Citation

Lee MI, Miltenberger RG. Educ. Treat. Child. 1996; 19(4): 474-486.

Copyright

(Copyright © 1996, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This paper discusses diagnostic classification and functional classification of school refusal behavior. With diagnostic classification, the school refusal behavior is classified according to the DSM IV diagnostic system. Appropriate diagnoses include separation anxiety disorder, specific phobia, social phobia, depression, and truancy. With functional classification, the school refusal behavior is classified according to the maintaining consequences (functions) of the behavior. Appropriate classifications using this system would include: avoidance of fear/anxiety provoking objects or situations at school, avoidance of fear/anxiety provoking social situations at school, attention seeking, and attainment of tangible reinforcers. Assessment procedures relevant to each system of classification are also reviewed. Diagnostic assessment methods including structured clinical interviews and self-report measures are discussed. Functional assessment methods including indirect and direct procedures are reviewed. Finally, treatment approaches appropriate for the different functions of school refusal behavior are discussed.

Language: en