DiGennaro Reed, Florence DSheldon, Jan BMorgan, Alicia2024-07-052024-07-052021-12-312021http://dissertations.umi.com/ku:18003https://hdl.handle.net/1808/35343Being present in school is essential to academic success. Students who drop out of high school are more likely to experience both negative short- and long-term consequences as compared to their graduating peers. To negate these consequences, intervention programs have been shown to successfully reduce student absenteeism. One such program is the Truancy Prevention and Diversion Program (TPDP). Although previous research supports its effectiveness when delivered in person, school personnel were forced to close physical school doors and transition to distance learning in March 2020 due to the global pandemic. This transition presented novel challenges for students to receive quality education, required the TPDP to deliver services virtually, and could have disrupted its effectiveness. The current study analyzed the effects of the TPDP in reducing student unexcused absences during Fall 2019 (in person) and Fall 2020 (virtual) and statistically compared the hours of unexcused post-program absences across the two years. The analyses showed a statistically significant difference between prior to-program and post-program percentage of unexcused absences for both Fall 2019 and Fall 2020. Further, no statistically significant difference was found between the percentage of unexcused post-program absences in Fall 2019 and Fall 2020. The social validity data reveal high levels of satisfaction, regardless of the mode of service.43 pagesenCopyright held by the author.Behavioral sciencesEducationabsenceabsenteeismCOVIDschoolstudenttruancyThesis