Award Date

8-15-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

First Committee Member

Christopher Kearney

Second Committee Member

Gloria Wong-Padoongpatt

Third Committee Member

Saira Rab

Fourth Committee Member

Heather Van Ness

Number of Pages

145

Abstract

Students with disabilities (SWDs) are more likely to be chronically absent than general education peers (Anderson, 2021; Gee, 2018, U.S. Department of Education, 2016). Etiology for SWDs is complex with influencing factors spanning multiple ecological levels, but bolstering protective factors for SWDs may address attendance disparities. Multi-tiered systems of support (MTSS) models have the potential to address absenteeism in SWDs via school-wide preventative and/or intervention efforts (Tier 1 & 2) aimed at increasing or decreasing influencing factors in students with disabilities. School climate and academic mindset may influence students with disabilities’ attendance. The purpose of the present study was to inform equitable and inclusive MTSS models by identifying influencing factors on school absenteeism for SWDs. The study aimed to (1) identify school climate and academic mindset factors that were linearly related to chronic absenteeism in students with disabilities and (2) identify differences in school climate and academic mindset variables between students with and without disabilities across age groups.

Keywords

Disability; Individualized Education Plan; Multi-tiered Systems of Support Models; Special Education; Students with Disabilities; Youth

Disciplines

Clinical Psychology

File Format

pdf

File Size

2400 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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