Research project
School non-attendance in students with intellectual disability
Are the types of school non-attendance which have been evidenced in typically developing youth also found among children and adolescents with an intellectual disability (ID)? If so, which types are most prevalent and thus in greatest need of attention, and what factors (child, family, school/environmental) are associated with these different types of school non-attendance?
- Duration
- 2016 - 2018
- Contact
- David Heyne
- Funding
- Australian Research Council
- Partners
Monash University, Australia
University of Warwick, England
The Kids and Teens at School (KiTeS) project brings together an international team of investigators with expertise and skills in school non-attendance problems, intellectual disability, recruitment of large samples and statistical analysis. Study findings will provide essential data that will directly inform comprehensive and scientifically-supported approaches to improving school attendance among some of the most vulnerable young members of our community. With a clear understanding of the factors underlying types of school non-attendance problems in young people with an ID, we are ideally situated to successfully advance efforts to prevent non-attendance and facilitate return to school. Our ultimate goal of enhancing school attendance is clearly linked to improvement in emotional and physical health and reduced burden on society including greater employment and community participation and less use of health and social welfare services.
Heyne, D. A, Sauter, F. M., & Maynard, B. R. (2015). Moderators and mediators of treatments for youth with school refusal or truancy. In M. Maric, P. J. M. Prins, & T. H. Ollendick (Eds.), Moderators and mediators of youth treatment outcomes (pp. 230-266). Oxford: Oxford University Press.
Heyne, D., King, N., Tonge, B., Rollings, S., Young, D., Pritchard, M., & Ollendick, T. (2002). Evaluation of child therapy and caregiver training in the treatment of school refusal. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 687-695.
King, N. J., Tonge, B. J., Heyne, D., & Ollendick, T. H. (2000). Research on the cognitive-behavioral treatment of school refusal: A review and recommendations. Clinical Psychology Review, 20, 495-507.