Absenteeism contributes to familial anxiety and educational difficulties. Despite the potential for educational plans to support these children at school, these plans are underutilized for children with incontinence. This population requires more attention to their academic and social-emotional well-being at school.
Abstract:The educational implications of chronic illnesses which involve incontinence are not well represented in the literature. The experiences of an adolescent with multiple complex illnesses, including incontinence, were explored via an intrinsic case study. Data were gathered from the adolescent, her mother, and teachers through interviews, email correspondence and school documentation over four months. Analytic memo writing was used to promote reflexivity and address researcher subjectivity. Three prominent themes emerged. There were excessive absences from school which were not always due to the physical implications of the student's incontinence. Some absences were attributed to fear of accidents at school or even fabricated by the student to avoid attendance. Next, an incomplete and inconsistent support and communication system was found which contributed to academic underachievement. Finally, the persona presented by the student led to inaccurate assumptions by school personnel and sometimes her mother regarding her ability to cope with her condition.
This study examined data from 96 schools in a Southeastern U.S. state participating in training and/or coaching on School-Wide Positive Behavioral Interventions and Supports (SWPBIS) provided by the State Personnel Development Grant (SPDG) in their state. Schools studied either received training only (“non-intensive” sites) or training and on-site coaching (“intensive” sites). Fidelity of implementation was self-evaluated by both types of schools using the Benchmarks of Quality (BOQ). Some schools were also externally evaluated using the School-Wide Evaluation Tool (SET), with those scoring 80% or higher determined “model sites.” Using an independent sample t-test, analyses revealed statistically significant differences between intensive and nonintensive schools’ Quality of Distribution Index (QDI) scores and between model sites and nonmodel sites on QDI scores. Correlations were performed to determine whether the fidelity of implementation of SWPBIS as measured by the BOQ was related to any of the state’s accountability measures: performance classification, QDI, or growth.
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