Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

School Refusal: Evidence-Based Practices

No description
by

Joanna Wexler

on 13 April 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of School Refusal: Evidence-Based Practices

Student Attendance : Evidence-Based Policies and Interventions
Non-Emotionally Based Attendance Issues
Fatigue
Somatic Complaints/Medical
(Homebound)
Non-Compliance
Refusal to Move
Elopement
Child - Family-School
Triggers
Temperament/medical difficulties/anxiety
Transition between elementary and secondary
Bereavement in the family
Parent/Caregiver wellbeing
Taking on additional care role of siblings
Changes in friendship
Bullying
Size of school
Prolonged illness or school holiday
Emotionally-Based Attendance Issues
Depression
General and Social Anxiety
Fear
Aggression
Temper Tantrums
Sleep Problems
Psycho-Somatic Complaints
TIER I: All School Approach
Annual notices regarding importance of attendance
Attendance awareness and reward systems
Posting policy/reminders
Review of attendance reports within Achievement Team
Letter 1 : HSV/SSW or Counselor call home to family

TIER II: Individualized
Tier III: Central Office Support
Letter 5
Notify Alex Seherlis
Referral to outside agencies
OCY if under 13 years old
District Court if 13-17 years old
Continued home visits if authorized by Supervisor of Student Services or other central office administrator
ATTENDANCE POLICY

TIERED INTERVENTION
ROLE of HSV/SSW


Letter 2 (Doctor's excuse)
Nurse Initiates releases to speak with health providers
Home Visits (5+ absences)
Gather Information regarding FUNCTION
School Refusal Assessment Scale-Revised

(SRAS-R; Kearney, 2002)
Encourage structure and routine
Reinforce attendance policy
Letters 3 and 4
HSV/SSW leads the design of the Truancy Elimination Plan (TEP) with counselor, LEA, & family using SRAS data
**Differentiating strategies based on function
Parent/guardian MUST sign the document
SRAS-R & FUNCTIONS: Why is this happening, what is nature of problem, how do we solve it?
1. Avoidance of negative affectivity
2. Escaping aversive social or evaluative situations (social or peformance anxiety)
3. Gaining attention from a significant other (separation anxiety)
4. Pursuing tangible rewards outside school
Good Practice: Re-Integration Planning
Identifying key "check-in" person
Flexibility
More gradual transition approach needed for severe emotionally-based issues and middle/high school students
Informing staff of difficulties and re-integration plan
Identify safe place or home base
Stay connected with family during re-integration
Expect setbacks; be patient
HSV/SSW maintains close contact with family and county-based supports

County-Based Supports
Family Focused Solutions Based Services (FFSBS)
Case Management
Family Based Services (FBS)
Multi-Systemic Therapy (MST)

Resiliency: Seven Ingredients
Empathy/Gratitude
Reaching Out
Self-Efficacy
Realistic Optimism

Resiliency : Seven Ingredients

Emotional Awareness
Impulse Control
Flexible Thinking
"Give it Time"...
Collaboration with Private Providers
Therapists & Psychiatrists
Medical Specialists

“Solving” the Problem Through Functional Assessment/Sample TEP/Intervention Menu
Anxiety-based: Child-focus on strengths & resiliency (emotional regulation, self-efficacy) and reduction of irrational thoughts; gradual re-integration
Attention seeking from parent or caregiver: Contingency management (reward system) with high expectations for re-integration
Tangible reinforcement outside school: Contingency contracting, increased supervision, agency supports; high expectations for re-integration
Full transcript