truancy in our schools “an overview of truant behaviors among our youth and what educators can do...

Truancy in Truancy in our our

SchoolsSchools

““An Overview of Truant Behaviors An Overview of Truant Behaviors Among our Youth and What Among our Youth and What

Educators Can Do to Intervene”Educators Can Do to Intervene”

Elizabeth Kiefer – University of PittsburghElizabeth Kiefer – University of Pittsburgh

ObjectivesObjectives

After this presentation you will be able to:After this presentation you will be able to:

Identify the prevalence and problems Identify the prevalence and problems associated with truancy. associated with truancy.

Describe intervention strategies used to Describe intervention strategies used to combat truancy.combat truancy.

Identify intervention efforts individual Identify intervention efforts individual educators can use to combat truancy.educators can use to combat truancy.

© Elizabeth Kiefer 2008 University of Pittsburgh

Our AgendaOur Agenda

What: Prevalence and associated What: Prevalence and associated factorsfactors

So What: Outcomes associated with So What: Outcomes associated with truancytruancy

Now What: Interventions at home, Now What: Interventions at home, school, and within the classroomschool, and within the classroom


A Case Illustration: A Case Illustration: Cameron’s StoryCameron’s Story

Cameron is in the seventh grade and is considered Cameron is in the seventh grade and is considered to be an intelligent boy who once enjoyed school. to be an intelligent boy who once enjoyed school. When Cameron is in school he completed his work When Cameron is in school he completed his work and received great marks in return. The problem is and received great marks in return. The problem is

that halfway through the term, Cameron has that halfway through the term, Cameron has missed 19 days of school. Over time his attitude missed 19 days of school. Over time his attitude

has gone from bright and energetic to has gone from bright and energetic to downhearted, his participation has decreased, and downhearted, his participation has decreased, and

he is not turning in his homework. he is not turning in his homework.

In a situation such as this, what do you feel is In a situation such as this, what do you feel is going wrong with Cameron and more importantly going wrong with Cameron and more importantly

what can you do to change it? what can you do to change it?


Truancy in our SchoolsTruancy in our Schools

Truancy is sweeping the nation with Truancy is sweeping the nation with many students missing school due to many students missing school due to unexplained absences.unexplained absences.

30% of students are missing school 30% of students are missing school in some cities in some cities (Goldstein, 2003).(Goldstein, 2003).


Glossary of TermsGlossary of Terms Truancy – missing school for unexplained and unexcused Truancy – missing school for unexplained and unexcused

reasonsreasons

TIP TIP Truancy Intervention Program Truancy Intervention Program

Token Economy – behavior management system involving Token Economy – behavior management system involving reinforcers earned for desired behaviors. Reinforcers reinforcers earned for desired behaviors. Reinforcers (tokens) may be exchanged for other reinforcers (Kerr & (tokens) may be exchanged for other reinforcers (Kerr & Nelson, 2006).Nelson, 2006).

Interdependent Group Contingency – behavior Interdependent Group Contingency – behavior management plan in which each student must demonstrate management plan in which each student must demonstrate desired behavior to gain reward (Kerr & Nelson, 2006).desired behavior to gain reward (Kerr & Nelson, 2006).


How we identify the How we identify the problem of truancyproblem of truancy

Chronic school absencesChronic school absences

Several unexcused absencesSeveral unexcused absences


Related problems and Related problems and contributing factorscontributing factors

Several factors may be prevalent in Several factors may be prevalent in the lives of students demonstrating the lives of students demonstrating

truant behaviors that often go truant behaviors that often go unnoticed. unnoticed.

(Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs, U.S. Department of Justice, (Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs, U.S. Department of Justice, Office of Safe and Drug-Free Schools, & U.S. Department of Education, 2008)Office of Safe and Drug-Free Schools, & U.S. Department of Education, 2008)


School related factors such as bullying School related factors such as bullying or unsafe environment within the or unsafe environment within the school.school.

Family factors with problems such as Family factors with problems such as distress within the family due to distress within the family due to financial issues or negative family financial issues or negative family structure/environment.structure/environment.

Student characteristics such as low self-Student characteristics such as low self-esteem or lack of interest and outside esteem or lack of interest and outside influences contributing to use of drugs influences contributing to use of drugs and alcohol.and alcohol.


What happens without What happens without intervention?intervention?

Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs, U.S. Department of Justice, Office of Safe and Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs, U.S. Department of Justice, Office of Safe and Drug-Free Schools, & U.S. Department of Education, 2008Drug-Free Schools, & U.S. Department of Education, 2008

Failing out of school. Failing out of school.

A lower self-esteem paired with problems in social A lower self-esteem paired with problems in social interactions.interactions.

An increase in violence and drug abuse.An increase in violence and drug abuse.

Higher risk of pregnancy and violence.Higher risk of pregnancy and violence.

Higher crime rate and unemployment.Higher crime rate and unemployment.


What not to wear do!What not to wear do!

Do not single out students with Do not single out students with chronic absenteeism in front of peers!chronic absenteeism in front of peers!

Do not make assumptions about Do not make assumptions about reasons behind students behavior.reasons behind students behavior.


What Works: What Works: Research Research YOUYOU Can Can

UseUse

What can educators do to What can educators do to combat truancy?combat truancy?


What? What? Truancy Intervention Truancy Intervention

Programs (TIP)Programs (TIP)


Gaining Early Awareness and Gaining Early Awareness and Readiness Program (GEAR UP)Readiness Program (GEAR UP)

Utilizes tutors, counselors for Utilizes tutors, counselors for students as well as families, and students as well as families, and information about secondary information about secondary education through field trips and education through field trips and presentations presentations (Yampolskaya, Massey, & Greenbaum, 2006). (Yampolskaya, Massey, & Greenbaum, 2006).

Students need to be shown options Students need to be shown options available to them in their future by available to them in their future by attending schoolattending school


REWARD THE GOOD!REWARD THE GOOD!

Intervention created for elementary Intervention created for elementary students in which congratulatory students in which congratulatory letters were sent home if truant letters were sent home if truant attendance improved, attendance improved, acknowledgment letters sent home is acknowledgment letters sent home is attendance did not improveattendance did not improve (Perez McCluskey, (Perez McCluskey,

Bynum, & Patchin, 2004).Bynum, & Patchin, 2004).


So what?So what?

What What YOUYOU can do can do


Token Economy and Token Economy and Interdependent Interdependent ContingenciesContingencies

Develop an interdependent contingency Develop an interdependent contingency system in which performance of the group is system in which performance of the group is rewarded if all members meet the rewarded if all members meet the requirementsrequirements (Goldstein, Little, & Akin-Little, 2003).(Goldstein, Little, & Akin-Little, 2003).

In addressing the individual behaviors, utilize In addressing the individual behaviors, utilize the group setting by using a contingency, the group setting by using a contingency, making each individual student feel more making each individual student feel more accountable for behaviors that have effects on accountable for behaviors that have effects on their peers as well!their peers as well!


Climate AssessmentClimate Assessment Assess overall classroom climate, peer to Assess overall classroom climate, peer to

peer climate, and teacher to student peer climate, and teacher to student relationshipsrelationships Moos and Moos (1978) as found in Goldstein, Little, and Akin-Little (2003).Moos and Moos (1978) as found in Goldstein, Little, and Akin-Little (2003).

Use climate assessments to set up a Use climate assessments to set up a greater structure for your room.greater structure for your room.

Is authority established? Is authority established? – Students may easily criticize without it.Students may easily criticize without it.

Is your classroom competitive? Is your classroom competitive? – Some students may feel threatened while others may do Some students may feel threatened while others may do

quite wellquite well

Look at your students’ background for help.Look at your students’ background for help.


Case study IllustrationCase study Illustration

Now Back to Cameron . . .Now Back to Cameron . . .


Where you can get more Where you can get more help: Additional resourceshelp: Additional resources


Office of Juvenile Justice and Delinquency Prevention Office of Juvenile Justice and Delinquency Prevention (OJJDP), Office of Justice Programs, U.S. Department (OJJDP), Office of Justice Programs, U.S. Department

of Justice, and the Office of Safe and Drug-Free of Justice, and the Office of Safe and Drug-Free Schools (OSDFS), U.S. Department of EducationSchools (OSDFS), U.S. Department of Education

http://ojjdp.ncjrs.org/truancy/index.htmlhttp://ojjdp.ncjrs.org/truancy/index.htmlDemonstrates strategies for intervention in truant behavior Demonstrates strategies for intervention in truant behavior

on federal and state levels. Includes useful tips and on federal and state levels. Includes useful tips and strategies to help absenteeism such as ten things a school strategies to help absenteeism such as ten things a school

can do to improve attendance and fact sheets about can do to improve attendance and fact sheets about truancy.truancy.

Manual to Combat Truancy prepared by Manual to Combat Truancy prepared by U.S.Department of Education and U.S. Department of U.S.Department of Education and U.S. Department of

Justice Justice http://www.ed.gov/pubs/Truancy/index.htmlhttp://www.ed.gov/pubs/Truancy/index.html

Provides truancy statistics and a manual to use in order to Provides truancy statistics and a manual to use in order to intervene in truant behavior. The manual contains past intervene in truant behavior. The manual contains past

truancy initiatives and further assistance.truancy initiatives and further assistance.


10 THINGS A SCHOOL CAN DO TO IMPROVE ATTENDANCE from the COLORADO FOUNDATION FOR

FAMILIES AND CHILDREN (link found at - http://ojjdp.ncjrs.org/truancy/best.html)

**What teachers can do individually.

**1. Make students and parents/guardians feel welcome. Make a point to say “hello” to every parent/guardian or student you see in the halls and outside--make it your business to know his or her names.

**2. Create an environment that enables students to feel successful in something—no matter how small it may seem. Award academic and attendance “letters,” as you do forathletics.

**3. When a student is absent, immediately talk to the parent/guardian — not their answering machine. Make a personal phone call in the evening, or call parents/guardians at work during the day.


**4. When a student is absent, immediately talk with them about why they were gone—let them know you are aware…and that you care that they are at school.

**5. Forge a relationship with local businesses where youth may congregate when truant—encourage them to keep students in school during school hours. Create a poster that states “We support youth in school and will not serve anyone under 16 during school hours.”

6. Forge a relationship with local law enforcement—make them your allies in showing the community, families, and students that school is the place to be. Empower community police officers to return youth to school.


7. Don’t provide the temptation for youth to be truant. Close your campuses during breaks and lunch.

**8. Empower and expect classroom teachers to take action when they think a student may be truant. Ask teachers to make calls to absent youth or families in the afternoon or evenings.

**9. Reward and recognize good attendance—not just perfect attendance. Post large signs giving the daily attendance for the day. Reward individuals, classes, and the school for increased attendance.

**10. Make your school a place where students feel safe and respected. Adopt a character education program that is planned and implemented by students.


ReferencesReferences Goldstein, J. S., Little, S. G., & Akin-Little, A. (2003). Absenteeism: A review of the literature and

school psychology’s role. The California School Psychologist, 8, 127-139.

Kerr, M. M., & Nelson, C. M. (2006). Strategies for addressing behavior problems in the classroom, 5th edition. Columbus, Ohio: Charles E. Merrill Publishing Company.

Moos, R. H., & Moos, B. S. (1978). Classroom social climate and student absences and grades. Journal of Educational Psychology, 70, 263-269.

Office of Juvenile Justice and Delinquency Prevention (OJJDP), Office of Justice Programs, U.S. Department of Justice, and the Office of Safe and Drug-Free Schools (OSDFS), & U.S. Department of Education. About truancy. In Truancy Prevention: Empowering Communities and

Schools to Succeed. Retrieved March 7, 2008, from http://

Perez McCluskey, C., Bynum, T. S., & Patchin, J. W. (2004). Reducing chronic absenteeism: An assessment of an early truancy initiative. Crime and Delinquency, 50(2), 214-234.

Yampolskaya, S., Massey, O. T., & Greenbaum, P. E. (2006). At-risk high school students in the "Gaining Early Awareness and Readiness Program" (GEAR UP): Academic and behavioral outcomes. The Journal of Primary Prevention, 27(5), 457-475.


Contact InformationContact Information

Elizabeth Kiefer Elizabeth Kiefer

University Of PittsburghUniversity Of Pittsburgh

E-mail: [email protected]: [email protected]


truancy in our schools “an overview of truant behaviors among our youth and what educators can do...

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