Abstract
Chronic absenteeism is a problem encountered by many human services organizations. Large-scale intervention projects to reduce staff absences have incorporated applied behavior analysis methods but there are few studies in the extant literature. In the present study, the authors record staff absenteeism at a specialized school for students with developmental disabilities during a baseline phase and following implementation of a systems-change intervention that included distribution of an informational brochure, lottery-based financial incentive, and public posting. Intervention is found to be associated with improved staff attendance and reduced “lost wages.” Practice and research implications are discussed.
Get full access to this article
View all access options for this article.