The following scales were considered specific measures to assess school refusal behavior: the School Refusal Assessment Scale-Revised for Children (SRAS-R-C, Kearney, 2002a; SRAS, Kearney & Silverman, 1993), the Feelings of School Avoidance (FSA, Watanabe & Koishi, 2000), the School Avoidance Scale (SAS, Fujigaki, 1996) and the School Refusal Personality Scale (SRPE, Honjo et al., … One method for quickly assessing the role of these functions is the School Refusal Assessment Scale-Revised. Fear or a specific phobia about something at school only accounts for a small percent of youth refusing school 3. Some children feel badly at school, some have trouble with other people, some just want to be with their family, and others like to do things that are more fun outside of school. The results reveale … Comprehensive treatment of school refusal, including psychiatric and medical evaluation when appropriate, is important since studies show that psychiatric disorders are the cause for a large percentage of students who fail to complete high school in the United States. �� [�0�o�%S�v������,l��z�:9;�'y`�W=� ��'� �����5u�A� ���ϗ�̉��,�]�����2�3� &ʌzH�P� �a 4. The onset of school refusal can be sudden or gradual. Furthermore, diagnosed internalising disorders tend to be more common with negatively reinforced school refusers, separation anxiety disorders are generally more common for attention based school refusal and oppositional defiant and conduct disorder are generally more common for school refusing based on tangible reinforcement (Kearney, 2002). Repeated school refusal can negatively impact a young persons’ learning and development. This allows scores to be combined from each respondent to create a more complete picture of school refusing. Mean correlations for each function subscale on the parental questionnaire ranged from .61- .78 and from .56- .78 on the child version. It is important to identify problems early and provide appropriate interventions to prevent further difficulties. Measuring the Function of School Refusal Behavior: The School Refusal Assessment Scale. Respondents are asked to answer e… More than ¼ of all youth will engage in some degree of school refusal during their schooling years, ranging from complaints and threats to avoid school, to missing school for months or even years at a time. 5 0 obj Versions are available for children and parents, who complete their respective scales separately (see Related resources). Objective: Psychometric properties of the original and a modified version of the «Einschätzungsskala der Schulverweigerung» (German version of the School Refusal Assessment Scale, SRAS; Kearney & Silverman, 1993; Overmeyer et al., 1994) were analyzed in order to identify alternative ways to revise the SRAS/ESV compared to the existing revision SRAS-R (Kearney, 2002). Nevertheless, the SRAS-R is useful for understanding the function of school refusal, help the design of treatment interventions and to see any changes in function over the course of treatment. All but two items had significant inter-rater reliability on the parent questionnaire with mean correlations for each subscale ranging from .46 to .57. However, comparisons between other measures of internalising and externalising symptoms and the SRAS have shown nonsignificant associations although they were in the direction expected. Recent studies indicate problems with the wording of eight items added to the SRAS to form the SRAS-R. If two functions are within .25 of one another they are ranked as equal. School Refusal Assessment Scale-Revised (P) Name: Date: Please select the answer that best fits the following questions: . x��}Y���qD�K�W ��c��ݶdy��6�>|H� ����z0���j`tX�����8�*�����6a�9_t�qeDdd�W��·[����Ǜ�����������Ԓ�����?���?���7���z�=���?�|�C������Ǜ�b�a������ S�SX�y�[�7�`rw������|u�6�6G[��_����5}� ?��� �7>��e)Wm����*��` �t�'�֓|�vٍ�8DpU�9�e�ʸL�]���Mp�d 7�D�H.�'�D�R d��� GUi_��� �Q@Z�a='����H��B�T�X5 x"���@��C�v� �#��V���G�GD��~\��I#����A,�|-,���Y�G�)rb�R�'�h�o�gAT !��ȵ �J%�ZEn�rXf=���AR*��щ� Kearney, C. A.; Silverman, W. K. (1993), "Measuring the function of school refusal behavior: The School Refusal Assessment Scale", Journal of Clinical Child Psychology, 22 (1): 85–86Kearney, C. A. School refusal peaks at several points of development, including with entry into Kindergarten, between ages 7-9, and again with entry into Middle or High School. The School Refusal Assessment Scale (SRAS) was first constructed by Kearney and Silverman (1993) and then revised in 2002 (Kearney). 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 in treatment. This self-report inventory, which is also available in parent response form, consists of 24 questions that measure the frequency with which a child experiences emotions and behaviors related to school attendance. Oorspronkelijke versie Kearney & Silverman (1993) Huidige versie Heyne, Vreeke & Maric (2008) Doel Deze vragenlijst meet de relatieve kracht van vier gehypothetiseerde functies van schoolweigering en spijbelen. 18,19 This scale poses 24 questions, the answers to which measure the relative strength of each of the 4 functions. The School Refusal Assessment Scale (SRAS) was first constructed by Kearney and Silverman (1993) and then revised in 2002 (Kearney). %�쏢 Item means for each functional The revised scale identified four functions of school refusal which included: (a) avoidance of school-related stimuli provoking negative affectivity (e.g., teacher, test), (b) escaping from aversive social or evaluative situations, (c) to get attention from others and (d) to pursue positive tangible reinforcement outside of school (e.g., television, play). School Refusal Assessment Scale – Revised (- Nederlandse vertaling) (SRAS-R(-NL) Algemene gegevens vragenlijst. The SRAS-R also shows good concurrent validity with the Fear Survey Schedule for Children-Revised and the State-Trait Anxiety Inventory for Children for the negative reinforcement functions. A repository of free psychological assessment tools. The scale was created to overcome shortcomings from previous classification systems including an over reliance on clinical judgement rather than empirical evidence leading to a lack of rater reliability, issues with validity and lack of utility in treatment (Kearney & Silverman, 1993). Seven children and adolescents, who were currently experiencing difficulties attending school, were evaluated with the School Refusal Assessment Scale (SRAS), an instrument designed to identify maintaining variables surrounding school refusal behavior. School Refusal Assessment £ 10.00 The School Refusal Assessment Scale-Revised (SRAS-R), developed by Christopher Kearney and Wendy Silverman, is a psychological assessment tool designed to evaluate school refusal disorder symptoms in children and identify their reasons for avoiding school. The aim of this study was to analyze the factorial invariance and latent means differences of the Spanish version of the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) in a sample of 1,078 students (50.8% boys) aged 8-11 years ( M = 9.63, SD = 1.12). School refusal behavior refers to child-motivated refusal to attend school and/or difficulty attending classes for an entire day (Kearney & Silverman, 1996). School Refusal Assessment Scale (Table 6, online)23 includes a child, parent, and teacher form and examines school refusal in correlation to negative and positive rein-forcers. Assessment and management of school refusal require a collaborative approach tha… stream Further work needs to see if it is possible to distinguish between function one and two or if they need to be subsumed under a function of negative reinforcement. The SRAS was constructed based on the authors clinical observations as well as research studies looking at successful treatment targeting specific behaviours relating to school refusal. School refusal occurs when a student will not go to school or frequently experiences severe distress related to school attendance. Categories one and two refer to school refusal motivated by negative reinforcement. If there are no genuine problems at school then school refusal/separation anxiety symptoms can be improved with firm and supportive encouragement to attend school every day. R�~���QQ=�3B�s]����EH�ȌP��\�x�戇�z�,�?�%�a���)ċݯ�0�)�CL�/�]����W��GY School Refusal Assessment Scale-Revised (SRAS-R) 36 Parental Authority Questionnaire-Adapted Student Version 36 Parental Authority Questionnaire-Adapted Parent Version 36 Statistical Analysis 37 Chapter 3: Results 38 Research Question 1 38 Research Question 2 38 Research Question 3 43 Research Question 4 46 Chapter 4: Discussion 49 Gebruik Angst. School Refusal Assessment Scale-Revised (C) Children sometimes have different reasons for not going to school. When our daughter refused to go to primary school our main… This will have consequences for future employment and create a need for social security benefits. Categories three and four represent refusal for positive reinforcement. <> School refusal may be a little more understood that when it was identified in the 1930s, but we still haven’t come up with any effective or pragmatic solutions, says Fran Morgan I didn’t choose to be an expert on school refusal; it chose me. 1. There is still limited support for the 4-factor model inherent to the SRAS and its revision (SRAS-R). The first two are centred around negative reinforcement and the other two around positive reinforcement of school refusal behaviour. Supporting your child with school anxiety and refusal If your child is refusing to go to school, or is feeling anxious, here's our information and advice to help you support your child and work with the school. Journal of Clinical Child Psychology, 22(1), 85-96. doi:10.1207/s15374424jccp2201_9, Screen for Child Anxiety Related Emotional Disorders (SCARED), Posttraumatic Stress Disorder Checklist (PCL-5). In cases of sudden onset, refusal often begins after a period of legitimate absence. Following School refusal is a problem that is stressful for children, families, and school personnel. Following 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. The condition that scores the highest is interpreted as the primary maintaining function of school refusal however the scores on the other conditions are also taken into account when developing a treatment plan. He complains of nausea and headache most school days and has to be cajoled into getting out of bed, but his mother says he is fine on weekends. Separate child and parent versions were developed, and items are rated on a 7 -point Likert -type scale from never (0) to always (6). 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