Date of Award

1-1-2018

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

Content Description

1 online resource (iii, xvi, 278 pages) : illustrations

Dissertation/Thesis Chair

Deborah K Kundert

Committee Members

Callen E Kostelnik, Dean Spaulding

Keywords

Program Evaluation, School refusal behavior, High school attendance, High school dropouts, High school students, School phobia, Home and school

Subject Categories

Education | Educational Assessment, Evaluation, and Research

Abstract

Missing school is linked to a plethora of negative outcomes for students. Absences and school nonattendance pose significant concerns for a myriad of youth. Students miss school for a variety of reasons, thus this heterogeneous sample of pupils is broadly considered exhibiting school refusal behavior. Many studies have investigated this phenomenon, with contemporary research advocating for implementing a variety of interventions aligned to the function(s) of the school refusal behavior, and the use of a multidisciplinary intervention team (Kearney & Silverman, 1990; Suldo & Ogg, 2014; Wimmer, 2004). Few empirical studies, however, have investigated such recommendations. The need for thorough examination of best practice recommendations is consistent with federal accountability standards for evaluations of initiatives promoting student success (U.S. Department of Education, 2017a, 2017b).

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