Abstract
Two cases of long-standing childhood school refusal were treated by shaping technique. Based on the hypothesis that if readiness to attend school could be shaped, it would be possible to shape school attendance behavior, the treatment process was divided in two stages. In the stage of shaping readiness, self-control in daily habits and study habits and enhanced motivation to attend school and reduction of anxiety were achieved. In the stage of shaping school attendance, the child remained in school, with a parent, for progressively longer period of time. After confirming that the child had adjusted to the classroom, the time that the parent was present was shortened gradually using the fading technique. As a result of this two-stage treatment, the children have become to be able to go to school. In the case of childhood subjects, parents need to serve as co-therapists.
