2022 Volume 48 Issue 2 Pages 205-216
The present study examined the effects of comprehensive support with additional objective measures of stress, physical fitness, and social skills as assessment indicators of the formation and maintenance of school attendance behavior in a male eighth grader who had been absent from school for 13 months. The non-attendance of the student at school was considered to be the pre-condition of his learning difficulty, and the maintenance condition of his mother and teacher’s response to removing his stressors, as well as his grandmother’s care and tutor placement, and video viewing at home. Therefore, to re-shape and maintain his school attendance behavior, we conducted questioning skills training, endurance running, academic support, re-shaping of school attendance behavior using a counseling room, and guidance on how to rest. After 1.2 months (eight sessions), he attended school in stages and continued to attend for 18 months until graduation and further attend two years after entering high school. The addition of objective assessments of academic, physical, and social skills has enabled accurate behavioral assessments to be used to select techniques, initiate re-attendance, and terminate support. Therefore, it was necessary to examine the validity of these criteria.
