Reflections on the Field of School Attendance Problems: For the Times They Are a-Changing?. Issue 1 (February 2019)

• Record Type: Journal Article
• Authors: Tonge, Bruce J.; Silverman, Wendy K.
• Is Part Of: Cognitive and behavioral practice. Volume 26:Issue 1(2019)
• Page Start: 119
• Page End: 126
• Publication Date: 2019-02
• Subjects: school attendance problems -- definitions -- prevention -- interventions; Behavior therapy -- Periodicals; Cognitive therapy -- Periodicals; Behavior Therapy -- Periodicals; Cognitive Therapy -- Periodicals; 616.8914205
• DOI: 10.1016/j.cbpra.2018.12.004
• Languages: English
• ISSNs: 1077-7229

Abstract

Abstract: This article presents reflections on the seven articles included in this special series. The classification of school attendance problems (SAPs) based on structured checklists of SAP types (school refusal, truancy, school withdrawal, and school exclusion) together with functional analysis opens the way for establishing norms and social referents. We discuss how authorized nonattendance can also be problematic if it is persistent, and that it is important to take this type of SAP into account if the field is to effectively understand and respond to the complex range of bio-psycho-socio-cultural determinants of absenteeism. We highlight other gaps in the current literature, one of which is the lack of attention to evidence-based prevention and early intervention strategies. Avenues for future research are suggested, with emphasis on the need for pragmatic approaches to address the complexities of SAPs. Promising work is beginning to address the SAPs that are prevalent in special populations such as those with autism spectrum disorder. Overall, our reflections highlight the incremental changes that have characterized the field, exemplified by this series of articles, and the promise of transformational change in tackling the major challenge of SAPs as research in the field continues. Highlights: This series includes a form and functional model of SAPs that can help resolve definitional confusion. Research has led to incremental change in classification and knowledge, particularly of the SR form, but developments in treatment have stalled. Progress in effective population-wide approaches to prevention and intervention for all forms of SAP is lacking. The proposed ecological approach, which considers the form and function of all types of SAP, offers the possibility for transformational change in knowledge and intervention.