TABLE 2.
Constructs measured after intervention for school refusal and instruments used to measure the constructs.
| Group N = 19 | FU N = 8 | CS N = 24 | Total N = 51 | |
| School attendance | 16 | 3 | 18 | 37 |
| Anxiety | 12 | 2 | 6 | 20 |
| Children’s Manifest Anxiety Scale (CMAS/RCMAS) | 7 | 0 | 5 | 12 |
| State-Trait Anxiety Inventory (STAI/STAIC) | 3 | 1 | 2 | 6 |
| Multidimensional Anxiety Scale for Children (MASC) | 2 | 0 | 2 | 4 |
| Anxiety Rating for Children (ARC/ARC-R) | 2 | 1 | 0 | 3 |
| Social Anxiety Scale for Children (SASC/SASC-R) | 1 | 0 | 1 | 2 |
| Self-Rating Anxiety Scale (SAS) | 1 | 0 | 0 | 1 |
| Depression | 10 | 2 | 7 | 19 |
| Children’s Depression Inventory (CDI) | 8 | 0 | 6 | 14 |
| Children’s Depression Rating Scale (CDRS/CDRS-R) | 2 | 1 | 0 | 3 |
| Beck Depression Inventory (BDI) | 1 | 0 | 1 | 2 |
| Self-rating Depression Scale (SDS) | 1 | 0 | 1 | 2 |
| Zung Depression scale | 0 | 1 | 0 | 1 |
| Emotional and behavioral symptoms | 9 | 2 | 8 | 19 |
| Child Behavior Checklist (CBCL) | 7 | 1 | 7 | 15 |
| Teacher’s Report Form (TRF) | 3 | 0 | 3 | 6 |
| Youth Self-Report (YSR) | 1 | 0 | 1 | 2 |
| Achenbach Young Adult Self-Report (YASR) | 0 | 1 | 0 | 1 |
| Devereux Behavior Rating Scales–School Form | 0 | 0 | 1 | 1 |
| Rutter Behavior Rating Scales (RBRS) | 1 | 0 | 0 | 1 |
| Strengths and Difficulties Questionnaire (SDQ) | 1 | 0 | 0 | 1 |
| Young Adult Behavior Checklist (YABCL) | 0 | 1 | 0 | 1 |
| Global functioning | 10 | 1 | 4 | 15 |
| Global Assessment of Functioning Scale (GAF) | 6 | 0 | 1 | 7 |
| Children’s Global Assessment Scale (CGAS) | 4 | 0 | 0 | 4 |
| Clinical Global Impression (CGI) | 2 | 0 | 2 | 4 |
| Subjective Units of Distress (SUDS) | 1 | 0 | 1 | 2 |
| Comprehensive Psychopathology Rating Scale (CPRS) | 0 | 1 | 0 | 1 |
| Fear | 7 | 1 | 2 | 10 |
| Fear Survey Schedule for Children (FSSC-2/FSSC-R) | 7 | 0 | 2 | 9 |
| Fear Questionnaire | 0 | 1 | 0 | 1 |
| Fear of going to school/school-related fear | 5 | 0 | 3 | 8 |
| School Fear Thermometer (SFT) | 4 | 0 | 3 | 7 |
| School-Related Fears Inventorya (IME) | 1 | 0 | 0 | 1 |
| Self-efficacy for school-related situations | 5 | 0 | 3 | 8 |
| Self-efficacy Questionnaire for School Situations (SEQ-SS) | 5 | 0 | 3 | 8 |
| Diagnosis | 5 | 1b | 2 | 8b |
| Anxiety Disorders Interview Schedule for Children (ADIS-C/P) | 3 | 0 | 1 | 4 |
| Diagnostic Interview for Children and Adolescents – Revised (DICA-R) | 0 | 1 | 0 | 1 |
| Diagnostic Interview Schedule for Children (NIMH DISC 2.3) | 0 | 1 | 0 | 1 |
| Missouri Assessment of Genetics Interview for Children (MAGIC) | 1 | 0 | 0 | 1 |
| Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS-P) | 1 | 0 | 0 | 1 |
| Unspecified diagnostic interview | 0 | 0 | 1 | 1 |
| Anxiety and depressionc | 0 | 2 | 1 | 3 |
| Leeds Anxiety and Depression Scale | 0 | 2 | 0 | 2 |
| Revised Child Anxiety and Depression Scale (RCDAS) | 0 | 0 | 1 | 1 |
| Adverse effects of medication | 1 | 0 | 1 | 2 |
| New York state psychiatric institute side effect form | 1 | 0 | 0 | 1 |
| UKU-scales (side-effects) | 0 | 0 | 1 | 1 |
| Function of refusal to go to school | 1 | 0 | 1 | 2 |
| School Refusal Assessment Scale (SRAS) | 1 | 0 | 1 | 2 |
| Outcome of services – general health, social functioning | 2 | 0 | 0 | 2 |
| Health of the Nation Outcomes Scales Child and Adolescent (HoNOSCA) | 2 | 0 | 0 | 2 |
| Self-esteem | 1 | 1 | 0 | 2 |
| Rosenberg Self Esteem Scale | 0 | 1 | 0 | 1 |
| Self-esteem Inventory | 1 | 0 | 0 | 1 |
| Severity of diagnosis | 0 | 0 | 2 | 2 |
| Clinical Severity Rating (part of ADIS) | 0 | 0 | 2 | 2 |
| Cognitive and behavioral dimensions in motivation and engagement | 1 | 0 | 0 | 1 |
| Motivation and Engagement Scale – High School version (MES-HS) | 1 | 0 | 0 | 1 |
| Consumer satisfaction + parent/adolescent desire for school return | 1 | 0 | 0 | 1 |
| School Refusal Program Consumer Satisfaction Questionnaire (SRP-CSQ) | 1 | 0 | 0 | 1 |
| Daily hassles | 0 | 0 | 1 | 1 |
| Daily Life Stressors Scale (DLSS) | 0 | 0 | 1 | 1 |
| Dimensions of personality | 1 | 0 | 0 | 1 |
| Junior Eysenck Personality Questionnaire (JEPQ) | 1 | 0 | 0 | 1 |
| Mental health | 0 | 1 | 0 | 1 |
| General Health Questionnaire (GHQ 30) | 0 | 1 | 0 | 1 |
| Overall improvement since start of intervention | 1 | 0 | 0 | 1 |
| Global Improvement Scale | 1 | 0 | 0 | 1 |
| Parent self-efficacy for managing school attendance problems | 1 | 0 | 0 | 1 |
| Self-efficacy Questionnaire for Responding to School Attendance Problems (SEQ-RSAP) | 1 | 0 | 0 | 1 |
| Personal functioning | 1 | 0 | 0 | 1 |
| Personal Performance Scale (PPS) | 1 | 0 | 0 | 1 |
| Psychological well-being and stress | 1 | 0 | 0 | 1 |
| General Well-being Scale | 1 | 0 | 0 | 1 |
| Psychopathology (dimensional) | 0 | 1 | 0 | 1 |
| Maudsley Symptom Checklist | 0 | 1 | 0 | 1 |
| Quality of life | 1 | 0 | 0 | 1 |
| KIDSCREEN-27 | 1 | 0 | 0 | 1 |
| Reading ability | 1 | 0 | 0 | 1 |
| Burt Reading Test (BRT) | 1 | 0 | 0 | 1 |
| Self-concept (intrapersonal competence) | 0 | 0 | 1 | 1 |
| Piers-Harris Self-concept Scale (P-H) | 0 | 0 | 1 | 1 |
| Social adjustment | 0 | 1 | 0 | 1 |
| Social Adjustment Scale | 0 | 1 | 0 | 1 |
FU, Follow up; CS, Case study. aThe Spanish title, reported in an English-language publication, is Inventario de Miedos Ecolares (IME).bOne follow-up study used two different diagnostic interviews.cThe constructs “anxiety” and “depression” were measured via a single instrument.