The evolution and reconciliation of taxonomic strategies for school refusal behavior.

Abstract

We address issues pertaining to problematic school absenteeism, a pressing social dilemma that is a substantial correlate of behavior disorders in youth and linked to later problems in adulthood. Adequate taxonomic strategies for school refusal behavior have been elusive and controversial, however, contributing to a lack of consensus regarding definition, subtypes, and assessment and treatment strategies for this population. The evolution of classification systems for this population is discussed, with a critique of the literature based on provisions of explicit, reliable, and applicable criteria, discriminant validity, and interface with clinically useful assessment procedures linked to prescriptive treatments. A reconciliation of past taxonomies is proposed to define school refusal behavior and its essential features as well as specific categories, dimensions, and strategies to organize, assess, and treat this heterogeneous population.

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