school refusal assessment scale

The results reveale … 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. School refusal is a problem that is stressful for children, families, and school personnel. School refusal will have a negative affect on academic and social development and can lead to a student completely dropping out of school. 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 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). Following 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). The SRAS was revised to improve psychometric properties, increase score range and to modify the functional model (Kearney, 2002). The SRAS-R is designed to measure the relative strength of the four functional conditions listed above and is typically given to the child (if appropriate) and to both parents. 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. 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. 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 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. Descriptive functional assessment of school refusal behavior: SRAS The initial version of the School Refusal Assessment Scale consisted of 16 items, 4 for each functional condition mentioned earlier. 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. Item means for each functional Assessment and management of school refusal require a collaborative approach tha… Versions are available for children and parents, who complete their respective scales separately (see Related resources). Separate child and parent versions were developed, and items are rated on a 7-point Likert-type scale from never (0) to always (6). All items on the parent and child questionnaire had significant test-retest reliability over a 7 to 14-day period. Access the School Refusal Assessment Scale-Revised (SRAS-R) and compute your score. s�Ta��g�>P�0hW�)+�h�Ҳ�k��l�� 9�I�8�+s&TZ�Us ��v'��R@hI�g@d�=��QX`�C�Ґ~�E,��)�|��@ʷ�9�oR��6�&_�m�5�mt�+��nC��|Z��w`E�癸�I �f'�� Ü̲��}�D1%�}��n�@�t�hq� ��h��H"Bﰖ�Z��&4\g'� @��wq�fH��Ä�"�o�-��JA�� D`�؋�b� �:z��6�>��z��;�kwU@��\z��p��_'m��ok�P��m��'�L �s�J��j#_�w��G�(�(�\��$�P��yx3�)2�:(��a^=0�)��0kA N :*�O�c�L�+�^�$ZI�X��!�� This allows scores to be combined from each respondent to create a more complete picture of school refusing. If two functions are within .25 of one another they are ranked as equal. It also allows a clinician to examine differences between respondents and use this information in designing and targeting treatment. 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. School Refusal Assessment Scale - Revised, Developed by Christopher Kearney and Wendy Silverman. Additionally, a provider may administer the School Refusal Assessment Scale- Revised, a self- and parent-report measure that can help identify school avoidance and what might be driving this behavior. The School Refusal Assessment Scale-Revised (SRAS-R) and the Visual Analogue Scale for Anxiety-Revised (VAA-R) were administered. 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. <> Respondents are asked to answer e… 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��*��` �� [�0�o�%S�v��,l��z�:9;�'y`�W=� ��'� ��5u�A� ��ϗ�̉��,�]��2�3� &ʌzH�P� �a Separate child and parent versions were developed, and items are rated on a 7 -point Likert -type scale from never (0) to always (6). This will have consequences for future employment and create a need for social security benefits. stream 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. Following However, comparisons between other measures of internalising and externalising symptoms and the SRAS have shown nonsignificant associations although they were in the direction expected. Identifying the Function of School Refusal Behavior: A Revision of the School Refusal Assessment Scale. Find out who you should be dealing with at your current school ; Learn your rights under the Individuals with Disabilities Education Act (IDEA 2004) Learn which types of therapy are recommended for school refusal; 2. Recent studies indicate problems with the wording of eight items added to the SRAS to form the SRAS-R. School Refusal Assessment Scale – Revised (- Nederlandse vertaling) (SRAS-R(-NL) Algemene gegevens vragenlijst. 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. The School Refusal Assessment Scale (SRAS) was first constructed by Kearney and Silverman (1993) and then revised in 2002 (Kearney). 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. Mean correlations for each function subscale on the parental questionnaire ranged from .61- .78 and from .56- .78 on the child version. This tool should be beneficial to complete and then share with School and Professionals. The SRAS-R consists of a child and parent questionnaire with the wording on items altered slightly for each target audience. A repository of free psychological assessment tools. There is still limited support for the 4-factor model inherent to the SRAS and its revision (SRAS-R). A parallel questionnaire, the Self-Efficacy Questionnaire for Responding to School Attendance Problems (SEQ-RSAP) has been developed for use with the parents of school refusers, to assess their self-efficacy in relation to helping their child attend school regularly and without difficulty (e.g., “If my child has difficulty attending school, I know what can be done to address this”).. Descriptive functional assessment of school refusal behavior: SRAS The initial version of the School Refusal Assessment Scale consisted of 16 items, 4 for each functional condition mentioned earlier. Journal of Psychopathology and Behavioral Assessment, 24(4), 235-245. doi:10.1023/A:1020774932043, Kearney, C., & Silverman, W. K. (1993). The revised version of the scale was shown to have good concurrent validity for each function subscale with the original version of the scale (r range from .65 to .77). It is important to identify problems early and provide appropriate interventions to prevent further difficulties. 1. 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 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. All but two items had significant inter-rater reliability on the parent questionnaire with mean correlations for each subscale ranging from .46 to .57. School Refusal Assessment Scale-Revised (C) Children sometimes have diﬀerent reasons for not going to school. 18,19 This scale poses 24 questions, the answers to which measure the relative strength of each of the 4 functions. 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. Abstract. �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� 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. 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). 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. Assessment scale. Measuring the Function of School Refusal Behavior: The School Refusal Assessment Scale. Gebruik Angst. Please only do so at your own discretion and like with all Psychological tools, please use with caution as many methods of assessment have their flaws. 4. Kearney, C. (2002). 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. This gives the questionnaire both typological and dimensional properties (Kearney & Silverman, 1993). To start, ask for daily feedback from the school, talk with the teacher or counselor about their observations and look for patterns of absences. 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 & … 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). J�HC,5��,lp�$Ϋ4��DN��/)��xF��*�,��l�dO��v��e��}�0aW��\ق �r�EY��@ �f� cg=<6��i�Q�`��Ks��2"��&��G �n@�m �8��1��,�"�)��"Z��.��l��p�VDcp0g��I�:,ٶ�lK��.s;�+�0��.N��'�� yk:p��(�^��5Tyׁ�.��{ a��,.��+��D��E*�'17 H�%�ND��>��}��y3��¾�d��˝��Ӳ�'� �z�1�ƚ��*`� �l�]Jgz��\�'C,�]�X2�^tX�wFɐ�.m�:]�A�h7�g�#|ٖ��a�Y1�jNpi�|�R�4b3s�,ʌG�ޡ��`a4�Ùl�r�JX_�1�E ��$A��Ө��R=��ـѧR=��L� 7'�C�b մ��{��KwV�0��̲�t2+��n|dJ��l�aY��DY�l�d6�06'774;��uY�i��:kvO�3W�x�0�l=��ʒ��-O ��>Q�]*N��O��u��|�xc>��yGf�̮�zTuӑ'��U2��Ѳ��Y�.�N�Q@ ��3�6QT��a School Refusal Assessment Scale-Revised (P) Name: Date: Please select the answer that best ﬁts the following questions: . Repeated school refusal can negatively impact a young persons’ learning and development. A mean score is calculated for each function and are ranked from highest to lowest. School Refusal Assessment Scale (revised edition; SRAS-R) (Kearney, 2002). In cases of sudden onset, refusal often begins after a period of legitimate absence. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Effects of school refusal. %�쏢 R�~��QQ=�3B�s]��EH�ȌP��\�x�戇�z�,�?�%�a��)ċݯ�0�)�CL�/�]��W��GY 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., … Categories three and four represent refusal for positive reinforcement. �"��_��F�͊!b�*�� 9XlN��/A&. 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). 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