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A Scoping Review of Constructs Measured Following Intervention for School Refusal : Are We Measuring Up?

Heyne, David ; Strömbeck, Johan ; Alanko, Katarina ; Bergström, Martin LU and Ulriksen, Robin (2020) In Frontiers in Psychology 11.
Abstract

Reviews of the effectiveness of interventions for school refusal (SR) rely upon well-conducted primary studies. Currently there are no guidelines for those conducting primary studies about the measurement of outcome following intervention for SR. Most people would agree that it is important to measure school attendance as an outcome but there has been little discussion about other constructs that warrant measurement. To facilitate this discussion and support the development of guidelines, we conducted a scoping review of constructs measured in studies evaluating intervention for SR. We screened the title and abstract of 3,213 publications found in peer-reviewed journals between 1980 and 2019. After full text review of 271 publications,... (More)

Reviews of the effectiveness of interventions for school refusal (SR) rely upon well-conducted primary studies. Currently there are no guidelines for those conducting primary studies about the measurement of outcome following intervention for SR. Most people would agree that it is important to measure school attendance as an outcome but there has been little discussion about other constructs that warrant measurement. To facilitate this discussion and support the development of guidelines, we conducted a scoping review of constructs measured in studies evaluating intervention for SR. We screened the title and abstract of 3,213 publications found in peer-reviewed journals between 1980 and 2019. After full text review of 271 publications, 50 publications describing 51 studies were included. Results address the frequency with which constructs were measured, along with instruments used, informants, and time-points for measurement. Based on the results, we offer guidelines for choosing constructs to measure following intervention for SR and considerations for how to measure the constructs. Guidelines can increase consistency across primary studies, with benefits for future meta-analyses and international comparisons. They also provide support for practitioners contemplating routine evaluation of their interventions for SR. Ultimately, a core outcome set for SR can be developed.

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author
; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
adolescents, assessment, children, guidelines, intervention, outcome, school refusal, scoping review
in
Frontiers in Psychology
volume
11
article number
1744
publisher
Frontiers Media S. A.
external identifiers
  • pmid:32973595
  • scopus:85090278087
ISSN
1664-1078
DOI
10.3389/fpsyg.2020.01744
language
English
LU publication?
yes
id
ed5b1176-4608-42dd-b98e-2ddbebb22da7
date added to LUP
2021-01-14 11:06:29
date last changed
2024-07-12 09:04:31
@article{ed5b1176-4608-42dd-b98e-2ddbebb22da7,
  abstract     = {{<p>Reviews of the effectiveness of interventions for school refusal (SR) rely upon well-conducted primary studies. Currently there are no guidelines for those conducting primary studies about the measurement of outcome following intervention for SR. Most people would agree that it is important to measure school attendance as an outcome but there has been little discussion about other constructs that warrant measurement. To facilitate this discussion and support the development of guidelines, we conducted a scoping review of constructs measured in studies evaluating intervention for SR. We screened the title and abstract of 3,213 publications found in peer-reviewed journals between 1980 and 2019. After full text review of 271 publications, 50 publications describing 51 studies were included. Results address the frequency with which constructs were measured, along with instruments used, informants, and time-points for measurement. Based on the results, we offer guidelines for choosing constructs to measure following intervention for SR and considerations for how to measure the constructs. Guidelines can increase consistency across primary studies, with benefits for future meta-analyses and international comparisons. They also provide support for practitioners contemplating routine evaluation of their interventions for SR. Ultimately, a core outcome set for SR can be developed.</p>}},
  author       = {{Heyne, David and Strömbeck, Johan and Alanko, Katarina and Bergström, Martin and Ulriksen, Robin}},
  issn         = {{1664-1078}},
  keywords     = {{adolescents; assessment; children; guidelines; intervention; outcome; school refusal; scoping review}},
  language     = {{eng}},
  month        = {{08}},
  publisher    = {{Frontiers Media S. A.}},
  series       = {{Frontiers in Psychology}},
  title        = {{A Scoping Review of Constructs Measured Following Intervention for School Refusal : Are We Measuring Up?}},
  url          = {{http://dx.doi.org/10.3389/fpsyg.2020.01744}},
  doi          = {{10.3389/fpsyg.2020.01744}},
  volume       = {{11}},
  year         = {{2020}},
}