Title page for ETD etd-04112008-080231

Type of Document Master's Thesis
Author Joseph , Alice
URN etd-04112008-080231
Title A Study of Elementary School Children at Risk for Truancy: Exploring Gender Differences, Services Offered, and Other Factors Related to Truancy
Degree Master of Social Work (M.S.W.)
Department Social Work
Advisory Committee
Advisor Name Title
Juan Barthelemy Committee Chair
Elaine Maccio Committee Member
Priscilla Allen Committee Member
  • school absenteeism
  • early intervention
  • school refusal behavior
  • delinquency
  • truancy
  • TASC program
Date of Defense 2008-03-31
Availability unrestricted
This cross sectional, exploratory study examined the characteristics of elementary school children at risk for truancy. Furthermore, the study explored if there were any significant gender differences in the number of children referred to the TASC program. The current study also sought to answer if there were any gender differences in common problem areas reported to have an impact on truancy. Finally, any differences between children identified as low risk and high risk were also investigated. This study used secondary data analysis. Elementary school children (N = 23,459), grades Kindergarten through 4th grade who participated in the TASC program of Louisiana from the years 2002 to 2007, were included in the study. The Risk Indicator Survey I and the Global Assessment tool were used as a means of identifying the common problem areas that are affecting children in the TASC program. The results of the study revealed that there were no significant differences quantity of males and females referred to the TASC program. No significant differences were observed between males and females in regards to each category of risk factors or characteristics listed on the Risk Indicator Survey I. Furthermore, the study illustrated that there were no significant difference between males and females in the type of problem area that is affecting their truancy. However, a considerable number of children were reported to have behavioral problems and educational issues affecting their truancy. Significant gender differences were found between children identified as low risk versus high risk in the TASC program. Also, children’s characteristics were significantly related to the risk status. School social workers can positively impact truancy by identifying students at risk for truancy and linking at risk children with appropriate interventions.
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