The evolution and reconciliation of taxonomic strategies for school refusal behavior
Abstract
We address issues pertaining to problematic school absenteeism, a pressing social dilemma that is a substantial correlate of behavior disorders in youth and linked to later problems in adulthood. Adequate taxonomic strategies for school refusal behavior have been elusive and controversial, however, contributing to a lack of consensus regarding definition, subtypes, and assessment and treatment strategies for this population. The evolution of classification systems for this population is discussed, with a critique of the literature based on provisions of explicit, reliable, and applicable criteria, discriminant validity, and interface with clinically useful assessment procedures linked to prescriptive treatments. A reconciliation of past taxonomies is proposed to define school refusal behavior and its essential features as well as specific categories, dimensions, and strategies to organize, assess, and treat this heterogeneous population.
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Kearney and colleagues developed various aspects of a functional model of school attendance problems designed to apply particularly to school refusal behavior (i.e., child-initiated school attendance problems).
“Kearney and colleagues (e.g., Kearney and Silverman, 1996; Kearney and Graczyk, 2014; Gonzalvez et al., 2019) developed various aspects of a functional model of school attendance problems designed to apply particularly to school refusal behavior (i.e., child-initiated school attendance problems).”
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 Kearney and Silverman, 1996
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- Authors
- Kearney, C. A., & Silverman, W. K.
- Affiliations
- University of Nevada, Las Vegas (US)
- Venue
- Clinical Psychology: Science and Practice
- Published
- 1996
- Volume
- 3
- Issue
- 4
- Pages
- 339-354
- ISSN
- 0969-5893 (ISSN-L)
- 1468-2850
- OpenAlex
- W2016837813
- Cited by
- 156
- References
- 94
- Citations by year
- 2026: 6 · 2025: 13 · 2024: 5 · 2023: 9 · 2022: 6 · 2021: 9 · 2020: 8 · 2019: 6 · 2018: 7 · 2017: 4 · 2016: 5 · 2015: 5 · 2014: 6 · 2013: 9 · 2012: 1
- FWCI
- 14.45
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Clinical Psychology Science and Practice (publishedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- school refusal, school absenteeism, taxonomic classification, classification systems, diagnostic criteria, discriminant validity
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.
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 ›
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