Understanding the Understanding the Missing Piece:Missing Piece:

School Avoidance, School Avoidance, Refusal, and TruancyRefusal, and Truancy

Presented by:

Jennifer Fanta, Pamela Locke, Mary Pacejka, Anne Strickland

Pre-AssessmentPre-Assessment

DIRECTIONS:DIRECTIONS:Please determine

whethereach statement is True

orFalse. Mark T for true or

F forfalse in the blank next toeach statement.

Today’s Objectives:Today’s Objectives:

I will:I will:1.be able to define school avoidance, school

refusal, and truancy.

2.be able to explain LT’s procedure for responding to school avoidance, school refusal, and truancy.

3.learn strategies for working with students that have exhibited problems concerning school avoidance, school refusal, and/or truancy.

Today’s Agenda:Today’s Agenda:

•What are the functions of school avoidance, refusal, and truancy?•How does LT handle these issues?

•What are strategies for working with students that exhibit school avoidance, refusal, or truancy?

•Practice using the strategies

•Apply definitions and LT procedures to case studies

•Mini assessment concerning the content of the presentation

•Review of the pre-assessment•Exit Slip (What questions do you still have?)

What is School Refusal What is School Refusal and Avoidance?and Avoidance?• Child motivated refusal to attend school or

difficulty remaining in school for the entire day

• Often seen on a continuum of severity and chronicity1. Self-corrective: absenteeism remits spontaneously2.Acute: absenteeism lasts from two weeks to one year3.Chronic: absenteeism lasts longer than one school

year

What is School Avoidance, School Refusal, and Truancy?

Functions of School Avoidance:

• Negative reinforcement• To avoid school-related

stimuli that provoke negative affectivity(symptoms of dread, anxiety)

• To escape aversive social or evaluative situations

Functions of School Refusal:

• Positive reinforcement

• To pursue attention from significant others

• To obtain or pursue tangible rewards

Key CharacteristicsSchool Avoidance and Refusal

• Severe emotional distress (anxiety, depression, somatic issues)

• Parents are aware of absenteeism

• Absence of significant behavioral or antisocial issues

• Child stays home during school hours (looking for comfort)

• Willingness to complete school work

Truancy• Lack of emotional distress

• Absences often concealed from parents

• Frequent antisocial behavior, often in the company of antisocial peers

• Child does not stay home during school hours

• Lack of willingness to meet academic expectations

How prevalent are these issues?• Up to 28% of children display some type of

school refusal behavior at one point in their lives• Equally common among boys and girls• Peaks at kindergarten, 6th grade, and freshman

year• No relationship to academic or intellectual

ability• Up to 56% of school avoiders have a primary

diagnosis of an anxiety disorder• At least 31% of school avoiders display a

diagnosable depressive disorder

What is LT’s protocol for What is LT’s protocol for School AvoidanceSchool Avoidance??

• Social worker meets with student to complete assessment to determine the function of non-attendance (avoidance or refusal)

• As indicated, completes home visits• Provides referrals and strategies to family• SW and SAT involved in ongoing dialogue

regarding necessary schedule modifications, re-entry class, accommodations

• See handout for protocol based on 3 tier system

What are LT’s procedures What are LT’s procedures for for School RefusalSchool Refusal??• Social worker meets with student to complete assessment

to determine the function of non-attendance (avoidance or refusal)

• Provide resources and strategies to student and family• As indicated, completes home visits• SW and SAT involved in ongoing dialogue regarding

necessary schedule modifications, re-entry class, accommodations

• Appropriate consequences from attendance office as determined by individual situation

• See handout for protocol based on 3 tier system

What are LT’s procedures What are LT’s procedures for for TruancyTruancy??

• Letter from Assistant Principal sent home• Meeting with parents• Appropriate referrals given to family• Student referred to truancy office

Case StudyCase Study

DIRECTIONS:DIRECTIONS:1) Identify your elbow partner.2) Read the three cases provided.3) For each case:

– Determine and then record whether this is an example of school avoidance, school refusal, or truancy.

– Identify and record the evidence that led you to determine whether the case was an example of school avoidance, school refusal, or truancy .

Reviewing the Case StudyReviewing the Case Study

What are strategies for working with students that exhibit school avoidance, refusal, or truancy?

THINGS TO KNOW & THINGS TO KNOW & REMEMBER:REMEMBER:

• Avoidance and refusal can co-occur, and this requires a combination of treatment strategies, which involves a longer time frame.•Reintegration is complicated, there will often be setbacks.•Some behaviors may escalate or new behaviors may surface as a student reintegrates (signs of anxiety, avoidance, somatic complaints).• Students do not want to feel this way – they are not just “blowing off” school.

What are strategies for working with students that exhibit school avoidance, refusal, or truancy?

THINGS TO SAY:THINGS TO SAY:• How can I help you feel comfortable in my classroom?• Let’s talk about how to best complete the work.• I know this is hard for you. • I am happy to see you.

What are strategies for working with students that exhibit school avoidance, refusal, or truancy?

THINGS TO DO:THINGS TO DO:• Keep counselor, social worker, or parent updated on any changes in behavior.• Be flexible with required work completion.• Allow oral presentations to be given in an alternate setting, or allow for practice.• Seat student near the door.• Communicate questions/concerns with counselor/SW . • Send an encouraging note to student about attending school.

Additional Classroom Interventions• Plan ahead with student to identify coping strategies

that student will use in class• Allow for breaks• Assist in preventing feelings of being overwhelmed by

simplifying instructions or breaking down assignments• Write class objectives and schedule on board• Utilize peers to help student increase connection to

class• Plan for transition• Address negative peer relationships in classroom such

as bullying, etc.

Role PlayRole Play

DIRECTIONS:DIRECTIONS:1) Identify your elbow partner.2) Determine who will be the student and who will be

the teacher.3) Read the provided case scenarios again.4) Act out each situation.

• Student: Return to school after being absent for the indicated reason.

• Teacher: Apply the strategies you just learned in order to respond to the student in a way that will positively assist them with re-entry into the learning environment.

Anyone willing Anyone willing to repeat their to repeat their performance performance for the entire for the entire

group?group?

Thank you for Thank you for your bravery! your bravery!

As we are watching, please

consider:

•What strategies did the “teacher” rely upon?

•Did your team utilize any other strategies? Which ones?

Wrap-UpWrap-Up(Review of Pre-Assessment):(Review of Pre-Assessment):

Item #& Correct Answer

Thing(s) to Note:

1- False

2- True

3- True

4- True

5- True

Wrap-UpWrap-Up(Review of Pre-Assessment):(Review of Pre-Assessment):

Item # & Correct Answer

Thing(s) to Note:

6- True

7- False

8- True

9- False

10- True

EXIT SLIP

• Please record your remaining questions on the provided note card.

• Since time did not allow us to address all questions, we will send out a memo with the answers to your submitted questions within one week.

THANKS FOR YOUR PARTICIPATION!

References:

Missing Piece Power Point Template. Retrieved from <http: www.presentationmagazine.com> .

Haarman, G.B. (2009). School Refusal Behavior: Effective Techniques to Help Children Who Can’t or Won’t Go To School. Cross Country Education, Presentation for Professional Development.

Kearney, C.A., & Albano, A.M. (2007). When Children Refuse School: A cognitive-behavioral therapy approach – Therapists Guide, 2nd Edition. New York, New York: Oxford University Press.