000			04231cam a22003738i 4500
001			ocn938708391
005			20240726105026.0
008			160209s2016 nyu ob 001 0 eng
010			_a2016006470
040			_aDLC _beng _erda _epn _cDLC _dOCLCO _dOCLCF _dNT _dYDXCP _dEBLCP _dUKOUP _dYDX _dVLB _dCNCGM _dMERUC _dOCLCQ
020			_a9780199985302 _q((electronic)l(electronic)ctronic)
029	1		_aAU@ _b000062593589
042			_apcc
050	1	0	_aLB3081 _b.M363 2016
100	1		_aKearney, Christopher A. _e1
245	1	0	_aManaging school absenteeism at multiple tiers : _ban evidence-based and practical guide for professionals / _cChristopher A. Kearney.
260			_aNew York : _bOxford University Press, _c(c)2016.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
520	0		_a"School absenteeism is a pervasive and difficult problem faced by mental health and school-based professionals. Even in mild forms, school absenteeism has been shown to be a significant risk factor for social, behavioral, and academic problems in middle childhood and adolescence, as well as psychiatric, economic, and occupational difficulties in adulthood. Problematic absenteeism has been examined for decades by professionals of many different disciplines, leading to a considerably fractured literature. Managing School Absenteeism at Multiple Tiers provides an integrative strategy for preventing, assessing, and addressing cases of youth with school absenteeism at multiple levels of severity and complexity. Dr. Christopher Kearney presents a multi-tiered framework based on prevention (Tier 1), early intervention for emerging cases (Tier 2), and more extensive intervention and systemic strategies for severe cases (Tier 3). Each tier is based on empirically supported strategies from the literature, and emphasis is placed on specific, implementable recommendations. This approach is based on a Response to Intervention model that has emerged as a powerful guide to prevention, assessment, and treatment of social and academic problems in schools. Response to Intervention is based upon tenets that parallel developments in the school absenteeism literature: (1) a proactive focus on early identification of learning and behavior problems and immediate, effective intervention, (2) universal, targeted, and intensive interventions, (3) frequent progress monitoring, (4) functional behavioral assessment, (5) empirically supported treatment procedures and protocols to reduce obstacles to academic achievement (including absenteeism), and (6) a team-based approach for implementation. This user-friendly, practical guide will be useful to mental health professionals, school administrators, guidance counselors, social workers and psychologists, as well as others who address kids with problematic absenteeism such as pediatricians and probation officers"-- _cProvided by publisher.
520	0		_a"Managing School Absenteeism at Multiple Tiers provides an integrative strategy for preventing, assessing, and addressing cases of youth with school absenteeism at multiple levels of severity and complexity"-- _cProvided by publisher.
504			_a2
505	0	0	_aCover; Managing School Absenteeism at Multiple Tiers; Copyright; Contents; Preface; 1. Introduction to Key Definitions and Concepts; 2. Tier 1 Strategies to Enhance Attendance and Prevent Absenteeism; 3. Assessment Procedures for Tier 1; 4. Tier 2 Interventions for Emerging School Absenteeism; 5. Assessment Procedures for Tier 2; 6. Tier 3 Interventions for Severe School Absenteeism; 7. Beyond Tier 3 and Into the Future; References; About the Author; Index.
530			_a2 _ub
650		0	_aSchool attendance.
650		0	_aChildren with disabilities _xEducation.
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1289372&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLB _m2016 _QOL _R _x _8NFIC _2LOC
999			_c86427 _d86427
902			_a1 _bCynthia Snell _c1 _dCynthia Snell