The DOI matches its Crossref record; 185 of the 188 references it cites were found in a registry or an index, and 1 are not checked yet; none of the 144 sources its claims cite is checked for support yet.
Differentiation Between School Attendance Problems: Why and How?
Open accessChecked 2026-10-09 · 1 reference not checked yet
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This conceptual review argues that school attendance problems (SAPs) should be differentiated by type—school refusal, truancy, school withdrawal, and school exclusion—while evaluating the alternative SRAS functional approach. It proposes refined definitions and the SNACK screening measure to support type-based identification.
Key findings
- SAPs are heterogeneous and terminology is inconsistent; the paper proposes nuanced definitions for school refusal (SR), truancy (TR), school withdrawal (SW), and school exclusion (SE), and introduces the SNACK, a brief screening measure with 14 possible responses plus an open item (nonproblematic reasons 1, 2, 8, 9, 10, 11, 14; SR reason 3; TR reason 4; SW reasons 5, 6, 7; SE reasons 12, 13).
- Scientific support for differentiating SR and TR includes differing associations with internalizing and externalizing behavior: Bools et al. found half of TR youth had conduct disorder while none had an emotional disorder, and no SR youth had conduct disorder while half had an emotional disorder; Egger et al. found 5% of SR youth versus 15% of TR youth diagnosed with conduct disorder.
- Overlap between SR and TR among youth with a SAP is reported as 5%, 9%, or 17%, meaning between 83% and 95% can be classified as SR or TR (or SW) rather than both.
- The SRAS functional model links four functions to cognitive-behavioral treatments, but its four-factor structure is not consistently supported; some studies yield three factors, parent-youth agreement is limited, and the SRAS does not assess factors associated with SW and SE.
Methods
- Conceptual/narrative review and synthesis of literature on SAP conceptualization, definitions, typology, and the SRAS functional approach; no primary empirical sample is reported for the review itself.
- Draws on prior component, cluster, and confirmatory factor analyses and community, clinic, and education samples, including Havik et al.’s over 3,600 youth and Keppens and Spruyt’s cluster analysis yielding subtypes of 40%, 33%, and 27%.
- Introduces the SNACK and notes a study under way administering it to parents via online or pen-and-paper format if school staff identified absenteeism during the preceding four weeks.
Limitations
- The paper states that Kearney’s problematic absenteeism criteria include nonspecific criteria and that the 25% cut-point appeared based on expert opinion; it also states that the SRAS four-factor model is not consistently supported, that some studies yield three factors, that parent-youth agreement is limited, and that treatment utility support comes from case studies and a small nonrandomized controlled study.
- The paper states that SNACK sensitivity and specificity are yet to be established and acknowledges that SR, TR, SW, and SE are not mutually exclusive categories and that typologies pose labeling problems.
- Evident from the text: the proposed definitions and SNACK are not empirically validated in this paper, and no direct comparison of the SRAS approach and the SAP typology is reported.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
0 of 144 cited sources checked · 0 supported · 0 flagged
In the paper
“The second largest cluster (33% of youth) comprised youth whose parents did not know about the absenteeism and who spent time away from home when not at school.”
§ Differentiation Between School Attendance Problems: Why and How? > Truancy
What the sources say
- Not checked yetcites Keppens & Spruyt, 2017b
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Scientifically, the consistent use of criteria for selecting youth with SAPs permits meaningful comparisons across studies and, by extension, across different countries.”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn the paper
“Parental (dis)approval of the absence was not found to influence the formation of the three clusters.”
§ Differentiation Between School Attendance Problems: Why and How? > Truancy
What the sources say
- Not checked yetcites Keppens & Spruyt, 2017b
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesNone of the sources cited for this claim have been checked yet.
In the paper
“Complicating matters, terms are used inconsistently.”
§ Differentiation Between School Attendance Problems: Why and How? > Abstract
What the sources say
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesNone of the sources cited for this claim have been checked yet.
In the paper
“School attendance problems (SAPs) are heterogeneous with respect to etiology and presentation.”
§ Differentiation Between School Attendance Problems: Why and How? > Abstract
What the sources say
- Not checked yetcites Heyne & Sauter, 2013
- Not checked yetcites Kearney, 2008a
- Not checked yetcites Maynard et al., 2012 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Reliable differentiation between problematic absenteeism (i.e., SAPs) and nonproblematic absenteeism has practical and scientific benefits.”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
Tests✓ Asserted: passes? Checkable: unclear✓ Load-bearing: passes✓ Based: passesIn the paper
“Indeed, we see a growing consensus in the literature, with various authors using Kearney's (2008a) criteria to define SAPs.”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
What the sources say
- Not checked yetcites Kearney, 2008a
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesA conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, a diagnosed internalizing disorder is not a prerequisite for SR classification.”
§ Differentiation Between School Attendance Problems: Why and How? > School Refusal
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“On the other hand, it reduces our capacity to compare and synthesize results across studies.”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn the paper
“At the same time, there is dramatic variation in the way local and national authorities signal the presence of a SAP (Gentle-Genitty et al., 2015).”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
What the sources say
- Not checked yetcites Gentle-Genitty et al., 2015 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes
- It may state two separate claims as one. 58
- Probably not a substantial claim. 67
- The quote only partly states this claim. 1
In the paper
“Our examination of the study indicates that youth with both SR and TR represented 5% of youth with a SAP; 75% of youth with a SAP were classified as TR only and 20% as SR only.”
§ Differentiation Between School Attendance Problems: Why and How? > Comprehensiveness and Specificity
What the sources say
- Not checked yetcites Egger et al. (2003) source
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“We also noted a small but potentially important change in item wording, signaling a shift away from a common truancy-related construct (”
§ Differentiation Between School Attendance Problems: Why and How? > Shortcomings
Strength:hedged· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The third feature-staying at home with the knowledge of the parents-served to exclude cases of TR that were held to involve the concealment of nonattendance from parents.”
§ Differentiation Between School Attendance Problems: Why and How? > School Refusal
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Some use intentionality to determine the presence of truancy (e.g., deliberately skipping school) while others simply focus on persistent absence, explaining why truancy and chronic absenteeism are used interchangeably (Gentle-Genitty, Karikari, Chen, Wilka, & Kim, 2015).”
§ Differentiation Between School Attendance Problems: Why and How? > Abstract
What the sources say
- Not checked yetcites Gentle-Genitty et al., 2015 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Furthermore, the all-encompassing term”
§ Differentiation Between School Attendance Problems: Why and How? > Abstract
What the sources say
- Not checked yetcites Kearney, 2016
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“The collective term”
§ Differentiation Between School Attendance Problems: Why and How? > Abstract
What the sources say
- Not checked yetcites Lyon & Cotler, 2007 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“A shared understanding of SAPs is needed (Pellegrini, 2007) because inconsistencies and ambiguity are obstacles to the advancement of assessment, intervention, and scientific knowledge surrounding SAPs (Kearney, 2003).”
§ Differentiation Between School Attendance Problems: Why and How? > Abstract
What the sources say
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
In the paper
“Among the definitions that focused on TR as a behavior, the themes of”
§ Differentiation Between School Attendance Problems: Why and How? > Truancy
What the sources say
- Not checked yetcites Gentle-Genitty et al., 2015 source
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. The quote only partly states this claim.
In the paper
“The”
§ Differentiation Between School Attendance Problems: Why and How? > Abstract
What the sources say
- Not checked yetcites Keppens & Spruyt, 2017b
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, youth not attending school but engaged in alternative forms of education (e.g., home-schooling; online education) would not be regarded as displaying a SAP.”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The long history of conceptualizing SAPs has led to a vast array of terms and definitions as well as different perspectives on the most helpful approach to classification.”
§ Differentiation Between School Attendance Problems: Why and How? > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
In the paper
“Criterion 3 formalized parental efforts to secure attendance, deliberately differentiating between SR and SW.”
§ Differentiation Between School Attendance Problems: Why and How? > School Refusal
What the sources say
- Not checked yetcites Berg, 2002
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Currently, both the narrow and broad conceptualizations of TR are found in the literature.”
§ Differentiation Between School Attendance Problems: Why and How? > Truancy
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Several shortcomings in Kearney's (2008a) definition of problematic absenteeism are its inclusion of nonspecific criteria (e.g., significant interference in routine) and the fact that the 25% criterion appeared to be based on expert opinion rather than studies showing that 25% is a meaningful cut-point for specifying the existence of a SAP.”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
What the sources say
- Not checked yetcites Kearney, 2008a
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“However, Berg et al. (1969) are credited with providing the first comprehensive set of defining features, and these features formed the basis for what are now the most commonly used criteria for SR.”
§ Differentiation Between School Attendance Problems: Why and How? > School Refusal
What the sources say
- Not checked yetcites Berg et al., 1969 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Standard cut-offs can also be established for judging whether interventions have successfully remediated SAPs.”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“In Havik et al.'s (2015a) study, internalizing behavior in the form of subjective health complaints (e.g., headache, stomachache, feeling tired) was associated with both SR and TR, but the association with SR was stronger.”
§ Differentiation Between School Attendance Problems: Why and How? > Scientific Support for Differentiation via Type Differing Associations With Internalizing and Externalizing Behavior
What the sources say
- Not checked yetcites Havik et al. (2015a)
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“The mere fact that different terms have been used to describe different SAP types suggests that each type has intrinsic characteristics demanding differentiation (Torrens Salemi & McCormack Brown, 2003).”
§ Differentiation Between School Attendance Problems: Why and How? > Anecdotal Support for Differentiation via Type
What the sources say
- Not checked yetcites Torrens Salemi & McCormack Brown, 2003
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Second, in some school districts, youth over a certain age do not need parental consent to be absent.”
§ Differentiation Between School Attendance Problems: Why and How? > School Withdrawal
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Illegal permanent expulsion has been identified, suggesting that school staff may lack an understanding of attendance laws or that guidelines related to exclusion may be inadequate (Children's Commissioner, 2013).”
§ Differentiation Between School Attendance Problems: Why and How? > School Exclusion
What the sources say
- Not checked yetcites Children's Commissioner, 2013
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In a similar fashion, we argue that differentiation between the main types of SAP can benefit research in the field of absenteeism, aid efficient assessment, and promote effective intervention.”
§ Differentiation Between School Attendance Problems: Why and How? > Anecdotal Support for Differentiation via Type
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It seems that SR youth, more than TR youth, are vulnerable to intimidation and seek refuge at home.”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“When comorbidity was accounted for, CD was significantly associated with TR but not with SR.”
§ Differentiation Between School Attendance Problems: Why and How? > Scientific Support for Differentiation via Type Differing Associations With Internalizing and Externalizing Behavior
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Instead, by making a judgment about SAP type during initial screening, subsequent assessment of factors associated with the youth's SAP could be expedited.”
§ Differentiation Between School Attendance Problems: Why and How? > Anecdotal Support for Differentiation via Type
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
In the paper
“For example, Bools et al. (1990) found that half of TR youth had CD while none had an emotional disorder, and no SR youth had CD while half had an emotional disorder.”
§ Differentiation Between School Attendance Problems: Why and How? > Scientific Support for Differentiation via Type Differing Associations With Internalizing and Externalizing Behavior
What the sources say
- Not checked yetcites Bools et al. (1990) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Egger et al. (2003) found associations between SR and internalizing behavior (anxiety disorders, somatic complaints, being shy with peers) but not between TR and these behaviors.”
§ Differentiation Between School Attendance Problems: Why and How? > Scientific Support for Differentiation via Type Differing Associations With Internalizing and Externalizing Behavior
What the sources say
- Not checked yetcites Egger et al. (2003) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The distinction between SR and TR is based on the notion that SR involves the following: reluctance or refusal to attend in association with emotional distress”
§ Differentiation Between School Attendance Problems: Why and How? > Anecdotal Support for Differentiation via Type
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“However, in Egger and colleagues' (2003) study SR was not defined by the absence of antisocial behavior, and only 5% of SR youth were diagnosed with CD compared with 15% of TR youth.”
§ Differentiation Between School Attendance Problems: Why and How? > Scientific Support for Differentiation via Type Differing Associations With Internalizing and Externalizing Behavior
What the sources say
- Not checked yetcites Egger et al. (2003) source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“In a list of types of TR, Reid (2014) referred to specific lesson absence and postregistration TR.”
§ Differentiation Between School Attendance Problems: Why and How? > Truancy
What the sources say
- Not checked yetcites Reid (2014)
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It thus appears that the anxiety-related component of internalizing behavior has a unique relationship with SR while the depression-related component is characteristic of both SR and TR.”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While there is no research data to indicate that SR youth benefit more from SR interventions than TR interventions (and vice versa), it is logical that youth benefit most from interventions that target the risk and protective factors characteristic of the SAP type in question.”
§ Differentiation Between School Attendance Problems: Why and How? > Anecdotal Support for Differentiation via Type
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The notion of”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation Between Nonproblematic Absenteeism and School Attendance Problems
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“According to a report of the UK Children's Commissioner (2012), disciplinary exclusion ought to be a last resort in rare cases and it must be fair and transparent, consider the child's views, involve a quality alternative for the excluded child, and be legal.”
§ Differentiation Between School Attendance Problems: Why and How? > School Exclusion
What the sources say
- Not checked yetcites UK Children's Commissioner (2012)
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Lax parental supervision was significantly associated with TR and not SR (Egger et al., 2003), and lower parental monitoring of absence was reported by TR youth relative to SR youth (Havik et al., 2015b).”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
What the sources say
- Not checked yetcites Egger et al., 2003 source
- Not checked yetcites Havik et al., 2015b
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Disciplinary exclusion may occur permanently (expulsion) or temporarily (suspension), and suspension may occur internally (the student attends school but not regular classes) or externally (the student is removed from school for a specified time; Costenbader & Markson, 1998).”
§ Differentiation Between School Attendance Problems: Why and How? > School Exclusion
What the sources say
- Not checked yetcites Costenbader & Markson, 1998
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Birioukov (2016) recently raised concern about the term”
§ Differentiation Between School Attendance Problems: Why and How? > School Withdrawal
What the sources say
- Not checked yetcites Birioukov (2016) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This could explain the fact that one of the subtypes they identified resembled SW.”
§ Differentiation Between School Attendance Problems: Why and How? > Truancy
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Being bullied or teased and attending a dangerous school were significantly associated with SR but not with TR (Egger et al., 2003).”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
What the sources say
- Not checked yetcites Egger et al., 2003 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“In a summary of research comparing SR youth and TR youth, Kahn and Nursten (1962) noted substantial support for a relationship between SR and neurosis, and between TR and CD.”
§ Differentiation Between School Attendance Problems: Why and How? > Scientific Support for Differentiation via Type Differing Associations With Internalizing and Externalizing Behavior
What the sources say
- Not checked yetcites Kahn and Nursten (1962) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Galloway (1980) reported that many primary and secondary school students were absent with their parents'”
§ Differentiation Between School Attendance Problems: Why and How? > School Withdrawal
What the sources say
- Not checked yetcites Galloway (1980)
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“According to Galloway (1982), absence occurs because of the family's difficulty in getting the child to school rather than the child's difficulty in being at school, the latter being characteristic of SR.”
§ Differentiation Between School Attendance Problems: Why and How? > School Withdrawal
What the sources say
- Not checked yetcites Galloway (1982) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“Kearney and Silverman (1990) then proposed a functional analytic model comprising four hypothesized reasons for the maintenance of a youth's SAP: (1) avoidance of school-related stimuli that provoke a sense of general negative affectivity, (2) escape from aversive social and/or evaluative situations at school, (3) pursuit of attention from significant others, and (4) pursuit of tangible”
§ Differentiation Between School Attendance Problems: Why and How? > Emergence
What the sources say
- Not checked yetcites Kearney & Silverman, 1990
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The SRASfoot_3 model is becoming increasingly prominent outside of the U.S. where it was developed.It has been employed or evaluated among German (Overmeyer, Schmidt, & Blanz, 1994;Walter, von Bialy, von Wirth, & Doepfner, 2017), French (Brandibas, Jeunier, Gaspard, & Fourasté, 2001), Italian (Rigante & Patrizi, 2007), Korean (Geum-Woon, 2010), UK (Richards & Hadwin, 2011), Turkish (Seçer, 2014),”
§ Differentiation Between School Attendance Problems: Why and How? > Emergence
What the sources say
- Not checked yetcites Overmeyer et al., 1994
- Not checked yetcites Walter et al., 2017
- Not checked yetcites Brandibas et al., 2001
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“There was a high degree of correspondence between classifications conducted by child psychiatrists and the classification of TR or SR based on component scores, providing support for the validity of the differentiation.”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Differentiation is not based on psychiatric diagnoses, so differential treatment can be applied without relying on a classification system like the DSM.”
§ Differentiation Between School Attendance Problems: Why and How? > Purported Benefits
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“In the second, Walter et al. (2017) found that the three-factor model applied to parent data while the four-factor model applied to youth data.”
§ Differentiation Between School Attendance Problems: Why and How? > Shortcomings
What the sources say
- Not checked yetcites Walter et al., 2017
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Classification via the functional analytic model may thus be limited to three functions associated with SAPs, calling into question the relevance of the four corresponding interventions.”
§ Differentiation Between School Attendance Problems: Why and How? > Shortcomings
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Cluster analysis yielded three groups: (1)”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
What the sources say
- Not checked yetcites Knollmann et al. (2013) source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Another argument for the SRAS approach to differentiation is that the form of the behavior of many youth with SAPs changes from one day to the next while the underlying reason for nonattendance remains consistent (Kearney, 2007).”
§ Differentiation Between School Attendance Problems: Why and How? > Purported Benefits
What the sources say
- Not checked yetcites Kearney, 2007
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“The SW and SR factors were negatively associated with conduct problems, underscoring differentiation from TR.”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“One cluster contained the majority of SR youth and no TR youth; a second cluster contained TR youth displaying severe antisocial behavior, and no SR youth; and a third cluster contained mostly TR youth with no severe antisocial behavior.”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
What the sources say
- Not checked yetcites Bools et al. (1990) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Each condition is linked with a unique set of cognitive-behavioral treatment recommendations (Kearney, 2008b;Kearney & Albano, 2007a, 2007b).”
§ Differentiation Between School Attendance Problems: Why and How? > Emergence
What the sources say
- Not checked yetcites Kearney, 2008b
- Not checked yetcites Kearney & Albano, 2007a, 2007b
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Perhaps the most promising aspect of the SRAS approach to differentiation is that it links SRAS functional conditions with cognitive-behavioral treatments targeting different reasons for SAPs.”
§ Differentiation Between School Attendance Problems: Why and How? > Purported Benefits
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It could also be regarded as a complementary approach, whereby the SAP typology and functional analytic model both contribute to our understanding of differences between youth with SAPs.”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation via the SRAS
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“The clusters differed with respect to morning symptoms (e.g., reluctance, tears) and the highest level of these symptoms was observed among SR youth, corresponding with the notion that SR entails emotional upset about school attendance.”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“First, approximately one-third of SAP cases do not present with a DSM disorder, and when they do, comorbidity is common (Kearney & Albano, 2004).”
§ Differentiation Between School Attendance Problems: Why and How? > Purported Benefits
What the sources say
- Not checked yetcites Kearney & Albano, 2004
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This might be explained by the fact that the majority of youth had fewer than 5 absent days in 3 months, suggesting the presence of emerging SAPs rather than established SAPs.”
§ Differentiation Between School Attendance Problems: Why and How? > Berg
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“It is sometimes presented as an alternative to differentiating between SAP types (e.g., Kearney & Albano, 2004).”
§ Differentiation Between School Attendance Problems: Why and How? > Differentiation via the SRAS
What the sources say
- Not checked yetcites Kearney & Albano, 2004
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Kearney (2007) reiterated the need to assess the function of SAPs based on data showing that measures of the form of internalizing behavior were not related to absenteeism while the SRAS functional conditions were.”
§ Differentiation Between School Attendance Problems: Why and How? > Purported Benefits
What the sources say
- Not checked yetcites Kearney, 2007
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“A central shortcoming of classification systems for absenteeism is that”
§ Differentiation Between School Attendance Problems: Why and How? > Comprehensiveness and Specificity
What the sources say
- Not checked yetcites Berg, 2002
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“There was overlap between the categories, but the data was not best represented by one general factor of absenteeism.”
§ Differentiation Between School Attendance Problems: Why and How? > Differing Associations With Other Variables
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Lyon and Cotler (2007) presented a case for abandoning the idea that SR and TR are different SAP types, arguing that the division is”
§ Differentiation Between School Attendance Problems: Why and How? > Comprehensiveness and Specificity
What the sources say
- Not checked yetcites Lyon and Cotler (2007) source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“Kearney (2002b) modified the 16 items to varying degrees and added 8 new items.The 24 items of the revised instrument (SRAS-R) are divided across the four functional conditions.”
§ Differentiation Between School Attendance Problems: Why and How? > Emergence
What the sources say
- Not checked yetcites Kearney, 2002b
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“First, based on Berg et al.'s (1993) study, which indicated that 14 of 80 youth with SAPs (18%) could not be classified as TR youth or SR youth, they claimed that definitions of TR and SR are unable to capture all youth with SAPs.”
§ Differentiation Between School Attendance Problems: Why and How? > Comprehensiveness and Specificity
What the sources say
- Not checked yetcites Berg et al. (1993) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Negative outcomes of disciplinary exclusion include high rates of dropout from school (Arcia, 2006;Johnston, 1989) and involvement with the legal system (Costenbader & Markson, 1998).”
§ Differentiation Between School Attendance Problems: Why and How? > Defining School Exclusion
What the sources say
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“It should also be noted that support for the treatment utility of the SRAS is based on case studies and a small nonrandomized controlled study, whereas large-scale studies are yet to be conducted (Heyne et al., 2017).”
§ Differentiation Between School Attendance Problems: Why and How? > Shortcomings
What the sources say
- Not checked yetcites Heyne et al., 2017 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Other factors associated with SAPs but missing from the SRAS are found in studies published since the development of the SRAS.These factors include subjective health complaints (Havik et al., 2015a), being bullied (Havik et al., 2015b), sleeping problems (Egger et al., 2003), academic difficulties (Maynard et al., 2012), thoughts of personal failure (Maric et al., 2012), teacher support (Havik et”
§ Differentiation Between School Attendance Problems: Why and How? > Shortcomings
What the sources say
- Not checked yetcites Havik et al., 2015a
- Not checked yetcites Havik et al., 2015b
- Not checked yetcites Egger et al., 2003 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“As noted, SR is often conceptualized according to Berg's (2002) criteria.”
§ Differentiation Between School Attendance Problems: Why and How? > Defining School Refusal
What the sources say
- Not checked yetcites Berg, 2002
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“More specifically, when consistent definitions are used across intervention studies we stand to gain a better understanding of which interventions work for which specific types of SAP (Fantuzzo et al., 2005).”
§ Differentiation Between School Attendance Problems: Why and How? > Discussion
What the sources say
- Not checked yetcites Fantuzzo et al., 2005 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
- The authors state this as an assumption: Differentiation between SAP types has value for the field.
None of the sources cited for this claim have been checked yet.
In the paper
“For example, suspension is used disproportionately among minority groups (Raffaele Mendez & Knoff, 2003) and those from socio-economically disadvantaged areas (Hemphill et al., 2010).”
§ Differentiation Between School Attendance Problems: Why and How? > Defining School Exclusion
What the sources say
- Not checked yetcites Raffaele Mendez & Knoff, 2003
- Not checked yetcites Hemphill et al., 2010 source
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Second, authors point to the complex or ambiguous wording of many of the items added to the SRAS to form the SRAS-R (Gonzálvez et al., 2016;Heyne et al., 2017;Knollmann et al., 2017).”
§ Differentiation Between School Attendance Problems: Why and How? > Shortcomings
What the sources say
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“While some proactive motivations are addressed via SRAS items (e.g., preferring to spend time with a parent or with peers), reactive motivations are not (e.g., protesting against school rules).”
§ Differentiation Between School Attendance Problems: Why and How? > Shortcomings
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, using more general terms such as”
§ Differentiation Between School Attendance Problems: Why and How? > Using Terminology
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
In the paper
“The 0.5 criterion was selected somewhat arbitrarily (Kearney & Silverman, 1999) and if it were larger (e.g., 1 or 2 point difference between the highest scoring conditions) then the extent of overlap among SRAS functional conditions would increase considerably.”
§ Differentiation Between School Attendance Problems: Why and How? > Further Considerations for Use of the SRAS
What the sources say
- Not checked yetcites Kearney & Silverman, 1999 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Using the term”
§ Differentiation Between School Attendance Problems: Why and How? > Using Terminology
What the sources say
- Not checked yetcites Heyne et al., 2014
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The”
§ Differentiation Between School Attendance Problems: Why and How? > Emergence
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✗ Asserted: fails✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“As noted, the SRAS was developed to assess just four functions of a SAP.All of these are essentially focused on the young person (i.e., avoidance of negative affectivity or social/evaluative situations; pursuit of attention or tangible reinforcement).”
§ Differentiation Between School Attendance Problems: Why and How? > Further Considerations for Use of the SRAS
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, SW and SE are not covered in the model, so factors such as parent desire for support at home and inadequate school resources for accommodating youth with special needs are not assessed.”
§ Differentiation Between School Attendance Problems: Why and How? > Further Considerations for Use of the SRAS
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The many characterizations of SW require synthesis to achieve a standardized definition.”
§ Differentiation Between School Attendance Problems: Why and How? > Defining School Withdrawal
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“SW has also been characterized by the parents' influence on absence, ranging from opposition towards sending the child to school (e.g., deliberately keeping a child at home; willful), through ambivalence about managing attendance (e.g., laissez-faire; lack of interest in child's education; irresponsibility), to inability to get the child to attend school.”
§ Differentiation Between School Attendance Problems: Why and How? > Defining School Withdrawal
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“A recent UK report indicated a bi-directional relationship between disciplinary exclusion (expulsion or suspension) and psychopathology (Ford et al., 2017).”
§ Differentiation Between School Attendance Problems: Why and How? > Defining School Exclusion
What the sources say
- Not checked yetcites Ford et al., 2017
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“As noted, TR has narrow and broad meanings (Berg, 1997).”
§ Differentiation Between School Attendance Problems: Why and How? > Defining Truancy
What the sources say
- Not checked yetcites Berg, 1997 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Indeed, functional conditions of the SRAS are often found to be associated with measures of anxiety (Heyne et al., 2017), calling into question the extent to which SRAS items measure the function versus the form of SAPs.”
§ Differentiation Between School Attendance Problems: Why and How? > Shortcomings
What the sources say
- Not checked yetcites Heyne et al., 2017 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In our view, SR youth afraid of attending school may also dislike school.”
§ Differentiation Between School Attendance Problems: Why and How? > Practical Considerations Tips for Differentiating Between School Refusal and Truancy
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, TR and SE may overlap if a young person begins to secretly absent themselves from school as a result of the school's inability to accommodate their needs.”
§ Differentiation Between School Attendance Problems: Why and How? > Tips for Differentiating Between Truancy and School Withdrawal
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The sensitivity and specificity of the items is yet to be established.”
§ Differentiation Between School Attendance Problems: Why and How? > A Screening Instrument to Differentiate Between Types of School Attendance Problems
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, the recent trend of referring to SR as”
§ Differentiation Between School Attendance Problems: Why and How? > Using Terminology
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The distribution of responses across the 14 reasons indicates whether the youth's absenteeism is characterized by nonproblematic absenteeism (e.g., a specialist appointment on one occasion and a religious holiday on another occasion), by one SAP type (e.g., reason 3 [SR] is endorsed for each absence), by a combination of SAP types (e.g., reason 13 [SE] is endorsed for one absence and reason 7 [SW]”
§ Differentiation Between School Attendance Problems: Why and How? > A Screening Instrument to Differentiate Between Types of School Attendance Problems
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“SR youth may experience emotional upset about having to attend a particular class that only falls on a certain day of the week.”
§ Differentiation Between School Attendance Problems: Why and How? > Practical Considerations Tips for Differentiating Between School Refusal and Truancy
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“It is a brief instrument, in keeping with the need for pragmatic measures (Glasgow & Riley, 2013).”
§ Differentiation Between School Attendance Problems: Why and How? > A Screening Instrument to Differentiate Between Types of School Attendance Problems
What the sources say
- Not checked yetcites Glasgow & Riley, 2013 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Using the term”
§ Differentiation Between School Attendance Problems: Why and How? > Using Terminology
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
In the paper
“Millar (1961) noted that”
§ Differentiation Between School Attendance Problems: Why and How? > Practical Considerations Tips for Differentiating Between School Refusal and Truancy
What the sources say
- Not checked yetcites Millar, 1961 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The term TR has a particularly negative connotation for some because it has been associated with delinquency (Gentle-Genitty et al., 2015) and may foster a punitive approach to intervention (Lyon & Cotler, 2007).”
§ Differentiation Between School Attendance Problems: Why and How? > Using Terminology
What the sources say
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The implication that parents of TR youth put pressure on their children to attend school has never been specified as a criterion for TR.”
§ Differentiation Between School Attendance Problems: Why and How? > Tips for Differentiating Between Truancy and School Withdrawal
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Birioukov's suggestion that”
§ Differentiation Between School Attendance Problems: Why and How? > Using Terminology
Strength:hedged· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Based on input from experts in the US, UK, Australia, and Europe, the SNACK was structured so that the key constructs would remain constant (e.g., reason is “absence related to a religious holiday or cultural observance”) while national and cultural differences could be accounted for in the examples (e.g., Chinese New Year or a Jewish holiday).”
§ Differentiation Between School Attendance Problems: Why and How? > A Screening Instrument to Differentiate Between Types of School Attendance Problems
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Reasons and associated examples were based on features of each SAP type emanating from our literature review.”
§ Differentiation Between School Attendance Problems: Why and How? > A Screening Instrument to Differentiate Between Types of School Attendance Problems
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“However, a review of indicated interventions for TR revealed that court-based interventions are uncommon and that nonpunitive school-based interventions for TR often include mentor relationships with teachers, peer support and tutoring, the provision of praise and preferred reinforcements, and focusing on the individual needs of students in small group settings (Maynard et al., 2013).”
§ Differentiation Between School Attendance Problems: Why and How? > Using Terminology
What the sources say
- Not checked yetcites Maynard et al., 2013 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The TR youth's preference for more appealing activities outside of school (Elliott, 1999;Havik et al., 2015a;Kearney, 2008c) may well stem from the lack of interest in schoolwork, which is likely associated with the educational difficulties frequently associated with TR.”
§ Differentiation Between School Attendance Problems: Why and How? > Practical Considerations Tips for Differentiating Between School Refusal and Truancy
What the sources say
- Not checked yetcites Elliott, 1999 source
- Not checked yetcites Havik et al., 2015a
- Not checked yetcites Kearney, 2008c
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In all SW cases (i.e., irrespective of the cooccurrence of SR), the youth's presence at home may fulfil some benefit(s) for the parent(s) or family, either overt (e.g., helping out at home) or covert (e.g., a parent is freed from the social obligation of securing their child's attendance at school).”
§ Differentiation Between School Attendance Problems: Why and How? > Tips for Differentiating Between School Refusal and School Withdrawal
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These cases reflect some of the criteria for TR (i.e., absence without the permission of school authorities) and SW (i.e., absence is not concealed from the parents), while not reflecting another criterion for TR (i.e., typically concealing the absence from parents).”
§ Differentiation Between School Attendance Problems: Why and How? > Tips for Differentiating Between Truancy and School Withdrawal
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“There is reasonably good consensus on the differences between SR and TR (Berecz, 1968) and differentiation is generally regarded as easy (Berg et al., 1969).”
§ Differentiation Between School Attendance Problems: Why and How? > Practical Considerations Tips for Differentiating Between School Refusal and Truancy
What the sources say
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Similarly, SR and SE may overlap if the young person becomes emotionally distressed about attending school because of the school's exclusionary practices.”
§ Differentiation Between School Attendance Problems: Why and How? > Tips for Differentiating Between Truancy and School Withdrawal
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“and that typologies pose problems such as labeling.”
§ Differentiation Between School Attendance Problems: Why and How? > Conclusion
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For practitioners, the predominant function of the SNACK is to support efficient identification of the type(s) of SAP in a given case, to facilitate more focused assessment, in turn supporting case conceptualization and intervention.”
§ Differentiation Between School Attendance Problems: Why and How? > A Screening Instrument to Differentiate Between Types of School Attendance Problems
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The SNACK screening measure may be useful in the process of differentiating by SAP type.”
§ Differentiation Between School Attendance Problems: Why and How? > Conclusion
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
- Rests on an assumption: The SNACK is the first measure to simultaneously screen for the presence of SR, TR, SW, and SE, as well as nonproblematic absenteeism.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Regarding the SRAS functional model, research and clinical opinion suggest that further development is warranted to account for factors not currently addressed in the model.”
§ Differentiation Between School Attendance Problems: Why and How? > Conclusion
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“There are currently two main schools of thought regarding differentiation between SAPs; one advocates the relevance of a SAP typology and the other advocates the functional analytic model based on the SRAS.”
§ Differentiation Between School Attendance Problems: Why and How? > Conclusion
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The SNACK does not point to specific interventions in the way that the SRAS does.”
§ Differentiation Between School Attendance Problems: Why and How? > A Screening Instrument to Differentiate Between Types of School Attendance Problems
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
The paper relies on this without support.
School is a central context for development.
“S CHOOL is a central context for development.”
The paper relies on this without support.
Temporary absenteeism is common and often not problematic.
“The 2-week criterion was applied because temporary absenteeism is common and often not problematic.”
The authors state this as an assumption.
Differentiation between SAP types has value for the field.
“Assuming that differentiation between SAP types has value for the field, it is essential to have shared definitions of SR, TR, SW, and SE.”
The paper relies on this without support.
The SNACK is the first measure to simultaneously screen for the presence of SR, TR, SW, and SE, as well as nonproblematic absenteeism.
“This is the first measure to simultaneously screen for the presence of SR, TR, SW, and SE, as well as nonproblematic absenteeism.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“Dimensional approaches generally aim for within-category heterogeneity and between-category quantitative differences (De Boeck et al., 2005), goals that can also be challenging for SA/A (Heyne et al., 2019).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Heyne et al., 2019
Citations
Cites
Diagnostic and Statistical Manual of Mental Disorders
Williams, J. B. W., & First, M. B. (2013) · Oxford University Press eBooks · doi:10.1093/acrefore/9780199975839.013.104 · Cited by 109,845
Diagnostic and Statistical Manual of Mental Disorders
(2012) · Springer eBooks · doi:10.1007/springerreference_121117 · Cited by 20,772
McNeal, R. B. (1999) · Social Forces · doi:10.1093/sf/78.1.117 · Cited by 1,083
School absenteeism and school refusal behavior in youth: A contemporary review
Kearney, C. A. (2008) · Clinical Psychology Review · doi:10.1016/j.cpr.2007.07.012 · Cited by 906
Present and Accounted for: Improving Student Attendance Through Family and Community Involvement
Epstein, J. L., & Sheldon, S. B. (2002) · The Journal of Educational Research · doi:10.1080/00220670209596604 · Cited by 832
Identifying the variables maintaining self-injurious behavior
Durand, V. M., & Crimmins, D. (1988) · Journal of Autism and Developmental Disorders · doi:10.1007/bf02211821 · Cited by 650
School Refusal and Psychiatric Disorders: A Community Study
Egger, H. L., Costello, J. E., & Angold, A. (2003) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/01.chi.0000046865.56865.79 · Cited by 596
Child and Adolescent Psychiatry : A Comprehensive Textbook
Lewis, M. (2002) · Cited by 529
Mendez, L. M. R., & Knoff, H. M. (2003) · Education and Treatment of Children · Cited by 476
Arcia, E. (2006) · Education and Urban Society · doi:10.1177/0013124506286947 · Cited by 419
Flagged first, then by citations
2 of the 188 references couldn’t be matched to a known paper.
Research works printed but not linked: 8
- Brandibas, 2001, Evaluation des modes de refus de l’école: Validation française de la SRAS (School Refusal Assessment Scale) [School refusal evaluation: French validation of SRAS], Psychologie et Psychometrie, 22, 45
- Carroll, 1986, Parental factors in primary school pupil absenteeism and their possible implications for educational psychologists, Educational and Child Psychology, 3, 202
- Frick, 1964, School phobia: A critical review of the literature, Merrill-Palmer Quarterly Review of Behavior and Development, 10, 361
- McKay-Brown, 2018, Re-engaging severe school refusers: A collaborative home-school-clinic approach in Australia, Cognitive and Behavioral Practice
- Morgan, 1959, Children who refuse to go to school: Observations on school anxiety, The Medical Officer, 102, 221
- Overmeyer, 1994, Kindheit und Entwicklung, 3, 238
- Partridge, 1939, Truancy, British Journal of Psychiatry, 85, 45
- Rigante, 2007, Il rifiuto scolare [The school refusal], Cognitivismo Clinico, 4, 124
Cited by
Sorted by citations
Items 301–339 of 339
Pelkonen, J., Virtanen, T., & Kiuru, N. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01144-8
Gonzálvez, C., Pérez-Marco, M., Fuster, A., Sanmmartín, R., Sunay, C., Caparello, C., Çimen, F., Filipello, P., Meduri, C. F., Seçer, I., et al. (2026) · Continuing education · doi:10.5334/cie.238
School Refusal and Parental Illness: A Narrative Review
Villetorte, S., Dauvier, B., & Chevrier, B. (2026) · Child Care Health and Development · doi:10.1111/cch.70306
Backlund, Å., Isaksson, J., Fredriksson, U., & Kreitz-Sandberg, S. (2026) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.70128
Parents’ experiences of the EAGLE school absence intervention
Olsen, M., Karlberg, M., & Claesdotter‐Knutsson, E. (2026) · Discover Psychology · doi:10.1007/s44202-026-00805-5
Kaya, G., & Bask, M. (2026) · International Journal of Social Welfare · doi:10.1111/ijsw.70084
What to do with school refusal? A scoping review of digital and non-digital interventions
Ihlebæk, H. M., Ihlebæk, C., Knez, R., Busso, L. A. D., Prøitz, L., Femdal, I., & Løkkeberg, S. T. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1862436 · Cited by 2
Ren, Y., Feng, M., Jia, S., & He, L. (2026) · Journal of School Health · doi:10.1111/josh.70194
Familiäre Dynamiken und Herausforderungen bei Schulabsentismus: Perspektiven aus der Sozialen Arbeit
Rau, M. (2026) · Absentismus und Dropout · doi:10.1007/978-3-658-51711-3_9
Bokelmann, L. (2026) · Absentismus und Dropout · doi:10.1007/978-3-658-51711-3_7
Bokelmann, L., & Sasso, I. (2026) · Absentismus und Dropout · doi:10.1007/978-3-658-51711-3_8
Aidonopoulou‐Read, T., Pyer, M., Bodycote, B., Campbell, J. A., & Pyer, K. (2026) · British Educational Research Journal · doi:10.1002/berj.70222
Pérez‐Marco, M., Gonzálvez, C., Fuster‐Rico, A., Amat, Á., Lorenzo-Rumbo, A., & Arráez-Vera, G. (2026) · Behavioral Sciences · doi:10.3390/bs16071225
Wang, Y., Yao, Z., Zhang, Q., Xiong, Y., Huang, X., & Qian, Y. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1859186
Olsen, M., Bore, P., Werner, M., & Claesdotter-Knutsson, E. (2026) · Canadian Journal of School Psychology · doi:10.1177/08295735261473704
Profiroiu, C., Profiroiu, A. G., Cibu, B., & Țibulcă, C. (2026) · Proceedings of the International Conference on Business Excellence · doi:10.2478/picbe-2026-0295
Ratnamohan, L., Smith, E., McInnis, P., Somervaille, R., Champion, S. M., Cooney, H., & Heyne, D. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1851117
Self-citationAccogli, G., Carlucci, G., Trabacca, A., Rossetti, M. G., Scoditti, S., Brambilla, P., Sassi, R., Fave, A. D., Bressi, C., Guarnieri, F. C., et al. (2026) · Children · doi:10.3390/children13081020 · Cited by 2
Kigobe, J., Raeymaecker, K. D., Shavega, T. J., & Heel, M. V. (2026) · Psychology in the Schools · doi:10.1002/pits.70195
Dabrowski, A., Mackley, G., Fernando, C., Rahim, H. A., & Siena, J. A. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1812649
Paterson, J., McCarthy, M., Triantafyllopoulou, P., & Murphy, G. H. (2026) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.70153
Becoming a school refuser: A sociological study of long-term school absence in Sweden
Laurin, E. (2026) · Sociology · doi:10.1177/00380385261455236
Giménez, G., Cefai, C., Chen, C., & Barrado, B. (2026) · Journal of Interpersonal Violence · doi:10.1177/08862605261473572
Fernández‐Sogorb, A., Pérez‐Marco, M., Gonzálvez, C., & Kearney, C. A. (2026) · Child & Youth Care Forum · doi:10.1007/s10566-026-09972-x
Munro, C., & White, M. O. (2026) · Child and Adolescent Social Work Journal · doi:10.1007/s10560-026-01133-2
Kigobe, J., Scharpf, F., Wissmann, L., & Hecker, T. (2026) · Journal of Interpersonal Violence · doi:10.1177/08862605261473544
Sharpe, J., & Heary, C. (2026) · Emotional and Behavioural Difficulties · doi:10.1080/13632752.2026.2730010
Rizzi, A. T., Moro, M. R., & Radjack, R. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1841417
Olsen, M., Andersson, M. J., & Claesdotter‐Knutsson, E. (2026) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2026.2733213
Meduri, C. F., Caparello, C., Imbesi, M., Gonzálvez, C., & Sorrenti, L. (2026) · Behavioral Sciences · doi:10.3390/bs16091664
School refusal behavior in children and adolescents: a concept analysis
Wang, L., Li, X., Li, X., Lei, M., Hong, L., & Xue, B. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1954084
Disengagement in a connected world: an ecological study of school refusal in the age of social media
Amadori, A., Prestera, G., Öztürk, M., Righi, A., Intra, F. S., Taverna, L., & Brighi, A. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01178-y
McGahan, J., Pearson, R. M., Fraser, H., Campbell, A., Hearn, J. H., Braithwaite, E. C., Bowes, L., Hill, J., Sharp, H., & Wright, N. (2026) · Archives of Women s Mental Health · doi:10.1007/s00737-026-01751-w
Factors and Structural Characteristics of Adolescents’ Disinterest in Learning in BPS Mode
宋, 多. (2026) · Advances in Psychology · doi:10.12677/ap.2026.169460
School Exclusion as a Partial Mediator Between Autism and Adolescent Mental Health
Yeoman, M., Cieplinska, V., Lye, V., & Totsika, V. (2026) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-026-07550-7
wheeler, M. (2026) · European Journal of Special Needs Education · doi:10.1080/08856257.2026.2750495
Lee, Y. J., Edwards, M. D., Carrier, A. C., Reynolds, C., Magallanes, H., Bruno, T., Ingrid, M. N., Chau, I., Nakaweesi, S., Hvalic-Mwase, J., et al. (2026) · Global Health Action · doi:10.1080/16549716.2026.2750047
A qualitative meta-synthesis of adolescents’ perceptions of school attendance problems
Kalvatn, A. S., Inglingstad, M., & Rasalingam, A. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1892533
Metadata
- Authors
- Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C.
- Affiliations
- Leiden University (NL)
- Monash University (AU)
- Indiana University (US)
- Corresponding author
- Heyne, David
- Venue
- Cognitive and Behavioral Practice
- Publisher
- Elsevier BV
- Published
- 2019-02
- Volume
- 26
- Issue
- 1
- Pages
- 8-34
- ISSN
- 1077-7229 (ISSN-L)
- OpenAlex
- W2806053504
- Cited by
- 339
- References
- 188
- Citations by year
- 2026: 66 · 2025: 61 · 2024: 49 · 2023: 33 · 2022: 43 · 2021: 32 · 2020: 26 · 2019: 24
- FWCI
- 70.68
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Cognitive and Behavioral Practice (publishedVersion)
- Leiden Repository (Leiden University) (submittedVersion)
- Figshare (submittedVersion, cc-by)
- IUScholarWorks (Indiana University) (submittedVersion)
- Purdue University Indianapolis (Indiana University) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- school attendance problems, school refusal, truancy, school withdrawal, school exclusion, conceptual history
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-09, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-09 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
