Many students in secondary schools are increasingly impacted by chronic absenteeism. Researchers have consistently concluded that students who are chronically absent are likely to experience negative outcomes such as difficulties in academic achievement, learning, sociability, and mental health (London, Sanchez, & Castrechini, 2016). However, despite the implications of chronic absenteeism, research studies that primarily focus on assessing students with disabilities’ (SWDs) reasons for chronic absenteeism are relatively limited. Although there is some existing research that suggests that SWDs are frequently absent due to health-related reasons, transportation issues, and their perceptions of poor school climate (Erbstein, 2014; Humm-Brundage, Castillo, & Batsche, 2017), there are currently no studies that have examined both student and school demographic predictors of chronic absenteeism for SWDs. The current study utilized a sample of 1,009 chronically absent SWDs across eight states in the U.S. to examine demographic predictors of reasons for chronic absenteeism among SWDs. The researcher examined students’ responses to the Reasons for Chronic Absenteeism (RCA) survey. Results indicated that SWDs reported missing school for health-related reasons most frequently, followed by family and transportation reasons. Results also suggested that SWDs’ SES, gender, and race/ethnicity were the most common demographic predictors of reasons for chronic absenteeism. Specifically, students who were lower SES significantly predicted Barriers, Disengagement, and Transportation reasons for chronic absenteeism. Students’ gender significantly predicted Barriers, Disengagement and Health reasons, and SWDs race/ethnicity significantly predicted Barriers, Health, and Transportation reasons for chronic absenteeism. School demographic predictors of chronic absenteeism were limited with schools’ percentage of English Language Learners being the only significant predictor of the reasons for chronic absenteeism. Implications for research and practice are discussed.

A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine. / End‐of‐life (EOL) care and decision‐making in pediatrics is a challenging and complex aspect of patient care experienced by residents and physician attendings. Previous studies have evaluated determinants that contribute to physicians’ attitudes towards EOL care as well as preparedness of students and residents in EOL decision‐making. However, the determinants contributing to a physician’s ability to make such decisions and feel confident in addressing EOL issues are dynamic. Recognizing that decision‐making changes over time, identifying when these changes occur may demonstrate the need for educational interventions for medical students and residents early in their career to help prepare them for EOL decision‐making. A longitudinal assessment of changes in attitudes and knowledge of EOL discussions and how they impact EOL decision‐making was not previously evaluated. This preliminary study establishes a baseline for medical student, resident, and attendings for EOL decision‐making and those factors that contribute to their decisions. This preliminary data has demonstrated a difference amongst attendings compared to residents and students. Despite low probability of survival, residents and students are more likely to select more aggressive management options when compared to attendings. Data obtained after completion of future surveys will show when decision‐making changes, which factors contribute to these changes and their significance in making decisions, and when participants are comfortable addressing EOL care.

Nonattendance is permanent process which is active or passive in some periods of time. This social problem needs systematic solution and includes education, social, juridical security and many other actions of different institutions. Nonattendance of school may be related to bad behaviour in the classroom, not attending lessons and even crime. The social surrounding of children is differentiated according to sex. Sex is one of the most important differentiate features its background of identity and experience. Scientists say that there is a great difference between girls and boys psychology so the nonattendance of both sex should be researched separately. The researches done in 2003 shows that the boys have more problems in learning, staying calm at the lessons and keep close contacts with teachers. The main problems for girls in studies are kept by not clear explanation of the subject. In conclusion we may say that needs and attitudes of boys and girls in studies are different so it is important to make clear nonattendance reasons by researching students sex differences. While doing researches of many different data it wasn��t noticed so many information about children sex differences. The aim of this paper work is to clear the reasons which determine nonattendance between girls and boys. The subject of the research is no attending school risk group students of the 4th – 10th of secondary and main schools. The aim of the research is to research the sex differences of risk... [to full text]

Pigeons worked in a titrating delay match-to-sample (TDMTS) procedure in which selecting the correct comparison stimulus increased the delay between sample offset and comparison-array onset and incorrect comparison selections decreased that delay. Prior research in our lab has shown that the stable adjusted value of the retention interval is a curvilinear function of the observing response requirement. The current study examined the effect of the distribution and predictability of observing response requirements on adjusted retention interval values. The data show that unpredictable observing response requirements were more effective in attenuating the deleterious effects of delay on matching accuracy. The data have implications for our understanding of attending and encoding in performances involving remembering over short temporal durations.

Using a grounded theory approach, this study examines the reasons why Millennials from conservative Christian backgrounds stop attending church. The purpose is to understand why attendance attrition is at an all time high for those in the Millennial generation, ages 18 to 29. Data from 18 semi-structured interviews with former attendees demonstrate that this phenomenon is not due to a simplistic list of reasons but is actually a result of a complex development involving varying interrelated processes. The primary processes at work are cognitive and spiritual disconnection and disengagement for personal wellbeing

This research deals mainly with the impact of a family on an ineffectual studying of children. Unwillingness to study has become one of the most serious problems of general education. It is a very important reason for being absent from school, not attending lessons, repeating studies, and elimination from school. Students, who have to repeat their studies, quite often break them. Such kind of students and teenagers usually join the groups of unskilled labor force, unemployed people or even go with criminal gangs. From the social perspective the group of students who do not want to study and who are absent from school quite often is also problematic. They hate school and teachers, tramp in the streets, quite often use hard drink and drugs, smoke, and behave not socially. The aim of the research is to reveal the peculiarities of the families in which children study ineffectually. The goals of the research are: to analyze pedagogical and psychological literature researching the impact of a family on effective/ineffective studying; to interpret effective/ineffective studying in the context of new social changes and the process of education reform; to do the empirical research and to analyze the results from the perspective of social reasons (family) of ineffective studying. A survey has been carried out where questionnaires were given to the ineffectively studying students and their mentors, and the following conclusions could be proposed. Family atmosphere influences the... [to full text]

The most significant factor in the child formation is the family, which takes the main responsibility for the child. Therefore, children education could not be accredited to the school only. The relevance of the paper subject is predicated on the determination of the causes of poor attendance that can be related to the family, also developing the family influence for nonattendance, the interaction of family and school is analyzed. The unconcern of the parents to the children and family problems incite children to tramp, miss classes, they start learning poorly, and the starting or deepening phenomena of dissociality may be noticed. Special institutions take care of such families, however, this wardship is not sufficient and it does not give the desirable results. The number of children who miss classes is increasing, pupils find themselves in the contraposition of family and school values. In the methodical part of the paper the family peculiarities of the children poorly attending school are theoretically motivated, a classified view of this phenomenon is structured. Empirical research of the family peculiarities of pupils poorly attending school reveals the feedback between the determinative theoretical statements, which could be the ground for the help intended for the school aged children in order to attend school properly. For this stage of the research, the direct questionnaire method was applied, the respondents being pupils and teachers. 604 respondents participated... [to full text]

Children with ASD often display behavior problems that can lead to daily academic and social disruptions. Many teachers and therapists have sought to create classroom interventions that improve the length of time a child stays seated and focused on the required task. This has led to the introduction of stability balls as an alternative seating method for children, both on the autism spectrum and with other needs. This study used a multiple baseline design and duration data to evaluate the effects of stability ball seating on attending and in-seat behavior for children with ASD who received ABA therapy in their homes. The intervention replaced their standard seating method with a stability ball. In the final phase participants chose their own seating method before beginning table work to assess preference. Following intervention the stability ball was found to increase both attending and in-seat durations for children with ASD.

Dance is an enjoyable activity that children can engage in across the lifespan. Many children with autism have limited leisure activity, such as dance, and also have challenges in terms of overall health related to physical activity. Previous research suggests that there are both immediate and prolonged benefits of exercise. The purpose of the present study was to evaluate the effects of a group dance period on on-task behavior, social attending, affect, stereotypic behavior, and disruptive behavior of three girls diagnosed with autism. The experimenter employed a reversal to evaluate the effects of a "dance party" on a range of behaviors over time. During dance activities, staff and children danced as a group and were observed before and after the dance period. During baseline there was no dance party. While no differences were found across measures, the children did have high levels of favorable affect during the dance party. The results are discussed in the context of previous literature and directions for future studies.

The purpose of this study was to test whether a relationship exists between adiposity and functional capacity. A moderate negative correlation was found between adiposity and functional capacity. This indicates that as adiposity increases, functional capacity decreases.