The Experts below are selected from a list of 60321 Experts worldwide ranked by ideXlab platform
Patricia A. Graczyk - One of the best experts on this subject based on the ideXlab platform.
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A Multidimensional, Multi-tiered System of Supports Model to Promote School Attendance and Address School Absenteeism
Clinical Child and Family Psychology Review, 2020Co-Authors: Christopher A. Kearney, Patricia A. GraczykAbstract:School Attendance and School completion are important benchmarks of successful development. Unfortunately, School absenteeism and School dropout remain debilitating and prevalent conditions among youth. Stakeholders invested in promoting School Attendance and reducing School absenteeism generally agree that multifaceted ecological frameworks are needed to account for these heterogeneous problems as well as differences across local education agencies and broader jurisdictions. A multi-tiered system of supports (MTSS) framework emphasizes many aspects that match well with School Attendance and its problems, including prevention and a continuum of supports, screening, evidence-based assessment and intervention, problem-solving and data-based decision-making, implementation fidelity, and natural embedding into extant School improvement plans. This article outlines a multidimensional MTSS model for School Attendance and absenteeism to account for recent developments regarding service delivery within Schools. Such developments include integrated models of multi-tiered service delivery to concurrently address multiple domains of functioning, the development of more nuanced approaches for students with various challenges, and consideration of three-dimensional (pyramidal) perspectives to allow simultaneous and yet nuanced strategies for several domain clusters. Sample domain clusters common to the literature that could populate the multiple dimensions or sides of a MTSS pyramid model for School Attendance and absenteeism are presented. These domain clusters include (1) School refusal/truancy/School withdrawal/School exclusion, (2) functional profiles and analysis, (3) preSchool/elementary/middle/high School, (4) ecological levels of impact on School Attendance and its problems, and (5) low/moderate/high absenteeism severity. Recommendations are made as well regarding broader MTSS integration and implementation science vis-à-vis School Attendance and its problems.
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a response to intervention model to promote School Attendance and decrease School absenteeism
Child Care Quarterly, 2014Co-Authors: Christopher A. Kearney, Patricia A. GraczykAbstract:Regular School Attendance is foundational to children’s success but School absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a pragmatic and coordinated assessment and intervention approach. To lay the foundation and suggested parameters for a Response to Intervention (RtI) model to promote School Attendance and address School absenteeism. This is a theoretical paper guided by a systematic search of the empirical literature related to School Attendance, chronic absenteeism, and the utilization of an RtI framework to address the needs of School-aged children and youth. The RtI and absenteeism literature over the past 25 years have both emphasized the need for early identification and intervention, progress monitoring, functional behavioral assessment, empirically supported procedures and protocols, and a team-based approach. An RtI framework promotes regular Attendance for all students at Tier 1, targeted interventions for at-risk students at Tier 2, and intense and individualized interventions for students with chronic absenteeism at Tier 3. An RtI framework such as the one presented here could serve as a blueprint for researchers as well as educational, mental health, and other professionals. To develop this model and further enhance its utility for all youth, researchers and practitioners should strive for consensus in defining key terms related to School Attendance and absenteeism and focus more on prevention and early intervention efforts.
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A Response to Intervention Model to Promote School Attendance and Decrease School Absenteeism
Child & Youth Care Forum, 2014Co-Authors: Christopher A. Kearney, Patricia A. GraczykAbstract:Background Regular School Attendance is foundational to children’s success but School absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a pragmatic and coordinated assessment and intervention approach. Objective To lay the foundation and suggested parameters for a Response to Intervention (RtI) model to promote School Attendance and address School absenteeism. Methods This is a theoretical paper guided by a systematic search of the empirical literature related to School Attendance, chronic absenteeism, and the utilization of an RtI framework to address the needs of School-aged children and youth. Results The RtI and absenteeism literature over the past 25 years have both emphasized the need for early identification and intervention, progress monitoring, functional behavioral assessment, empirically supported procedures and protocols, and a team-based approach. An RtI framework promotes regular Attendance for all students at Tier 1, targeted interventions for at-risk students at Tier 2, and intense and individualized interventions for students with chronic absenteeism at Tier 3. Conclusions An RtI framework such as the one presented here could serve as a blueprint for researchers as well as educational, mental health, and other professionals. To develop this model and further enhance its utility for all youth, researchers and practitioners should strive for consensus in defining key terms related to School Attendance and absenteeism and focus more on prevention and early intervention efforts.
Thomas S. Jayne - One of the best experts on this subject based on the ideXlab platform.
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Working‐Age Adult Mortality and Primary School Attendance in Rural Kenya
Economic Development and Cultural Change, 2005Co-Authors: Takashi Yamano, Thomas S. JayneAbstract:Abstract The rapid increase in adult mortality due to the AIDS epidemic in sub‐Saharan Africa raises great concern about potential intergenerational effects on children. This article estimates the impact of AIDS‐related adult mortality on primary School Attendance in rural Kenya using a panel of 1,266 households surveyed in 1997, 2000, and 2002. The article distinguishes between effects on boys’ and girls’ education to understand potential gender differences resulting from adult mortality. We also estimate how adult mortality affects child Schooling before as well as after the death occurs. The article also estimates the importance of households’ initial asset levels in influencing the relationship between adult mortality and child School Attendance. We find that all of these distinctions are important when estimating the magnitude of the effects of adult mortality on child School Attendance. The probability that girls in initially poor households will remain in School prior to the death of a working‐age ...
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working age adult mortality and primary School Attendance in rural kenya
Economic Development and Cultural Change, 2005Co-Authors: Takashi Yamano, Thomas S. JayneAbstract:Abstract The rapid increase in adult mortality due to the AIDS epidemic in sub‐Saharan Africa raises great concern about potential intergenerational effects on children. This article estimates the impact of AIDS‐related adult mortality on primary School Attendance in rural Kenya using a panel of 1,266 households surveyed in 1997, 2000, and 2002. The article distinguishes between effects on boys’ and girls’ education to understand potential gender differences resulting from adult mortality. We also estimate how adult mortality affects child Schooling before as well as after the death occurs. The article also estimates the importance of households’ initial asset levels in influencing the relationship between adult mortality and child School Attendance. We find that all of these distinctions are important when estimating the magnitude of the effects of adult mortality on child School Attendance. The probability that girls in initially poor households will remain in School prior to the death of a working‐age ...
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Working-age Adult Mortality and Primary School Attendance in Rural Kenya
Food Security Collaborative Policy Briefs, 2004Co-Authors: Takashi Yamano, Thomas S. JayneAbstract:This paper measures the impact of working-age adult mortality on child primary School Attendance in Kenya. Kenya is one of the most heavily HIV-infected countries in the world: 13.5 percent of adults aged 15 to 49 are estimated to be living with HIV in June 2000. The paper estimates effects on boys’ and girls’ Schooling separately, to understand potential gender differences resulting from adult mortality. Also examines how adult mortality potentially affects child Schooling differently before as opposed to after the death occurs. The paper also estimates the importance of households’ initial asset levels in influencing the relationship between adult mortality and child School Attendance.
Christopher A. Kearney - One of the best experts on this subject based on the ideXlab platform.
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A Multidimensional, Multi-tiered System of Supports Model to Promote School Attendance and Address School Absenteeism
Clinical Child and Family Psychology Review, 2020Co-Authors: Christopher A. Kearney, Patricia A. GraczykAbstract:School Attendance and School completion are important benchmarks of successful development. Unfortunately, School absenteeism and School dropout remain debilitating and prevalent conditions among youth. Stakeholders invested in promoting School Attendance and reducing School absenteeism generally agree that multifaceted ecological frameworks are needed to account for these heterogeneous problems as well as differences across local education agencies and broader jurisdictions. A multi-tiered system of supports (MTSS) framework emphasizes many aspects that match well with School Attendance and its problems, including prevention and a continuum of supports, screening, evidence-based assessment and intervention, problem-solving and data-based decision-making, implementation fidelity, and natural embedding into extant School improvement plans. This article outlines a multidimensional MTSS model for School Attendance and absenteeism to account for recent developments regarding service delivery within Schools. Such developments include integrated models of multi-tiered service delivery to concurrently address multiple domains of functioning, the development of more nuanced approaches for students with various challenges, and consideration of three-dimensional (pyramidal) perspectives to allow simultaneous and yet nuanced strategies for several domain clusters. Sample domain clusters common to the literature that could populate the multiple dimensions or sides of a MTSS pyramid model for School Attendance and absenteeism are presented. These domain clusters include (1) School refusal/truancy/School withdrawal/School exclusion, (2) functional profiles and analysis, (3) preSchool/elementary/middle/high School, (4) ecological levels of impact on School Attendance and its problems, and (5) low/moderate/high absenteeism severity. Recommendations are made as well regarding broader MTSS integration and implementation science vis-à-vis School Attendance and its problems.
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a response to intervention model to promote School Attendance and decrease School absenteeism
Child Care Quarterly, 2014Co-Authors: Christopher A. Kearney, Patricia A. GraczykAbstract:Regular School Attendance is foundational to children’s success but School absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a pragmatic and coordinated assessment and intervention approach. To lay the foundation and suggested parameters for a Response to Intervention (RtI) model to promote School Attendance and address School absenteeism. This is a theoretical paper guided by a systematic search of the empirical literature related to School Attendance, chronic absenteeism, and the utilization of an RtI framework to address the needs of School-aged children and youth. The RtI and absenteeism literature over the past 25 years have both emphasized the need for early identification and intervention, progress monitoring, functional behavioral assessment, empirically supported procedures and protocols, and a team-based approach. An RtI framework promotes regular Attendance for all students at Tier 1, targeted interventions for at-risk students at Tier 2, and intense and individualized interventions for students with chronic absenteeism at Tier 3. An RtI framework such as the one presented here could serve as a blueprint for researchers as well as educational, mental health, and other professionals. To develop this model and further enhance its utility for all youth, researchers and practitioners should strive for consensus in defining key terms related to School Attendance and absenteeism and focus more on prevention and early intervention efforts.
-
A Response to Intervention Model to Promote School Attendance and Decrease School Absenteeism
Child & Youth Care Forum, 2014Co-Authors: Christopher A. Kearney, Patricia A. GraczykAbstract:Background Regular School Attendance is foundational to children’s success but School absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a pragmatic and coordinated assessment and intervention approach. Objective To lay the foundation and suggested parameters for a Response to Intervention (RtI) model to promote School Attendance and address School absenteeism. Methods This is a theoretical paper guided by a systematic search of the empirical literature related to School Attendance, chronic absenteeism, and the utilization of an RtI framework to address the needs of School-aged children and youth. Results The RtI and absenteeism literature over the past 25 years have both emphasized the need for early identification and intervention, progress monitoring, functional behavioral assessment, empirically supported procedures and protocols, and a team-based approach. An RtI framework promotes regular Attendance for all students at Tier 1, targeted interventions for at-risk students at Tier 2, and intense and individualized interventions for students with chronic absenteeism at Tier 3. Conclusions An RtI framework such as the one presented here could serve as a blueprint for researchers as well as educational, mental health, and other professionals. To develop this model and further enhance its utility for all youth, researchers and practitioners should strive for consensus in defining key terms related to School Attendance and absenteeism and focus more on prevention and early intervention efforts.
Takashi Yamano - One of the best experts on this subject based on the ideXlab platform.
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Working‐Age Adult Mortality and Primary School Attendance in Rural Kenya
Economic Development and Cultural Change, 2005Co-Authors: Takashi Yamano, Thomas S. JayneAbstract:Abstract The rapid increase in adult mortality due to the AIDS epidemic in sub‐Saharan Africa raises great concern about potential intergenerational effects on children. This article estimates the impact of AIDS‐related adult mortality on primary School Attendance in rural Kenya using a panel of 1,266 households surveyed in 1997, 2000, and 2002. The article distinguishes between effects on boys’ and girls’ education to understand potential gender differences resulting from adult mortality. We also estimate how adult mortality affects child Schooling before as well as after the death occurs. The article also estimates the importance of households’ initial asset levels in influencing the relationship between adult mortality and child School Attendance. We find that all of these distinctions are important when estimating the magnitude of the effects of adult mortality on child School Attendance. The probability that girls in initially poor households will remain in School prior to the death of a working‐age ...
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working age adult mortality and primary School Attendance in rural kenya
Economic Development and Cultural Change, 2005Co-Authors: Takashi Yamano, Thomas S. JayneAbstract:Abstract The rapid increase in adult mortality due to the AIDS epidemic in sub‐Saharan Africa raises great concern about potential intergenerational effects on children. This article estimates the impact of AIDS‐related adult mortality on primary School Attendance in rural Kenya using a panel of 1,266 households surveyed in 1997, 2000, and 2002. The article distinguishes between effects on boys’ and girls’ education to understand potential gender differences resulting from adult mortality. We also estimate how adult mortality affects child Schooling before as well as after the death occurs. The article also estimates the importance of households’ initial asset levels in influencing the relationship between adult mortality and child School Attendance. We find that all of these distinctions are important when estimating the magnitude of the effects of adult mortality on child School Attendance. The probability that girls in initially poor households will remain in School prior to the death of a working‐age ...
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Working-age Adult Mortality and Primary School Attendance in Rural Kenya
Food Security Collaborative Policy Briefs, 2004Co-Authors: Takashi Yamano, Thomas S. JayneAbstract:This paper measures the impact of working-age adult mortality on child primary School Attendance in Kenya. Kenya is one of the most heavily HIV-infected countries in the world: 13.5 percent of adults aged 15 to 49 are estimated to be living with HIV in June 2000. The paper estimates effects on boys’ and girls’ Schooling separately, to understand potential gender differences resulting from adult mortality. Also examines how adult mortality potentially affects child Schooling differently before as opposed to after the death occurs. The paper also estimates the importance of households’ initial asset levels in influencing the relationship between adult mortality and child School Attendance.
Ken Reid - One of the best experts on this subject based on the ideXlab platform.
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An Analysis of the Future Management of School Attendance in Wales.
Emotional and Behavioural Difficulties, 2012Co-Authors: Ken ReidAbstract:Since 1870, levels of pupils' absence from maintained Schools in Wales have always been higher than those in England. Since devolution in 1999, the Welsh government has tried exceedingly hard to improve this situation. Despite much effort, improving School Attendance in Wales is proving stubbornly difficult to achieve. The present article considers the recent efforts by the Welsh government since devolution to improve School Attendance in Wales, describes and analyses the present position and looks forward to the new challenges ahead after the National Behaviour and Attendance Review period and towards the creation of a new all-Wales action plan, which hopes not only to improve School Attendance rates but also to help to raise standards.
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Management of School Attendance in the UK: A Strategic Analysis
Educational Management Administration & Leadership, 2010Co-Authors: Ken ReidAbstract:Prior to 1997, managing School Attendance was the sole responsibility of the Department for Education and Skills (DfES). Since devolution, responsibility for School Attendance has resided with each of the four UK-wide administrations. These are the Department for Children, Schools and Families (DCSF) in England; the Scottish Executive Education Department (SEED); the Northern Irish Department for Education (NIDE); and in Wales, the Department for Children, Education, Lifelong Learning and Skills (DCELLS). Since then, each of the four administrations has begun to develop different policy directions over the management of education in England, Scotland, Northern Ireland and Wales. Within each of the four countries, different management approaches to School Attendance has evolved between 1997 and 2007. The focus of this article is on describing these four different approaches until 2007, the present position post 2007, while attempting to compare, contrast and evaluate some of the potential outcomes of these...
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Managing School Attendance: the professional perspective
Teacher Development, 2007Co-Authors: Ken ReidAbstract:This paper presents the findings obtained from a detailed questionnaire completed by selected head teachers (n = 129), deputy heads (n = 81), middle managers (n = 178) and form tutors (n = 91) in Schools within local education authorities located throughout England and Wales. The questionnaire focused upon the respondents’ views on the best ways to manage School Attendance. Additionally, semi‐structured follow‐up interviews were conducted with 30 respondents from each category. The respondents’ views are mainly presented in tabular form and the results obtained from the four groups are compared and contrasted. The findings indicate that a clear majority of staff had received ‘none’ or ‘very little’ professional development training on the management of School Attendance. Staff considered that the introduction of more alternative/vocational curriculum schemes was the best single solution to improve pupils’ Attendance. Parents condoning their children’s absence and taking them out of School for holidays dur...
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The views of learning mentors on the management of School Attendance
Mentoring & Tutoring: Partnership in Learning, 2007Co-Authors: Ken ReidAbstract:This article examines the views of 88 learning mentors about their understanding of the management of School Attendance. The data were obtained from a questionnaire that was completed in 2004 by the learning School mentors attending a conference on improving School Attendance. Respondents attended from Excellence in Cites (EiC) and Education Action Zone (EAZ) Initiative Schools, which had the task of improving School Attendance as one of their specific aims. Findings indicate that some learning mentors have received very little specific initial or continuing professional development (CPD) training on the management of School Attendance. Learning mentors consider that parent(s) and/or carer(s) condoning their children’s absence and taking their children out‐of‐School for holidays during term‐time are the most serious issues hindering their management of pupils with Attendance problems followed by specific lesson absences and postregistration truancy, especially within certain Schools. Learning mentors also...
