Effectiveness of an Adapted Behavioral Education Program Targeting Attendance Improvement

Abstract

This study describes the effectiveness of an adapted behavioral education program for students defined as “chronic absentee.” The intervention focused on building positive student–adult relationships through data monitoring, daily check-ins, and group reinforcements. Although it resulted in a 0.43% ( p = .635) decrease in average daily attendance, a promising result was participants’ decrease in absences during the intervention. The intervention also may be preventative for absentee students. The paper explores implications for practice and research.