The Functional Profiles of School Refusal Behavior: Diagnostic Aspects

Autor/inn/en	Kearney, Christopher A.; Albano, Anne Marie
Titel	The Functional Profiles of School Refusal Behavior: Diagnostic Aspects
Quelle	In: Behavior Modification, 28 (2004) 1, S.147-161 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-4455
DOI	10.1177/0145445503259263
Schlagwörter	Anxiety; Classification; Behavior Disorders; School Phobia; Student Behavior; Functional Behavioral Assessment; Clinical Diagnosis; Student School Relationship; Psychological Patterns + Suchen Sie Ihr Suchwort? Angst; Classification system; Klassifikation; Klassifikationssystem; Schulangst; Student behaviour; Schülerverhalten; Schüler-Lehrer-Beziehung
Abstract	School refusal behavior is a common problem seen by mental health professionals and by educators but little consensus is available as to its classification, assessment, and treatment. This study assessed 143 youth with primary school refusal behavior and their parents to examine diagnoses that are most commonly associated with proposed functions of school refusal behavior. As expected, results indicated that great heterogeneity in diagnoses marks this population. In general, anxiety-related diagnoses were associated more with negatively reinforced school refusal behavior; separation anxiety disorder was associated more with attention-seeking behavior; and oppositional defiant disorder and conduct disorder were associated more with pursuit of tangible reinforcement outside of school. These results are discussed within the context of classification, assessment, and treatment of this population. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10