Truancy interventions: a review of the research literature
Abstract
Objectives: This article presents a systematic review of the literature on evaluative studies of truancy interventions. Method: Included studies evaluating truancy interventions appearing in peer-reviewed academic journals from 1990 to 2007. Findings: In total, 16 studies were assessed. Eight studies used group comparison designs and eight studies used one-group pretest/posttest designs. Studies varied on sample sizes, definitions of truant behavior, focus of interventions, and dependent measures. Conclusions: Six studies produced useful and promising interventions including contingency management, school reorganization, punitive measures, community partnerships, and family-oriented activities. The substantial methodological shortcomings, inconsistent definitions, and lack of replication demonstrate a need for more and better evaluation studies to provide a more definitive knowledge base to guide effective truancy interventions for practitioners.
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Truancy is a term often utilized by school districts and/or larger entities to construct policies and definitions that trigger legal, punitive, or administrative consequences.
“Truancy is a term often utilized by school districts and/or larger entities to construct policies and definitions, such as 10 unexcused absences in a given semester or 15-week period, that trigger some legal, punitive, or administrative consequence”
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 Sutphen et al., 2010
The importance of early intervention for school attendance problems is quite clear in the literature.
“Indeed, the importance of early intervention for school attendance problems is quite clear in the literature”
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 Sutphen et al., 2010
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- Authors
- Sutphen, R. D., Ford, J. P., & Flaherty, C.
- Affiliations
- University of Kentucky (US)
- Corresponding author
- Sutphen, Richard D.
- Venue
- Research on Social Work Practice
- Publisher
- SAGE Publications
- Published
- 2010-01-11
- Volume
- 20
- Issue
- 2
- Pages
- 161-171
- ISSN
- 1049-7315 (ISSN-L)
- 1552-7581
- OpenAlex
- W2056345044
- Cited by
- 193
- References
- 35
- Citations by year
- 2026: 5 · 2025: 2 · 2024: 5 · 2023: 7 · 2022: 9 · 2021: 9 · 2020: 14 · 2019: 7 · 2018: 18 · 2017: 12 · 2016: 56 · 2015: 10 · 2014: 11 · 2013: 9 · 2012: 13
- FWCI
- 42.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Research on Social Work Practice (publishedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- truancy, intervention evaluation, contingency management, school restructuring, punitive measures, community partnerships, methodological limitations
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