This paper presents an approach to motivating school attendance for behaviorally disordered adolescents. The procedures described emphasize the careful assessment of the student's characteristics as well as conditions in the school and home which influence the likelihood that the adolescent will attend school. A multiple baseline across individuals experimental design was used to validate the motivational approach. Baseline and treatment data for three adolescents demonstrates a clear association between the attendance motivation program and increases in the percentage of days each week attended. Improvements in academic performance were also reported by the students' teachers.
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