion to preventing dropout and attendance problems (pp. 23–34). Oxford University Press: New York.

    Google Scholar 

  • Dynarski, M., & Gleason, P. (2002). How can we help? What we have learned from recent federal dropout prevention evaluations. Journal of Education for Students Placed at Risk, 7, 43–69. doi:10.1207/S15327671ESPR0701_4.

    Google Scholar 

  • Egger, H. L., Costello, E. J., & Angold, A. (2003). School refusal and psychiatric disorders: A community study. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 797–807. doi:10.1097/01.CHI.0000046865.56865.79.

    PubMed  Google Scholar 

  • Ehiri, J. E., Hitchcock, L. I., Ejere, H. O. D., & Mytton, J. A. (2007). Primary prevention interventions for reducing school violence. Cochrane Database of Systematic Reviews, Issue 1. Art. No.: CD006347. doi:10.1002/14651858.CD006347.

  • Eisen, A. R., & Engler, L. B. (2006). Helping your child overcome separation anxiety or school refusal: A step-by-step guide for parents. Oakland, CA: New Harbinger.

    Google Scholar 

  • EPE Research Center. (2008). Closing the graduation gap: Educational and economic conditions in America’s largest cities. Bethesda, MD: Editorial Projects in Education.

    Google Scholar 

  • Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. Journal of Educational Research, 95, 308–318. doi:10.1080/00220670209596604.

    Google Scholar 

  • Eyberg, S. M., Funderburk, B. W., Hembree-Kigin, T. L., McNeil, C. B., Querido, J. G., & Hood, K. K. (2001). Parent–child interaction therapy with behavior problem children: One and two year maintenance of treatment effects in the family. Child and Family Behavior Therapy, 23, 1–20. doi:10.1300/J019v23n04_01.

    Google Scholar 

  • Faggiano, F., Vigna-Taglianti, F. D., Versino, E., Zambon, A., Borraccino, A., & Lemma, P. (2008). School-based prevention for illicit drug use: A systematic review. Preventive Medicine, 46, 385–396. doi:10.1016/j.ypmed.2007.11.012.

    PubMed  Google Scholar 

  • Fantuzzo, J., Grim, S., & Hazan, H. (2005). Project START: An evaluation of a community-wide school-based intervention to reduce truancy. Psychology in the Schools, 42, 657–667. doi:10.1002/pits.20103.

    Google Scholar 

  • Fleischman, S., & Heppen, J. (2009). Improving low-performing high schools: Searching for evidence of promise. The Future of Children, 19, 105–133.

    PubMed  Google Scholar 

  • Fletcher, J. M., & Vaughn, S. (2009). Response to Intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3, 30–37. doi:10.1111/j.1750-8606.2008.00072.x.

    PubMed Central  PubMed  Google Scholar 

  • Fox, L., Carta, J., Strain, P. S., Dunlap, G., & Hemmeter, M. L. (2010). Response to Intervention and the pyramid model. Infants and Young Children, 23, 3–13. doi:10.1097/IYC.0b013e3181c816e2.

    Google Scholar 

  • Freudenberg, N., & Ruglis, J. (2007). Reframing school dropout as a public health issue. Preventing Chronic Disease, 4, 1–11.

    Google Scholar 

  • Garcia-Gracia, M. (2008). Role of secondary schools in the face of student absenteeism: A study of schools in socially underprivileged areas. International Journal of Inclusive Education, 12, 263–280. doi:10.1080/13603110601103204.

    Google Scholar 

  • Graczyk, P. A., Weissberg, R. P., Payton, J. W., Elias, M. J., Greenberg, M. T., & Zins, J. E. (2000). Criteria for evaluating the quality of school-based social and emotional learning programs. In R. Bar-on & J. D. A. Parker (Eds.), The handbook of emotional intelligence (pp. 391–410). San Francisco: Jossey-Bass.

    Google Scholar 

  • Gresham, F. M., Vance, M. J., Chenier, J., & Hunter, K. (2013). Assessment and treatment of deficits in social skills functioning and social anxiety in children engaging in school refusal behaviors. In D. McKay & E. A. Storch (Eds.), Handbook of assessing variants and complications in anxiety disorders (pp. 15–28). New York: Springer.

    Google Scholar 

  • Grills-Taquechel, A. E., Norton, P., & Ollendick, T. H. (2010). A longitudinal evaluation of factors predicting anxiety during the transition to middle school. Anxiety, Stress, and Coping, 23, 493–513.

    PubMed Central  PubMed  Google Scholar 

  • Guevara, J. P., Wolf, F. M., Grum, C. M., & Clark, N. M. (2003). Effects of educational interventions for self-management of asthma in children and adolescents: Systematic review and meta-analysis. British Medical Journal, 326, 1308–1309. doi:10.1136/bmj.326.7402.1308.

    PubMed  Google Scholar 

  • Haight, C., Kearney, C. A., Hendron, M., & Schafer, R. (2011). Confirmatory analyses of the School Refusal Assessment Scale-Revised: Replication and extension to a truancy sample. Journal of Psychopathology and Behavioral Assessment, 33, 196–204. doi:10.1007/s10862-011-9218-9.

    Google Scholar 

  • Hawkin, L. S., Vincent, C. G., & Schumann, J. (2008). Response to Intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders, 16, 213–225. doi:10.1177/1063426608316018.

    Google Scholar 

  • Hendricks, M. A., Sale, E. W., Evans, C. J., McKinley, L., & Carter, S. D. (2010). Evaluation of a truancy court intervention in four middle schools. Psychology in the Schools, 47, 173–183. doi:10.1002/pits.20462.

    Google Scholar 

  • Henggeler, S. W., Rowland, M. D., Randall, J., Ward, D. M., Pickrel, S. G., Cunningham, P. B., et al. (1999). Home-based multisystemic therapy as an alternative to the hospitalization of youths in psychiatric crisis: Clinical outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1331–1339. doi:10.1097/00004583-199911000-00006.

    PubMed  Google Scholar 

  • Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. D., & Cunningham, P. B. (2009). Multisystemic therapy for antisocial behavior in children and adolescents (2nd ed.). New York: Guilford.

    Google Scholar 

  • Henry, K. L. (2007). Who’s skipping school: Characteristics of truants in 8th and 10th grade. Journal of School Health, 77, 29–35. doi:10.1111/j.1746-1561.2007.00159.x.

    PubMed  Google Scholar 

  • Henry, K. L., & Huizinga, D. H. (2007). Truancy’s effect on the onset of drug use among urban adolescents placed at risk. Journal of Adolescent Health, 40, 358.e9–358.e17. doi:10.1016/j.jadohealth.2006.11.138.

    Google Scholar 

  • Herzinger, C. V., & Campbell, J. M. (2007). Comparing functional assessment methodologies: A quantitative synthesis. Journal of Autism and Developmental Disorders, 37, 1430–1445. doi:10.1007/s10803-006-0219-6.

    PubMed  Google Scholar 

  • Heyne, D., King, N. J., Tonge, B. J., Rollings, S., Young, D., Pritchard, M., et al. (2002). Evaluation of child therapy and caregiver training in the treatment of school refusal. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 687–695. doi:10.1097/00004583-200206000-00008.

    PubMed  Google Scholar 

  • Heyne, D., & Rollings, S. (2002). School refusal. Malden, MA: BPS Blackwell.

    Google Scholar 

  • Heyne, D., Sauter, F. M., Van Widenfelt, B. M., Vermeiren, R., & Westenberg, P. M. (2011). School refusal and anxiety in adolescence: Non-randomized trial of a developmentally sensitive cognitive behavioral therapy. Journal of Anxiety Disorders, 25, 870–878. doi:10.1016/j.janxdis.2011.04.006.

    PubMed  Google Scholar 

  • Hibbett, A., Fogelman, K., & Manor, O. (1990). Occupational outcomes of truancy. British Journal of Educational Psychology, 60, 23–36. doi:10.1111/j.2044-8279.1990.tb00919.x.

    PubMed  Google Scholar 

  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763. doi:10.1037/a0015362.

    PubMed Central  PubMed  Google Scholar 

  • Hoagwood, K. E., Olin, S. S., Kerker, B. D., Kratochwill, T. R., Crowe, M., & Saka, N. (2007). Empirically based school interventions targeted at academic and mental health functioning. Journal of Emotional and Behavioral Disorders, 15, 66–92. doi:10.1177/10634266070150020301.

    Google Scholar 

  • Ingul, J. M., Klockner, C. A., Silverman, W. K., & Nordahl, H. M. (2012). Adolescent school absenteeism: Modelling social and individual risk factors. Child and Adolescent Mental Health, 17, 93–100. doi:10.1111/j.1475-3588.2011.00615.x.

    Google Scholar 

  • Janosz, M., Archambault, I., Morizot, J., & Pagani, L. S. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64, 21–40. doi:10.1111/j.1540-4560.2008.00546.x.

    Google Scholar 

  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–110. doi:10.1177/0042085906293818.

    Google Scholar 

  • Jimerson, S. R., Anderson, G. E., & Whipple, A. D. (2002). Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school. Psychology in the Schools, 39, 441–457. doi:10.1002/pits.10046.

    Google Scholar 

  • Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (2007). Response-to-Intervention at school: The science and practice of assessment and intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of Response to Intervention: The science and practice of assessment and intervention (pp. 3–9). New York: Springer.

    Google Scholar 

  • Johnson, S. L. (2009). Improving the school environment to reduce school violence: A review of the literature. Journal of School Health, 79, 451–465. doi:10.1111/j.1746-1561.2009.00435.x.

    PubMed  Google Scholar 

  • Jonson-Reid, M., Kim, J., Barolak, M., Citerman, B., Laudel, C., Essma, A., et al. (2007). Maltreated children in schools: The interface of school social work and child welfare. Children and Schools, 29, 182–191. doi:10.1093/cs/29.3.182.

    Google Scholar 

  • Kearney, C. A. (2001). School refusal behavior in youth: A functional approach to assessment and treatment. Washington, DC: American Psychological Association.

    Google Scholar 

  • Kearney, C. A. (2002). Case study of the assessment and treatment of a youth with multifunction school refusal behavior. Clinical Case Studies, 1, 67–80. doi:10.1177/1534650102001001006.

    Google Scholar 

  • Kearney, C. A. (2003). Bridging the gap among professionals who address youth with school absenteeism: Overview and suggestions for consensus. Professional Psychology: Research and Practice, 34, 57–65. doi:10.1037//0735-7028.34.1.57.

    Google Scholar 

  • Kearney, C. A. (2006). Confirmatory factor analysis of the School Refusal Assessment Scale-Revised: Child and parent versions. Journal of Psychopathology and Behavioral Assessment, 28, 139–144. doi:10.1007/s10862-005-9005-6.

    Google Scholar 

  • Kearney, C. A. (2007a). Forms and functions of school refusal behavior in youth: An empirical analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48, 53–61. doi:10.1111/j.1469-7610.2006.01634.x.

    PubMed  Google Scholar 

  • Kearney, C. A. (2007b). Getting your child to say “yes” to school: A guide for parents of youth with school refusal behavior. Oxford University Press: New York.

    Google Scholar 

  • Kearney, C. A. (2008a). An interdisciplinary model of school absenteeism in youth to inform professional practice and public policy. Educational Psychology Review, 20, 257–282. doi:10.1007/s10648-008-9078-3.

    Google Scholar 

  • Kearney, C. A. (2008b). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28, 451–471. doi:10.1016/j.cpr.2007.07.012.

    PubMed  Google Scholar 

  • Kearney, C. A. (2008c). Helping school refusing children and their parents: A guide for school-based professionals. Oxford University Press: New York.

    Google Scholar 

  • Kearney, C. A., & Albano, A. M. (2004). The functional profiles of school refusal behavior: Diagnostic aspects. Behavior Modification, 28, 147–161. doi:10.1177/0145445503259263.

    PubMed  Google Scholar 

  • Kearney, C. A., & Albano, A. M. (2007). When children refuse school: A cognitive-behavioral therapy approach/Therapist guide. Oxford University Press: New York.

    Google Scholar 

  • Kearney, C. A., & Bates, M. (2005). Addressing school refusal behavior: Suggestions for frontline professionals. Children and Schools, 27, 207–216. doi:10.1093/cs/27.4.207.

    Google Scholar 

  • Kearney, C. A., & Bensaheb, A. (2006). School absenteeism and school refusal behavior: A review and suggestions for school-based health professionals. Journal of School Health, 76, 3–7. doi:10.1111/j.1746-1561.2006.00060.x.

    PubMed  Google Scholar 

  • Kearney, C. A., Gauger, M., Schafer, R., & Day, T. (2011). Social and performance anxiety and oppositional and school refusal behavior in adolescents. In C. A. Alfano & D. C. Beidel (Eds.), Social anxiety disorder in adolescents and young adults: Translating developmental science into practice (pp. 125–141). Washington, DC: American Psychological Association.

    Google Scholar 

  • Kearney, C. A., LaSota, M. T., Lemos-Miller, A., & Vecchio, J. (2007). Parent training in the treatment of school refusal behavior. In J. M. Briesmeister & C. E. Schaefer (Eds.), Handbook of parent training: Helping parents prevent and solve problem behaviors (3rd ed., pp. 164–193). New York: Wiley.

    Google Scholar 

  • Kearney, C. A., Pursell, C., & Alvarez, K. (2001). Treatment of school refusal behavior in children with mixed functional profiles. Cognitive and Behavioral Practice, 8, 3–11. doi:10.1016/S1077-7229(01)80037-7.

    Google Scholar 

  • Kearney, C. A., & Silverman, W. K. (1990). A preliminary analysis of a functional model of assessment and treatment for school refusal behavior. Behavior Modification, 14, 344–360. doi:10.1177/01454455900143007.

    Google Scholar 

  • Kearney, C. A., & Silverman, W. K. (1996). The evolution and reconciliation of taxonomic strategies for school refusal behavior. Clinical Psychology: Science and Practice, 3, 339–354. doi:10.1111/j.1468-2850.1996.tb00087.x.

    Google Scholar 

  • Kearney, C. A., & Silverman, W. K. (1999). Functionally-based prescriptive and nonprescriptive treatment for children and adolescents with school refusal behavior. Behavior Therapy, 30, 673–695. doi:10.1016/S0005-7894(99)80032-X.

    Google Scholar 

  • Kelly, P. (2010). Where are the children? Educational neglect across the fifty states. The Researcher, 23, 41–58.

    Google Scholar 

  • King, E. W., Coleman, M. R., & Miller, A. (2011). Response to Intervention: The changing role of school psychologists in relation to gifted students. Journal of Applied School Psychology, 27, 341–358. doi:10.1080/15377903.2011.616578.

    Google Scholar 

  • King, N. J., Tonge, B. J., Heyne, D., Pritchard, M., Rollings, S., Young, D., et al. (1998). Cognitive-behavioral treatment of school-refusing children: A controlled evaluation. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 395–403. doi:10.1097/00004583-199804000-00017.

    PubMed  Google Scholar 

  • Klima, T., Miller, M., & Nunlist, C. (2009). What works? Targeted truancy and dropout programs in middle and high school. Olympia, WA: Washington State Institute for Public Policy.

    Google Scholar 

  • Knollman, M., Knoll, S., Reissner, V., Metzelaars, J., & Hebebrand, J. (2010). School avoidance from the point of view of child and adolescent psychiatry. Deutsches Arzteblatt International, 107, 43–49.

    Google Scholar 

  • La Greca, A. M., Silverman, W. K., & Lochman, J. E. (2009). Moving beyond efficacy and effectiveness in child and adolescent intervention research. Journal of Consulting and Clinical Psychology, 77, 373–382. doi:10.1037/a0015954.

    PubMed  Google Scholar 

  • Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701–712. doi:10.1002/pits.20177.

    Google Scholar 

  • Last, C. G., Hansen, C., & Franco, N. (1998). Cognitive-behavioral treatment of school phobia. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 404–411. doi:10.1097/00004583-199804000-00018.

    PubMed  Google Scholar 

  • Lehr, C. A., Hansen, A., Sinclair, M. F., & Christenson, S. L. (2003). Moving beyond dropout towards school completion: An integrative review of data-based interventions. School Psychology Review, 32, 342–364.

    Google Scholar 

  • Lehr, C. A., Sinclair, M. F., & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary school years: A replication study of the Check & Connect model. Journal of Education for Students Placed at Risk, 9, 279–301. doi:10.1207/s15327671espr0903_4.

    Google Scholar 

  • Lever, N., Sander, M. A., Lombardo, S., Randall, C., Axelrod, J., Rubenstein, M., et al. (2004). A drop-out prevention program for high-risk inner-city youth. Behavior Modification, 28, 513–527. doi:10.1177/0145445503259520.

    PubMed  Google Scholar 

  • Lewis, T. J., Jones, S. E. L., Horner, R. H., & Sugai, G. (2010). School-Wide Positive Behavior Support and students with emotional/behavioral disorders: Implications for prevention, identification and intervention. Exceptionality, 18, 82–93. doi:10.1080/09362831003673168.

    Google Scholar 

  • Logan, D. E., Simons, L. E., Stein, M. J., & Chastain, L. (2008). School impairment in adolescents with chronic pain. Journal of Pain, 9, 407–416. doi:10.1016/j.jpain.2007.12.003.

    PubMed  Google Scholar 

  • Lyon, A. R., & Cotler, S. (2009). Multi-systemic intervention for school refusal behavior: Integrating approaches across disciplines. Advances in School Mental Health Promotion, 2, 20–34. doi:10.1080/1754730X.2009.9715695.

    Google Scholar 

  • Mac Iver, M. A., & Mac Iver, D. J. (2010). How do we ensure that everyone graduates? An integrated prevention and tiered intervention model for schools and districts. New Directions for Youth Development, 127, 25–35. doi:10.1002/yd.360.

    Google Scholar 

  • Markussen, E., & Sandberg, N. (2011). Policies to reduce school dropout and increase completion. In S. Lamb, E. Markussen, R. Teese, N. Sandberg, & J. Polesel (Eds.), School dropout and completion: International comparative studies in theory and policy (pp. 391–406). New York: Springer.

    Google Scholar 

  • Martin, A. J. (2011). Holding back and holding behind: Grade retention and students’ non-academic and academic outcomes. British Educational Research Journal, 37, 739–763. doi:10.1080/01411926.2010.490874.

    Google Scholar 

  • McCluskey, C. P., Bynum, T. S., & Patchin, J. W. (2004). Reducing chronic absenteeism: An assessment of an early truancy initiative. Crime and Delinquency, 50, 214–234. doi:10.1177/0011128703258942.

    Google Scholar 

  • McNeal, R. B. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78, 117–144. doi:10.1093/sf/78.1.117.

    Google Scholar 

  • McShane, G., Walter, G., & Rey, J. M. (2001). Characteristics of adolescents with school refusal. Australian and New Zealand Journal of Psychiatry, 35, 822–826. doi:10.1046/j.1440-1614.2001.00955.x.

    PubMed  Google Scholar 

  • Meadows, E., & Le Saux, N. (2004). A systematic review of the effectiveness of antimicrobial rinse-free hand sanitizers for prevention of illness-related absenteeism in elementary school children. BMC Public Health, 4, 50.

    PubMed Central  PubMed  Google Scholar 

  • Miller, T. W., Kraus, R. F., & Veltkamp, L. J. (2008). Character education as a prevention strategy for school-related violence. In T. W. Miller (Ed.), School violence and primary prevention (pp. 377–390). New York: Springer.

    Google Scholar 

  • Mogulescu, S., & Segal, H. (2002). Approaches to truancy prevention. New York: Vera Institute of Justice, Youth Justice Program.

    Google Scholar 

  • Murdock, K. K., Robinson, E. M., Adams, S. K., Berz, J., & Rollock, M. J. D. (2009). Family-school connections and internalizing problems among children living with asthma in urban, low-income neighborhoods. Journal of Child Health Care, 13, 275–294. doi:10.1177/1367493509336682.

    PubMed Central  PubMed  Google Scholar 

  • National Center for Education Statistics. (2006). The condition of education 2006. Washington, DC: US Department of Education.

    Google Scholar 

  • Neild, R. C., Balfanz, R., & Herzog, L. (2007). An early warning system. Educational Leadership, 65, 28–33.

    Google Scholar 

  • Nickerson, A. B., & Martens, M. P. (2008). School violence: Associations with control, security/enforcement, educational/therapeutic approaches, and demographic factors. School Psychology Review, 37, 228–243.

    Google Scholar 

  • Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. American Journal of Orthopsychiatry, 80, 124–134. doi:10.1111/j.1939-0025.2010.01015.x.

    PubMed  Google Scholar 

  • Orr, M. T., Bailey, T., Hughes, K. L., Kienzl, G. S., & Karp, M. M. (2007). The National Academy Foundation’s career academies: Shaping postsecondary transitions. In D. Neumark (Ed.), Improving school-to-work transitions (pp. 169–209). New York: Russell Sage Foundation.

    Google Scholar 

  • Peguero, A. A., Popp, A. M., Latimore, T. L., Shekarkhar, Z., & Koo, D. J. (2011). Social control theory and school misbehavior: Examining the role of race and ethnicity. Youth Violence and Juvenile Justice, 9, 259–275. doi:10.1177/1541204010389197.

    Google Scholar 

  • Pina, A. A., Zerr, A. A., Gonzales, N. A., & Ortiz, C. D. (2009). Psychosocial interventions for school refusal behavior in children and adolescents. Child Development Perspectives, 3, 11–20. doi:10.1111/j.1750-8606.2008.00070.x.

    PubMed Central  PubMed  Google Scholar 

  • Polansky, M., Villanueva, A. M., & Bonfield, J. (2008). Responses to violence related questionnaires by delinquent, truant and state-dependent boys receiving treatment in an extended day program. Journal of Offender Rehabilitation, 47, 407–432.

    Google Scholar 

  • Prevatt, F., & Kelly, F. D. (2003). Dropping out of school: A review of intervention programs. Journal of School Psychology, 41, 377–395. doi:10.1016/S0022-4405(03)00087-6.

    Google Scholar 

  • Redmond, S. M., & Hosp, J. L. (2008). Absenteeism rates in students receiving services for CDs, LDs, and EDs: A macroscopic view of the consequences of disability. Language, Speech, and Hearing Services in Schools, 39, 97–103. doi:10.1044/0161-1461(2008/010.

    PubMed  Google Scholar 

  • Reid, K. (2003a). A strategic approach for tackling school absenteeism and truancy: The PSCC scheme. Educational Studies, 29, 351–371. doi:10.1080/0305569032000159660.

    Google Scholar 

  • Reid, K. (2003b). The search for solutions to truancy and other forms of school absenteeism. Pastoral Care in Education, 21, 3–9. doi:10.1111/1468-0122.00248.

    Google Scholar 

  • Reid, K. (2007). The views of learning mentors on the management of school attendance. Mentoring and Tutoring, 15, 39–55. doi:10.1080/13611260601037363.

    Google Scholar 

  • Reid, K. (2011). The strategic management of truancy and school absenteeism: Finding solutions from a national perspective. Educational Review, 64, 1–12. doi:10.1080/00131911.2011.598918.

    Google Scholar 

  • Richtman, K. S. (2007). The truancy intervention program of the Ramsey County Attorney’s Office: A collaborative approach to school success. Family Court Review, 45, 421–437.

    Google Scholar 

  • Rodriguez, L. F., & Conchas, G. Q. (2009). Preventing truancy and dropout among urban middle school youth: Understanding community-based action from the student’s perspective. Education and Urban Society, 41, 216–247. doi:10.1177/0013124508325681.

    Google Scholar 

  • Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and what can be done about it. Cambridge: Harvard University Press.

    Google Scholar 

  • Sailor, W. (2009). Making RTI work: How smart schools are reforming education through schoolwide Response-to-Intervention. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Sailor, W., Doolittle, J., Bradley, R., & Danielson, L. (2009). Response to Intervention and Positive Behavior Support. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 729–753). New York: Springer.

    Google Scholar 

  • Sailor, W., Zuna, N., Choi, J.-H., Thomas, J., McCart, A., & Roger, B. (2006). Anchoring schoolwide positive behavior support in structural school reform. Research and Practice for Persons with Severe Disabilities, 31, 18–30. doi:10.2511/rpsd.31.1.18.

    Google Scholar 

  • Sandora, T. J., Shih, M.-C., & Goldmann, D. A. (2008). Reducing absenteeism from gastrointestinal and respiratory illness in elementary school students: A randomized, controlled trial of an infection-control intervention. Pediatrics, 121, e1555–e1562. doi:10.1542/peds.2007-2597.

    PubMed  Google Scholar 

  • Schwartz, L. A., Radcliffe, J., & Barakat, L. P. (2009). Associates of school absenteeism in adolescents with sickle cell disease. Pediatric Blood Cancer, 52, 92–96. doi:10.1002/pbc.21819.

    PubMed Central  PubMed  Google Scholar 

  • Scott, D. M., & Friedli, D. (2002). Attendance problems and disciplinary procedures in Nebraska schools. Journal of Drug Education, 32, 149–165. doi:10.2190/JTR4-6L61-4Q2K-WDEN.

    PubMed  Google Scholar 

  • Searle, M. (2010). What every school leader needs to know about RTI. Alexandria, VA: ASCD.

    Google Scholar 

  • Sewell, J. (2008). School refusal. Australian Family Physician, 37, 406–408.

    PubMed  Google Scholar 

  • Shapiro, E. S., Zigmond, N., Wallace, T., & Marston, D. (Eds.). (2011). Models for implementing Response to Intervention: Tools, outcomes, and implications. New York: Guilford.

    Google Scholar 

  • Sheldon, S. B. (2007). Improving school attendance with school, family, and community partnerships. Journal of Educational Research, 100, 267–275. doi:10.3200/JOER.100.5.267-275.

    Google Scholar 

  • Shoenfelt, E. L., & Huddleston, M. R. (2006). The Truancy Court Diversion Program of the Family Court, Warren Circuit Court Division III, Bowling Green, Kentucky: An evaluation of impact on attendance and academic performance. Family Court Review, 44, 683–695. doi:10.1111/j.1744-1617.2006.00119.x.

    Google Scholar 

  • Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65, 7–22.

    Google Scholar 

  • Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from Check & Connect longitudinal studies. California School Psychologist, 8, 29–41.

    Google Scholar 

  • Smink, J., & Reimer, M. S. (2005). Fifteen effective strategies for improving student attendance and truancy prevention. Clemson, SC: National Dropout Prevention Center.

    Google Scholar 

  • Snyder, F. J., Flay, B. R., Vuchinich, S., Acock, A., Washburn, I. J., Beets, M. W., et al. (2010). Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster randomized, controlled trial. Journal of Research on Educational Effectiveness, 3, 26–55. doi:10.1080/19345740903353436.

    PubMed Central  PubMed  Google Scholar 

  • Stone, D. H., & Stone, L. S. (2011). Dangerous and disruptive or simply cutting class; when should schools kick kids to the curb? An empirical study of school suspension and due process rights. Journal of Law and Family Studies, 13, 1–42. doi:10.2139/ssrn.1874981.

    Google Scholar 

  • Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35, 245–259.

    Google Scholar 

  • Sutphen, R. D., Ford, J. P., & Flaherty, C. (2010). Truancy interventions: A review of the research literature. Research on Social Work Practice, 20, 161–171. doi:10.1177/1049731509347861.

    Google Scholar 

  • Suveg, C., Aschenbrand, S. G., & Kendall, P. C. (2005). Separation anxiety disorder, panic disorder, and school refusal. Child and Adolescent Psychiatric Clinics of North America, 14, 773–795. doi:10.1016/j.chc.2005.05.005.

    PubMed  Google Scholar 

  • Tanner-Smith, E. E., & Wilson, S. J. (2013). A meta-analysis of the effects of dropout prevention programs on school absenteeism. Prevention Science,. doi:10.1007/s11121-012-0330-1.

    Google Scholar 

  • Tolin, D. F., Whiting, S., Maltby, N., Diefenbach, G. J., Lothstein, M. A., Hardcastle, S., et al. (2009). Intensive (daily) behavior therapy for school refusal: A multiple baseline case series. Cognitive and Behavioral Practice, 16, 332–344. doi:10.1016/j.cbpra.2009.02.003.

    Google Scholar 

  • Tramontina, S., Martins, S., Michalowski, M. B., Ketzer, C. R., Eizirik, M., Biederman, J., et al. (2001). School dropout and conduct disorder in Brazilian elementary school students. Canadian Journal of Psychiatry, 46, 941–947.

    Google Scholar 

  • US Census Bureau. (2005). Educational attainment in the United States: 2004. Washington, DC: US Census Bureau.

    Google Scholar 

  • Veenstra, R., Lindenberg, S., Tinga, F., & Ormel, J. (2010). Truancy in late elementary and early secondary education: The influence of social bonds and self-control—the TRAILS study. International Journal of Behavioral Development, 34, 302–310. doi:10.1177/0165025409347987.

    Google Scholar 

  • Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatric and Adolescent Medicine, 161, 78–88. doi:10.1001/archpedi.161.1.78.

    Google Scholar 

  • Watson, S. M. R., Gable, R. A., & Greenwood, C. R. (2011). Combining ecobehavioral assessment, functional assessment, and Response to Intervention to promote more effective classroom instruction. Remedial and Special Education, 32, 334–344. doi:10.1177/0741932510362219.

    Google Scholar 

  • Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40, 194–213. doi:10.1007/s10464-007-9143-y.

    PubMed  Google Scholar 

  • Weems, C. F., Scott, B. G., Taylor, L. K., Cannon, M. F., Romano, D. M., Perry, A. M., et al. (2010). Test anxiety prevention and intervention programs in schools: Program development and rationale. School Mental Health, 2, 62–71. doi:10.1007/s12310-010-9032-7.

    Google Scholar 

  • Weems, C. F., Taylor, L. K., Costa, N. M., Marks, A. B., Romano, D. M., Verrett, S. L., et al. (2009). Effect of a school-based test anxiety intervention in ethnic minority youth exposed to Hurricane Katrina. Journal of Applied Developmental Psychology, 30, 218–226. doi:10.1016/j.appdev.2008.11.005.

    Google Scholar 

  • Weist, M. D., Stiegler, K., Stephan, S., Cox, J., & Vaughan, C. (2010). School mental health and prevention science in the Baltimore city schools. Psychology in the Schools, 47, 89–100. doi:10.1002/pits.20453.

    Google Scholar 

  • Weller, L. D. (2000). School attendance problems: Using the TQM tools to identify root causes. Journal of Educational Administration, 38, 64–82. doi:10.1108/09578230010310984.

    Google Scholar 

  • Wheeler, M. E., Keller, T. E., & DuBois, D. L. (2010). Review of three recent randomized trials of school-based mentoring: Making sense of mixed findings. Social Policy Report, 24, 3–21.

    Google Scholar 

  • White, S. W., & Kelly, F. D. (2010). The school counselor’s role in school dropout prevention. Journal of Counseling and Development, 88, 227–235. doi:10.1002/j.1556-6678.2010.tb00014.x.

    Google Scholar 

  • Zhang, M. (2004). Time to change the truancy laws? Compulsory education: Its origin and modern dilemma. Pastoral Care, 22, 27–33. doi:10.1111/j.0264-3944.2004.00260.x.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Christopher A. Kearney.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Kearney, C.A., Graczyk, P. A Response to Intervention Model to Promote School Attendance and Decrease School Absenteeism. Child Youth Care Forum 43, 1–25 (2014). https://doi.org/10.1007/s10566-013-9222-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10566-013-9222-1

Keywords

Navigation