Genetic Causes of Autism and the Pervasive Developmental Disorders

Bridging the gap among professionals who address youths with school absenteeism: Overview and suggestions for consensus.

“…Greater efforts were later made to empirically define constructs of absenteeism. Loosely basing their dichotomy on Achenbach's (1991a) empirically based internalizing-externalizing continuum, for example, Young, Brasic, Kisnadwala, and Leven (1990) proposed that internalizing school refusal disorder is marked by anxiety, phobia, depression, other emotional distress, and somatic complaints; externalizing truant disorder is marked by noncompliance, defiance, impulsivity, and conduct disorder symptoms. However, this dichotomy has not yet been supported empirically; many youths with absenteeism clearly evince symptoms of both poles, and the dichotomy has not clarified terminology in this area (Kearney & Silverman, 1996).…”

Bridging the gap among professionals who address youths with school absenteeism: Overview and suggestions for consensus.

“…Greater efforts were later made to empirically define constructs of absenteeism. Loosely basing their dichotomy on Achenbach's (1991a) empirically based internalizing-externalizing continuum, for example, Young, Brasic, Kisnadwala, and Leven (1990) proposed that internalizing school refusal disorder is marked by anxiety, phobia, depression, other emotional distress, and somatic complaints; externalizing truant disorder is marked by noncompliance, defiance, impulsivity, and conduct disorder symptoms. However, this dichotomy has not yet been supported empirically; many youths with absenteeism clearly evince symptoms of both poles, and the dichotomy has not clarified terminology in this area (Kearney & Silverman, 1996).…”

Bridging the gap among professionals who address youths with school absenteeism: Overview and suggestions for consensus.

“…Greater efforts were later made to empirically define constructs of absenteeism. Loosely basing their dichotomy on Achenbach's (1991a) empirically based internalizing-externalizing continuum, for example, Young, Brasic, Kisnadwala, and Leven (1990) proposed that internalizing school refusal disorder is marked by anxiety, phobia, depression, other emotional distress, and somatic complaints; externalizing truant disorder is marked by noncompliance, defiance, impulsivity, and conduct disorder symptoms. However, this dichotomy has not yet been supported empirically; many youths with absenteeism clearly evince symptoms of both poles, and the dichotomy has not clarified terminology in this area (Kearney & Silverman, 1996).…”

Bridging the gap among professionals who address youths with school absenteeism: Overview and suggestions for consensus.

“…Greater efforts were later made to empirically define constructs of absenteeism. Loosely basing their dichotomy on Achenbach's (1991a) empirically based internalizing-externalizing continuum, for example, Young, Brasic, Kisnadwala, and Leven (1990) proposed that internalizing school refusal disorder is marked by anxiety, phobia, depression, other emotional distress, and somatic complaints; externalizing truant disorder is marked by noncompliance, defiance, impulsivity, and conduct disorder symptoms. However, this dichotomy has not yet been supported empirically; many youths with absenteeism clearly evince symptoms of both poles, and the dichotomy has not clarified terminology in this area (Kearney & Silverman, 1996).…”