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Cited by 39Youth Substance Use and School AttendanceChild and Adolescent Psychosocial and Emotional DevelopmentAnxiety, Depression, Psychometrics, Treatment, Cognitive Processes

Functional assessment of school attendance problems: An adapted version of the School Refusal Assessment Scale – Revised

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Heyne, David A., Vreeke, Leonie J., Maric, Marija, Boelens, Harrie, Van Widenfelt, Brigit M.·2017·Journal of Emotional and Behavioral Disorders
DOI 10.1177/1063426616661701
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Abstract

The School Refusal Assessment Scale (SRAS) was developed to identify four factors that might maintain a youth’s school attendance problem (SAP), and thus be targeted for treatment. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Recent studies indicate problems with the wording of eight items added to the SRAS to form the SRAS-R. We examined the factorial validity of an adapted item set comprising 16 of the 24 SRAS-R items and eight items developed for this study. The eight items paralleled the content of the SRAS-R items being replaced but were less complex and ambiguous. Data were gathered from 199 youth with a SAP and 131 parents. Confirmatory factor analysis (CFA) of the adapted item set supported a four-factor model. Internal consistency reliability of the subscales was higher than it is commonly reported in SRAS-R studies. Concurrent validity was supported by associations between the four factors and measures of internalizing or externalizing behavior. The adapted SRAS-R may help professionals reliably assess the relative strength of factors maintaining SAPs. This is one of the few studies conducted independent of the instrument’s developer and in a school culture different from that where the instrument is usually tested.

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  • Various studies have pointed to problems with the SRAS's construct and concurrent validity.

    “Various studies pointed to problems with the instrument's construct and concurrent validity (see Heyne, Vreeke, Maric, Boelens, & van Widenfelt, 2017).”

    From Differentiation between school attendance problems: why and how? (2019) · cites this paper as Heyne et al., 2017

  • The four-factor model of SAPs embodied in the SRAS is not consistently supported by research.

    “The four-factor model of SAPs embodied in the SRAS is not consistently supported by research.This is described in Heyne and colleagues' (2017) review and evidenced in a recent study yielding three factors (Knollmann, Sicking, Hebebrand, & Reissner, 2017).”

    From Differentiation between school attendance problems: why and how? (2019) · cites this paper as Heyne et al., 2017

  • Functional conditions of the SRAS are often found to be associated with measures of anxiety, calling into question the extent to which SRAS items measure the function versus the form of SAPs.

    “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.”

    From Differentiation between school attendance problems: why and how? (2019) · cites this paper as Heyne et al., 2017

  • Authors point to the complex or ambiguous wording of many of the items added to the SRAS to form the SRAS-R.

    “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).”

    From Differentiation between school attendance problems: why and how? (2019) · cites this paper as Heyne et al., 2017

  • 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.

    “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).”

    From Differentiation between school attendance problems: why and how? (2019) · cites this paper as Heyne et al., 2017

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Authors
Heyne, D. A., Vreeke, L. J., Maric, M., Boelens, H., & Van Widenfelt, B. M.
Affiliations
  • Leiden University (NL)
  • Utrecht University (NL)
  • University of Amsterdam, The Netherlands
  • Leiden University, The Netherlands
Corresponding author
Heyne, David A.
ORCID
Venue
Journal of Emotional and Behavioral Disorders
Publisher
SAGE Publications
Published
2016-07-27
Volume
25
Issue
3
Pages
178-192
ISSN
  • 1063-4266 (ISSN-L)
  • 1538-4799
DOI
10.1177/1063426616661701
OpenAlex
W2504043936
Cited by
39
References
52
Citations by year
2026: 2 · 2025: 7 · 2024: 2 · 2023: 3 · 2022: 3 · 2021: 3 · 2020: 8 · 2019: 3 · 2018: 5 · 2017: 3
FWCI
16.28
Type
journal article
Language
en
Open access
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Journal of Emotional and Behavioral Disorders (publishedVersion)
  • Leiden Repository (Leiden University) (submittedVersion)
  • Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
  • Utrecht University Repository (Utrecht University) (submittedVersion)
Topics
  • Social Sciences › Education › Youth Substance Use and School Attendance
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
Keywords
school refusal, school attendance problems, functional assessment, factorial validity, item wording, internalizing problems, externalizing problems, adolescents, parent report

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