Multi-Systemic Intervention for School Refusal Behavior: Integrating Approaches across Disciplines

Lyon, Aaron R.; Cotler, Sheldon

doi:10.1080/1754730x.2009.9715695

Cited by 26 publications

(23 citation statements)

References 76 publications

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“…It is envisaged that the knowledge gained through research guided by the KiTeS Framework will inform the development of interventions to prevent absenteeism and reduce SAPs. Lyon and Cotler (2009) have argued that traditional psychological interventions for SAPs, which largely focus on individual child factors, should be complemented by knowledge of the influence of factors at other levels, such as broader school, family, and policy levels. Research informed by the KiTeS framework might also influence policies and laws on school attendance and absenteeism by yielding policy-relevant research data.…”

Section: Discussionmentioning

confidence: 99%

“…These factors include but are not limited to student physical and mental health (Egger et al, 2003;Allison and Attisha, 2019), family and neighborhood socio-economic status (SES; Zhang, 2003;Gottfried, 2014), family functioning (Carless et al, 2015), parent mental health (Bahali et al, 2011), school climate (Hendron and Kearney, 2016), and social norms and practices (Prakash et al, 2017). As noted above, given the diversity of factors, some researchers have proposed multisystemic approaches to understand and respond to absenteeism, aiming to integrate knowledge gained across various fields (Lyon and Cotler, 2009;Kearney, 2016;Guralnick, 2017;Prakash et al, 2017). It has been argued that models based on bioecological and developmental systems, which attend to the interaction of factors across multiple contexts, offer a useful way to navigate the complexity of absenteeism and SAPs (Benner et al, 2008;Lyon and Cotler, 2009;Doren et al, 2014;Guralnick, 2015).…”

Section: Organizing Risk Factors For Absenteeismmentioning

confidence: 99%

“…As noted above, given the diversity of factors, some researchers have proposed multisystemic approaches to understand and respond to absenteeism, aiming to integrate knowledge gained across various fields (Lyon and Cotler, 2009;Kearney, 2016;Guralnick, 2017;Prakash et al, 2017). It has been argued that models based on bioecological and developmental systems, which attend to the interaction of factors across multiple contexts, offer a useful way to navigate the complexity of absenteeism and SAPs (Benner et al, 2008;Lyon and Cotler, 2009;Doren et al, 2014;Guralnick, 2015).…”

Section: Organizing Risk Factors For Absenteeismmentioning

confidence: 99%

“…While acknowledging that a consensus has not yet been reached on an appropriate cut-off to define problematic absenteeism, a body of research shows that a broad range of individual, parental, familial, and environmental factors are implicated in absenteeism and school attendance problems (SAPs) (Kearney, 2016). Given this broad range of factors spanning multiple contexts, some researchers have proposed bioecological models to inform approaches to prevention and intervention (Lyon and Cotler, 2009;Doren et al, 2014;Guralnick, 2015;Gottfried and Gee, 2017). Bioecological models typically position the individual at the center of a nested hierarchy of environments that are understood to influence the individual's development over time (Bronfenbrenner, 1977;Bronfenbrenner and Morris, 2006).…”

Section: Introductionmentioning

confidence: 99%

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The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

et al. 2019

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Absence from school jeopardizes children's and adolescents' education and their social and emotional development. Proximal and distal individual, parental, familial, and environmental factors have been linked to absenteeism and the development and maintenance of school attendance problems. The complex interaction among these factors necessitates a multifactorial approach to understanding school absenteeism and attendance problems. The current paper builds on recent calls to apply bioecological systems frameworks when studying risk factors for school absenteeism and attendance problems. The Kids and Teens at School (KiTeS) Framework presented here is an application of Bronfenbrenner's bioecological systems model, incorporating candidate factors of particular relevance to school absenteeism and attendance problems. The current paper is also a response to the Warnock report which highlighted the need to individualize educational supports for children and adolescents with disabilities, to foster optimal educational outcomes. The KiTeS Framework is an inclusive framework, inclusive of students with and without disabilities. It is envisaged that the KiTeS Framework will provide guidance to researchers aiming to improve understanding of the factors influencing absenteeism among all school-aged students, including those from minority or vulnerable populations.

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Section: Discussionmentioning

confidence: 99%

Section: Organizing Risk Factors For Absenteeismmentioning

confidence: 99%

Section: Organizing Risk Factors For Absenteeismmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

et al. 2019

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“…In addition, Egger, Costello, and Angold (2003) have specifically advocated for the use of the SRAS in population-based studies. Recent increases in the attention paid to SRB interventions that span multiple systems (Kearney, 2008; Lyon & Cotler, 2009) have further underscored the need for research assessing the applicability of current models to youth from community and other non-clinical settings.…”

Section: The School Refusal Assessment Scalementioning

confidence: 99%

Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised in an African American Community Sample

Lyon

2009

Journal of Psychoeducational Assessment

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The current study used confirmatory factor analysis techniques to investigate the construct validity of the child version of the School Refusal Assessment Scale -Revised (SRAS-R) in a community sample of low socioeconomic status, urban, African American fifth and sixth graders (n = 174). The SRAS-R is the best-researched measure of school refusal behavior in youth and typically yields four functional dimensions. Results of the investigation suggested that a modified version of the fourfactor model, in which three items from the tangible reinforcement dimension are removed, may have construct validity in the current sample of youth. In addition, youth endorsement of the dimension measuring avoidance of social and/or evaluative situations was positively associated with unexcused absences. Implications for further psychometric research and early identification and prevention of problematic absenteeism in low-SES, ethnic minority community samples are highlighted. Keywordsschool refusal behavior; absenteeism; factor analysis; assessment; community Problematic school absenteeism is associated with a range of concurrent and future problems including dropout, delinquency, and mental illness (Alexander, Entwisle, & Horsey, 1997;Epstein & Sheldon, 2002;Loeber & Farrington, 2000;Robins & Robertson, 1996). Consistent evidence has demonstrated that even low levels of absenteeism predict increasingly severe patterns in the future (Barth, 1984;Zhang, 2003). Early identification of individuals at risk is essential to disrupt this negative trajectory. School refusal behavior (SRB), one prominent type of problematic absenteeism, has been defined as "child-motivated refusal to attend school or difficulties remaining in school for an entire day" (Kearney & Silverman, 1996; p.345). Prevalence estimates for SRB vary from 5 to 28%, depending on the operational definition of the problem and the demographics of study participants (Kearney, 2001).The importance of prevention and early intervention for youth at risk for SRB has been clearly detailed (Kearney & Hugelschofer, 2000). Within the United States, ethnic minority and lowsocioeconomic status (SES) groups are more likely to experience absenteeism than other youth (Puzzanchera, Stahl, Finnegan, Tierney, & Snyder, 2003; National Center for Education Statistics, 2006). Unfortunately, these groups are rarely selected for inclusion in SRB research and significant barriers exist to increasing their representation in the literature (Lyon & Cotler, 2007). Most notable among these barriers is that fact that no research studies to date have investigated whether existing school refusal measures are valid for youth who are at greater risk for absenteeism (i.e., low-SES, ethnic minorities), but might not yet demonstrate sufficient Correspondence concerning this article should be addressed to Aaron R. Lyon, University of Washington, Child Health Institute, 6200 NE 74 th St., Suite 100, Seattle, Washington 98115. lyona@u.washington.edu.. NIH Public Access The School Refusal Assessment S...

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School Absenteeism During Childhood

Kearney¹,

Diliberto²

2014

Encyclopedia of Primary Prevention and Health Promotion

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Multi-Systemic Intervention for School Refusal Behavior: Integrating Approaches across Disciplines

Cited by 26 publications

References 76 publications

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised in an African American Community Sample

School Absenteeism During Childhood

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