Increasing Attendance of Students with Emotionally-Based School Avoidance: Development of a New Stepped Care Intervention

A new school-based intervention for students with or at risk for disabilities who have emotionally based school avoidance will be shared. STAY uses a stepped-care approach that incorporates Cognitive Behavior Therapy practices tailored to the function of school-avoidant behavior. Participants will learn key intervention features and practical strategies.Participants will be able to: 1. Identify the primary functions of student SR behavior. 2. Describe the core components of the STAY intervention. 3. Differentiate intervention practices based on the function of the student's SR behavior.