This study describes the effectiveness of an adapted behavioral education program for students defined as “chronic absentee.” The intervention focused on building positive student–adult relationships through data monitoring, daily check-ins, and group reinforcements. Although it resulted in a 0.43% (p = .635) decrease in average daily attendance, a promising result was participants’ decrease in absences during the intervention. The intervention also may be preventative for absentee students. The paper explores implications for practice and research.
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