Addressing Student Engagement and Truancy Prevention During the Elementary School Years: A Replication Study of the Check & Connect Model

By C. Lehr, Mary F. Sinclair, S. Christenson. 2004

272 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5b2e1ede96b31487ce2ece5e725382dd91a5d77e

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In Clinical Psychology

In Education

Citations in the corpus

Truancy Interventions: A Review of the Research Literature (2010, background): “Single-group studies indicated improved attendance for high-absentee students through incentive-based programs (Ford & Sutphen, 1996), student support programs (Baker & Jansen, 2000), and relationship-building and monitoring efforts (Lehr et al., 2004).”
Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement (2009, background): “The second advantage is that by evaluating the academic performance of absent elementary school students, it is possible to develop policy and implement interventions for at-risk students early in school, before chronically absent students enter into secondary education, where their risk of dropout ”
A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems (2009, background): “In C&C, the progress monitoring specifically addresses individual student problem behaviors, whereas BEP and CICO help students adopt schoolwide social and behavioral expectations.”
Reading and School Completion: Critical Connections and Matthew Effects (2010, background): “…rated students who received 2 years of Check & Connect as significantly more likely to be eager to learn, follow school rules, think ahead about consequences, get along with others, show respect for others’ rights and feelings, and persist when challenged by difficult tasks (Lehr et al., 2004).”
Identifying the Determinants of Chronic Absenteeism: A Bioecological Systems Approach (2017, background): “Given that parental detachment from school has been found to increase child absenteeism (Lehr et al., 2004; Sheldon, 2007), schools might continue identifying new ways to spur parental engagement.”
Chronic Absenteeism and Its Effects on Students’ Academic and Socioemotional Outcomes (2014, background): “Student absences in one year have also been shown to have negative ramifications on future years’ academic outcomes (Dreyfoos, 1990; Finn, 1993; Lehr et al., 2004; Stouthamer-Loeber & Loeber, 1988).”
Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study (2011, unknown): “…et al., 2000; Christenson & Thurlow, 2004; Lehr, Sinclair, & Christenson, 2004), academic self-efficacy (Alexander, Entwisle, & Horsey, 1997; Caprara et al., 2008; Lehr et al., 2004), student motivation (Bean, 1985; Rumberger 1995, 2004), and problem behaviors (e.g., Hickman et al., 2008).”
Defining and Describing Schoolwide Positive Behavior Support (2009, unknown): “Check and Connect (Anderson, Christenson, Sinclair, & Lehr, 2004; Lehr, Sinclair, & Christenson, 2004 ) has been demonstrated with high school students.”
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools (2010, background): “…been cited as detrimental to learning and academic achievement, and an increase in absences in elementary and middle school can be predictive of higher risk factors in both concurrent and future years of education (Dreyfoos, 1990; Finn, 1993; Lehr et al., 2004; Stouthamer-Loeber & Loeber, 1988).”