Absenteeism & Truancy: Interventions and Universal Procedures

Chronic absenteeism can lead to immediate and long-term problems such as low academic achievement, delinquency, substance abuse, and family dysfunction later in life. Absenteeism and Truancy: Interventions and Universal Procedures will help you implement schoolwide procedures to minimize absenteeism and truancy.

NOTE: One copy of this book is alreadyt included in Functional Behavior Assessment of Absenteeism and Truancy.


2013 / 376 pp., plus download fillable reproducible forms
For Grades:
  • William R. Jenson
  • Randy Sprick
  • Jessica Sprick
  • Holly Majszak
  • Linda Phosaly
Area of Focus:


This comprehensive guide takes a multi-tiered approach to addressing absenteeism and truancy. In addition to schoolwide procedures to minimize absenteeism and truancy, Absenteeism & Truancy: Interventions and Universal Procedures outlines 25 research-based interventions for use with individual students, small groups, and classes.

These interventions address common functions that motivate students to miss school:

  • Anger Management Training
  • Behavior Contracting
  • Bullying
  • Check In/Check Out (CICO)
  • Classroom Consultation
  • Cognitive Behavior Therapy to Reduce Anxiety
  • Cross-Age Peer Tutoring
  • Establishing Classroom Expectations and Defining Limits
  • Group Contingency
  • Home Notes
  •  Increased Supervision/Structure
  • Meaningful Work
  • Mentoring
  • Parent Training Type 1
  • Parent Training Type 2
  • Practice for Proficiency
  • Precision Requests
  • Principal’s 200 Club
  • Problem Solving
  • Repeated Reading Tutorial
  • Response Cost
  • Self-Management Skills
  • Social Skills Training
  • Structured Reinforcement Systems
  • Substance Abuse

The interventions can be used by themselves or in conjunction with Functional Behavior Assessment of Absenteeism and Truancy.

Download all reproducible forms needed to quickly implement a group or individual intervention.

  • William R. Jenson

    William R. Jenson, Ph.D., is a professor and past chair of the Department of Educational Psychology at the University of Utah. He received his Ph.D. in School Psychology/Applied Behavior Analysis from Utah State University in 1975. He directed the Adolescent Residential Unit in Las Vegas, Nevada, and the Children's Behavior Therapy Unit (CBTU) for Salt Lake Mental Health. CBTU is a day hospital program for severely emotionally disturbed and autistic children. Dr. Jenson's interests include behavior management for severe behavior problems, behavioral assessment, school-based interventions, parent training, applied technology, and meta-analytic research.

  • Randy Sprick

    Randy Sprick has worked as a paraprofessional, teacher, and teacher trainer at the elementary and secondary levels. Author of a number of widely read books on behavior and classroom management, Randy is former director of Safe & Civil Schools, a consulting company that provides inservice programs throughout the country. Although Randy is largely retired, his Safe & Civil Schools colleagues continue the work of helping large and small school districts improve student behavior and motivation. Efficacy of that work is documented in peer-reviewed research, and Safe & Civil Schools materials are listed on the National Registry of Evidence-Based Programs and Practices (NREPP). Randy was the recipient of the 2007 Council for Exceptional Children (CEC) Wallin Lifetime Achievement Award and was inducted into the Direct Instruction Hall of Fame, along with numerous other awards and honors.

  • Jessica Sprick

    Jessica Sprick is a consultant and presenter for Safe & Civil Schools and a writer for Ancora Publishing. Ms. Sprick has been a special education teacher for students with behavioral needs and Dean of Students at the middle school level. Her practical experience working with special and general education students and staff, along with strong training in positive behavior support techniques, drives her passion to help school personnel develop and implement effective classroom management plans.

  • Holly Majszak

    Holly Majszak is a doctoral student in School Psychology at the University of Utah. She has extensive experience as a behavior interventionist for children who exhibit significant social-emotional and behavioral problems. Holly works with children and adolescents in home, clinical, and educational settings to promote the implementation of evidence-based interventions. She has also teamed with the Utah State Office of Education to train school personnel using a Trainer of Trainers model. Her research interests include bullying, social skills, and parent training interventions.

  • Linda Phosaly

    Linda Phosaly is a doctoral student in School Psychology at the University of Utah. She earned her B.A. in Psychology at the University of California, San Diego, where she gained experience as a behavior interventionist providing comprehensive services to families with children and adolescents diagnosed with autism spectrum disorders. Linda also has worked in an alternative sentencing program, providing behavioral interventions and parent training support to mothers and their children with challenging behaviors. Her research interests include working with individuals with emotional and behavioral disorders and autism, and examining the social-emotional and behavioral functioning of at-risk youth, particularly in regard to school engagement and achievement.