Publications
NOTE: For all books, please see separate link at top left.
Kearney, C.A., Fensken, M., & Dupont, R. (2025). School attendance problems. In R.W. Christner & R.B. Mennuti (Eds.), Cognitive-behavioral interventions in educational settings: A handbook for practice (3rd ed.). New York: Routledge.
Kearney, C.A. (2024). The perniciousness and promise of school-based mental health service delivery for youth. Research on Child and Adolescent Psychopathology. doi: 10.1007/s10802-024-01253-2
Gentle-Genitty, C., Keppens, G., & Kearney, C.A. (2024). Perception of School Social Bonding (PSSB) instrument: Structural and concurrent validity. Contemporary School Psychology. doi: 10.1007/s40688-024-00512-9.
Kearney, C.A., Fensken, M., & Dupont, R. (2024). The K-16 education movement: Common themes across K-12 and higher education systems to inform development and evaluation. Frontiers in Education, 9, 1272297. doi: 10.3389/feduc.2024.1272297.
Burke, S., & Kearney, C.A. (2024). Diagnostic disparities among maltreated youth in a child protective services agency. Journal of Public Child Welfare, 18, 124-134. doi: 10.1080/15548732.2022.2162654.
Gentle-Genitty, C., Bowen, F., Kearney, C., Jackson, M., & Lashbrook, N. (2024). The role of health in schools: MTSS approach and machine learning risk levels. In A.D.S. Angelov & M.J. Rattermann (Eds.), Supporting and accommodating students with special health care needs (pp. 39-60). Lanham, MD: Rowman & Littlefield.
Constantine, M., & Kearney, C.A. (2024). Classification and regression tree analysis to examine risk of post-traumatic symptoms among maltreated, multiracial adolescents. Child and Youth Services, 45, 263-277. doi: 10.1080/0145935X.2023.2187775.
Graczyk, P.A., & Kearney, C.A. (2024). Roadmap for implementing a multi-tiered system of supports framework to improve school attendance. Current Psychology, 43, 15286-15307. doi: 10.1007/s12144-023-05478-0.
Kearney, C.A., Dupont, R., Fensken, M., & Gonzálvez, C. (2023). School attendance problems and absenteeism as early warning signals: Review and implications for health-based protocols and school-based practices. Frontiers in Education, 8: 1253595. doi: 10.3389/feduc.2023.1253595.
Kearney, C.A., & Childs, J. (2023). Translating sophisticated data analytic strategies regarding school attendance and absenteeism into targeted educational policy. Improving Schools, 26, 5-22. doi: 10.1177/13654802231174986.
Kearney, C.A., Gonzálvez, C., & Bacon, V. (2023). School attendance problems. In L.A. Theodore, B.A. Bracken, & M.A. Bray (Eds.), Desk reference in school psychology (pp. 345-360). New York: Oxford.
Gonzálvez, C., Bacon, V., & Kearney, C.A. (2023). Systematic and evaluative review of school climate instruments for students, teachers, and parents. Psychology in the Schools, 60, 1781-1836. doi: 10.1002/pits.22838.
Kearney, C.A., & Childs, J. (2023). Improving school attendance data and defining problematic and chronic school absenteeism: The next stage for educational policies and health-based practices. Preventing School Failure: Alternative Education for Children and Youth, 67, 265-275. doi: 10.1080/1045988X.2022.2124222.
Kearney, C.A., Childs, J., & Burke, S. (2023). Social forces, social justice, and school attendance problems in youth. Contemporary School Psychology, 27, 136-151. doi: 10.1007/s40688-022-00425-5.
Kearney, C.A., Benoit, L., Gonzálvez, C., & Keppens, G. (2022). School attendance and school absenteeism: A primer for the past, present, and theory of change for the future. Frontiers in Education, 7, 1044608. doi: 10.3389/feduc.2022.1044608.
Kearney, C.A., & Gonzálvez, C. (2022). Unlearning school attendance and its problems: Moving from historical categories to postmodern dimensions. Frontiers in Education, 7, 977672. doi: 10.3389/feduc.2022.977672.
Kearney, C.A., & Graczyk, P.A. (2022). Multi-tiered systems of support for school attendance and its problems: An unlearning perspective for areas of high chronic absenteeism. Frontiers in Education, 7, 1020150. doi: 10.3389/feduc.2022.1020150.
Kearney, C.A., & Benoit, L. (2022). Child and adolescent psychiatry and underrepresented youth with school attendance problems: Integration with systems of care, advocacy, and future directions. Journal of the American Academy of Child and Adolescent Psychiatry, 61, 1208-1210. doi: 10.1016/j.jaac.2022.03.016.
Kearney, C.A. (2022). Functional impairment guidelines for school attendance problems in youth: Recommendations for caseness in the modern era. Professional Psychology: Research and Practice, 53, 295-303. doi: 10.1037/pro0000453
Heyne, D., Kearney, C.A., & Finning, K. (2022). Mental health and attendance at school: Setting the scene. In K. Finning, T. Ford, & D.A. Moore (Eds.), Mental health and attendance at school (pp. 1-21). New York: Cambridge.
Howard, A., Gonzálvez, C., & Kearney, C.A. (2022). Unique factor structures of the Adolescent Dissociative Experiences Scale and Posttraumatic Cognitions Inventory and their relation to PTSD symptom clusters in maltreated youth. Journal of Aggression, Maltreatment and Trauma, 31, 219-234. doi: 10.1080/10926771.2021.1894290
Karlberg, M., Klang, N., Andersson, F., Hancock, K., Ferrer-Wreder, L., Kearney, C.A., & Galanti, M.R. (2022). The importance of school pedagogical and social climate to students’ unauthorized absenteeism: A multilevel study of 101 Swedish schools. Scandinavian Journal of Educational Research, 66, 88-104. doi: 10.1080/00313831.2020.1833244
Reyes, A.T., Song, H., Bhatta, T.R., & Kearney, C.A. (2022). Exploring the relationships between resilience, mindfulness, and experiential avoidance after the use of a mindfulness- and acceptance-based mobile app for posttraumatic stress disorder. Perspectives in Psychiatric Care, 58, 776-784. doi: 10.1111/ppc.12848
Kearney, C.A. (2021). Integrating systemic and analytic approaches to school attendance problems: Synergistic frameworks for research and policy directions. Child and Youth Care Forum, 50, 701-742. doi: 10.1007/s10566-020-09591-0
Kearney, C.A., & Childs, J. (2021). A multi-tiered systems of support blueprint for re-opening schools following COVID-19 shutdown. Children and Youth Services Review, 122: 105919. doi: 10.1016/j.childyouth.2020.105919
Kearney, C.A., Graczyk, P.A., & Gonzálvez, C. (2021). Interdisciplinary research and a bird’s eye view. In M. Gren Landell (Ed.), School attendance problems: A research update and where to go (pp. 39-44). Stockholm: Jerringfonden.
Kearney, C.A., & Rede, M. (2021). The heterogeneity of selective mutism: A primer for a more refined approach. Frontiers in Psychology, 12: 700745. doi: 10.3389/fpsyg.2021.700745
Gonzálvez, C., & Kearney, C.A. (2021). Functional risk-profiles of moderate school attendance problems. In M. Gren Landell (Ed.), School attendance problems: A research update and where to go (pp. 77-81). Stockholm: Jerringfonden.
Gonzálvez, C., Kearney, C.A., Vicent, M., & Sanmartín, R. (2021). Assessing school attendance problems: A critical systematic review of questionnaires. International Journal of Educational Research, 105, 101702. doi: 10.1016/j.ijer.2020.101702
Bacon, V.R., & Kearney, C.A. (2020). School climate and student-based contextual learning factors as predictors of school absenteeism severity at multiple levels via CHAID analysis. Children and Youth Services Review, 118, 105452, 1-9. doi: 10.1016/j.childyouth.2020.105452
Fornander, M., & Kearney, C.A. (2020). Internalizing symptoms as predictors of school absenteeism severity at multiple levels: Ensemble and classification and regression tree analysis. Frontiers in Psychology, 10: 3079. doi: 10.3389/fpsyg.2019.03079.
Heyne, D., Gentle-Genitty, C., Gren Landell, M., Melvin, G., Chu, B., Galle-Tessonneau, M., Askeland, K.G., Gonzalvez, C., Havik, T., Ingul, J.M., Johnsen, D.B., Keppens, G., Knollman, M., Lyon, A.R., Maeda, N., Reissner, V., Sauter, F., Silverman, W.K., Thastum, M., Tonge, B.J., & Kearney, C.A. (2020). Improving school attendance by enhancing communication among stakeholders: Establishment of the International Network for School Attendance (INSA). European Child and Adolescent Psychiatry, 29, 1023-1030. doi: 10.1007/s00787-019-01380-y
Kearney, C.A., & Graczyk, P.A. (2020). A multidimensional, multi-tiered system of supports model to promote school attendance and address school absenteeism. Clinical Child and Family Psychology Review, 23, 316-337. doi: 10.1007/s10567-020-00317-1
Kearney, C.A., Heyne, D., & Gonzálvez, C. (2020). Editorial: School attendance and problematic school absenteeism in youth. Frontiers in Psychology, 11: 602242. doi: 10.3389/fpsyg.2020.602242
Kearney, C.A., Sanmartín, R., & Gonzálvez, C. (2020). The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory factor analysis and invariance across demographic groups. Frontiers in Psychology, 11: 2061. doi: 10.3389/fpsyg.2020.02061
Fornander, M., & Kearney, C.A. (2019). Family environment variables as predictors of school absenteeism severity at multiple levels: Ensemble and classification and regression tree analysis. Frontiers in Psychology, 10: 2381. doi: 10.3389/fpsyg.2019.02381.
Gonzálvez, C., Inglés, C.J., Kearney, C.A., Sanmartín, R., Vicent, M., & García-Fernández, J.M. (2019). Relationship between school refusal behavior and social functioning: A cluster analysis approach. European Journal of Education and Psychology, 12, 17-29.
Kearney, C.A., Burke, S., Constantine, M., & Rede, M. (2019). Trouble de stress post-traumatique chez l’enfant et harcèlement (Post traumatic stress disorder in children and harassment). In L. Mathis (Ed.), Harcèlement scolaire: de la destruction à la reconstruction (School bullying: From destruction to reconstruction) (pp. 91-94). Paris: Editions Josette Lyons.
Kearney, C.A., Freeman, A., & Bacon, V. (2019). Structured and semistructured interviews for children. In G. Goldstein, D.N. Allen, & J. DeLuca (Eds.), Handbook of psychological assessment (4th ed.) (pp. 337-353). London: Elsevier.
Kearney, C.A., Gerthoffer, A., Howard, A., & Diliberto, R. (2019). Selective mutism. In B. Olatunji (Ed.), The Cambridge handbook of anxiety and related disorders (pp. 576-600). Cambridge: Cambridge University Press.
Kearney, C.A., Gonzálvez, C., Graczyk, P.A., & Fornander, M. (2019a). Reconciling contemporary approaches to school attendance and school absenteeism: Toward promotion and nimble response, global policy review and implementation, and future adaptability (Part 1). Frontiers in Psychology, 10: 2222. doi: 10.3389/fpsyg.2019.02222.
Kearney, C.A., Gonzálvez, C., Graczyk, P.A., & Fornander, M. (2019b). Reconciling contemporary approaches to school attendance and school absenteeism: Toward promotion and nimble response, global policy review and implementation, and future adaptability (Part 2). Frontiers in Psychology, 10: 2605. doi: 10.3389/fpsyg.2019.02605.
Reyes, A.T., Kearney, C.A., Bombard, J.N., Boni, R.L., Senette, C.L., & Acupan, A.R. (2019). Student veterans’ coping with posttraumatic stress symptoms: A Glaserian grounded theory study. Issues in Mental Health Nursing, 40, 655-664.
Diliberto, R., & Kearney, C.A. (2018). Latent class symptom profiles of selective mutism: Identification and linkage to temperamental and social constructs. Child Psychiatry and Human Development, 49, 551-562.
Gonzálvez, C., Kearney, C.A., Jiménez-Ayala, C.E., Sanmartín, R., Vicent, M., Inglés, C.J., & García-Fernández, J.M. (2018). Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress. Psychiatry Research, 269, 140-144.
Gonzálvez, C., Kearney, C.A., Lagos-San Martín, N., Sanmartín, R., Vicent, M., Inglés, C.J., & García-Fernández, J.M. (2018). School Refusal Assessment Scale-Revised Chilean version: Factorial invariance and latent means differences across gender and age. Journal of Psychoeducational Assessment, 36, 835-843.
Kearney, C.A., & Fornander, M.J. (2018). School refusal behavior and absenteeism. In R.J.R. Levesque (Ed.), Encyclopedia of adolescence (2nd ed.) (pp. 3298-3303). New York: Springer.
Reyes, A.T., Kearney, C.A., Isla, K., & Bryant, R. (2018). Student veterans’ construction and enactment of resilience: A constructivist grounded theory study. Journal of Psychiatric and Mental Health Nursing, 25, 37-48.
Reyes, A.T., Kearney, C.A., Lee, H., Isla, K., & Estrada, J. (2018). Interventions for posttraumatic stress with resilience as outcome: An integrative review. Issues in Mental Health Nursing, 39, 166-178.
Silverman, J.R., Ross, E.H., & Kearney, C.A. (2018). Non-suicidal self-injury among male adjudicated adolescents: Psychosocial concerns, coping responses, diagnoses, and functions. Journal of Child and Family Studies, 27, 3564-3571.
Skedgell, K.K., & Kearney, C.A. (2018). Predictors of school absenteeism severity at multiple levels: A classification and regression tree analysis. Children and Youth Services Review, 86, 236-245.
Kearney, C.A., & Sheldon, K. (2017). School refusal. In A.E. Wenzel (Ed.), The SAGE encyclopedia of abnormal and clinical psychology (pp. 2989-2991). Thousand Oaks, CA: Sage.
Kearney, C.A., & Sheldon, K.K. (2017). Evidence-based interventions for school refusal behavior in children and adolescents. In L.A. Theodore (Ed.), Handbook of evidence-based interventions for children and adolescents (pp. 279-288). New York: Springer.
LaSota, M.T., & Kearney, C.A. (2017). Maladaptive perfectionism and depression and state-trait anxiety: A mediational analysis with self-esteem. Journal of Social and Clinical Psychology, 36, 346-357.
LaSota, M.T., Ross, E.H., & Kearney, C.A. (2017). A cognitive-behavioral-based workshop intervention for maladaptive perfectionism. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 35, 314-328.
Ross, E.H., & Kearney, C.A. (2017). Posttraumatic symptoms among maltreated youth using classification and regression tree analysis. Child Abuse and Neglect, 69, 177-187.
Skedgell, K.K., Fornander, M., & Kearney, C.A. (2017). Personalized individual and group therapy for multifaceted selective mutism. Clinical Case Studies, 16, 166-181.
Day, T., & Kearney, C.A. (2016). Resilience variables and posttraumatic symptoms among maltreated youth. Journal of Aggression, Maltreatment, and Trauma, 25, 991-1005.
Diliberto, R.A., & Kearney, C.A. (2016). Anxiety and oppositional behavior profiles among youth with selective mutism. Journal of Communication Disorders, 59, 16-23.
Gonzálvez, C., Ingles, C.J., Kearney, C.A., Vicent, M., Sanmartín, R., & García-Fernández, J.M. (2016). School Refusal Assessment Scale-Revised: Factorial invariance and latent means differences across gender and age in Spanish children. Frontiers in Psychology, 7, 1-10.
Hendron, M., & Kearney, C.A. (2016). School climate and student absenteeism and internalizing and externalizing behavior problems. Children and Schools, 38, 109-116.
Kearney, C.A., Ross, E., & Day. T. (2016). Post-traumatic stress disorder in maltreated youth. In C.R. Martin, V. Preedy, & V.B. Patel (Eds.), Comprehensive guide to post-traumatic stress disorders (pp. 1433-1443). New York: Springer.
Skedgell, K.K., & Kearney, C.A. (2016). Predictors of absenteeism severity in truant youth: A dimensional and categorical analysis. American Secondary Education, 45, 46-58.
Day, T.L., & Kearney, C.A. (2015). Reducing posttraumatic stress symptoms in maltreated youth through relationships. Journal of Psychology and Psychotherapy Research, 2, 18-22.
Kaur, H., & Kearney, C.A. (2015). An examination of posttraumatic stress symptoms among maltreated multiracial youth. Journal of Aggression, Maltreatment, and Trauma, 24, 487-500.
Kearney, C.A., & Ross, E. (2015). Selective mutism. In R.L. Cautin & S.O. Lilienfeld (Eds.), The encyclopedia of clinical psychology (pp. 2577-2579). Hoboken, NJ: Wiley-Blackwell.
Ross, E.H., & Kearney, C.A. (2015). Identifying heightened risk for posttraumatic symptoms among maltreated youth. Journal of Child and Family Studies, 24, 3767-3773.
Stowman, S., Kearney, C.A., & Daphtary, K. (2015). Mediators of initial acute and later posttraumatic stress in youth in a PICU. Pediatric Critical Care Medicine, 16, e113-e118.
Wechsler-Zimring, A., & Kearney, C.A. (2015). Depression and symptoms of posttraumatic stress disorder in maltreated adolescents. Journal of Child and Adolescent Trauma, 8, 13-20.
Cook, L.C., & Kearney, C.A. (2014). Parent perfectionism and psychopathology symptoms and child perfectionism. Personality and Individual Differences, 70, 1-6.
Haight, C.M., Chapman, G.V., Hendron, M., Loftis, R., & Kearney, C.A. (2014). Evaluation of a truancy diversion program at nine at-risk middle schools. Psychology in the Schools, 51, 779-787.
Kearney, C.A., & Diliberto, R. (2014). School absenteeism in childhood. In T.P. Gullotta & M. Bloom (Eds.). Encyclopedia of primary prevention and health promotion (2nd ed.) (pp. 897-906). New York: Springer.
Kearney, C.A., & Diliberto, R. (2014). School refusal behavior. In S.G. Hofmann & W. Rief (Eds.), The Wiley handbook of cognitive behavioral therapy: Volume II (pp. 875-892). New York: Wiley.
Kearney, C.A., & Graczyk, P. (2014). A Response to Intervention model to promote school attendance and decrease school absenteeism. Child and Youth Care Forum, 43, 1-25.
Kearney, C.A., & Ross, E. (2014). Problematic school absenteeism. In C.A. Alfano & D.C. Beidel (Eds.), Comprehensive evidence-based interventions for children and adolescents (pp. 275-286). New York: Wiley.
Kearney, C.A., & Spear, M. (2014). Treating school refusal behavior. In L. Grossman & S. Walfish (Eds.), Translating psychological research into practice (pp. 83-85). Washington, DC: American Psychological Association.
Linning, L.M., & Kearney, C.A. (2014). Brief therapy for post-traumatic stress disorder symptoms in maltreated youth in a shelter care facility. International Journal of Integrative Pediatrics and Environmental Medicine, 1, 36-42.
Kaur, H., & Kearney, C.A. (2013). Ethnic identity, family cohesion, and symptoms of posttraumatic stress disorder in maltreated youth. Journal of Aggression, Maltreatment, and Trauma, 22, 1085-1095.
Kearney, C.A., & Spear, M. (2013). Assessment of selective mutism and school refusal behavior. In D. McKay & E.A. Storch (Eds.), Handbook of assessing variants and complications in anxiety disorders (pp. 29-42). New York: Springer.
Kearney, C.A., & Spear, M. (2012). School refusal behavior. In R.B. Mennuti, R.W. Christner, & A. Freeman (Eds.), Cognitive-behavioral interventions in educational settings: A handbook for practice (2nd ed.) (pp. 161-185). New York: Routledge.
Wechsler, A., Kearney, C.A., Kaur, H., & Day, T. (2012). Posttraumatic stress disorder and removal from home as a primary, secondary, or disclaimed trauma in maltreated adolescents. Journal of Family Violence, 27, 813-818.
Haight, C., Kearney, C.A., Hendron, M., & Schafer, C. (2011). Confirmatory analyses of the School Refusal Assessment Scale-Revised: Replication and extension to a truancy sample. Journal of Psychopathology and Behavioral Assessment, 33, 196-204.
Hendron, M., & Kearney, C.A. (2011). Bridging the gap between assessment and treatment of youths with school refusal behavior: What to do when clients ask “What now?” Journal of Clinical Psychology Practice, 2, 14-21.
Kearney, C.A., Gauger, M., Schafer, R., & Day, T. (2011). Social and performance anxiety and oppositional and school refusal behavior in youth. In C.A. Alfano & D.C. Beidel (Eds.), Social anxiety disorder in adolescents and young adults: Translating developmental science into practice (pp. 125-141). Washington, DC: American Psychological Association.
Kearney, C.A., & Haight, C. (2011). Avoidance and school refusal. In G.P. Koocher & A.M. La Greca (Eds.), The parent’s guide to psychological first aid: Helping children and adolescents cope with predictable life crises (pp. 206-212). New York: Oxford University Press.
Kearney, C.A., Haight, C., & Day, T.L. (2011). Selective mutism. In D. McKay & E. Storch (Eds.), Handbook of child and adolescent anxiety disorders (pp. 275-287). New York: Springer.
Kearney, C.A., Haight, C., Gauger, M., & Schafer, R. (2011). School refusal behavior and absenteeism. In R.J.R. Levesque (Ed.), Encyclopedia of adolescence (pp. 2489-2492). New York: Springer.
Wechsler-Zimring, A., & Kearney, C.A. (2011). Posttraumatic stress and related symptoms among neglected and physically and sexually maltreated adolescents. Journal of Traumatic Stress, 24, 601-604.
Kearney, C.A., Turner, D., & Gauger, M. (2010). School refusal behavior. In I. Weiner & E. Craighead (Eds.), Corsini’s encyclopedia of psychology (4th ed.) (pp. 1517-1519). New York: Wiley.
Kearney, C.A., Wechsler, A., Kaur, H., & Lemos-Miller, A. (2010). Posttraumatic stress disorder in maltreated youth: A review of contemporary research and thought. Clinical Child and Family Psychology Review, 13, 46-76.
Cook, L.C., & Kearney, C.A. (2009). Parent and youth perfectionism and internalizing psychopathology. Personality and Individual Differences, 46, 325-330.
Vecchio, J., & Kearney, C.A. (2009). Treating youths with selective mutism with an alternating design of exposure-based practice and contingency management. Behavior Therapy, 40, 380-392 .
Drake, K.L., & Kearney, C.A. (2008). Child anxiety sensitivity and family environment as mediators of the relationship between parent psychopathology, parent anxiety sensitivity, and child anxiety. Journal of Psychopathology and Behavioral Assessment, 30, 79-86.
Kearney, C.A. (2008). An interdisciplinary model of school absenteeism in youth to inform professional practice and public policy. Educational Psychology Review, 20, 257-282.
Kearney, C.A. (2008). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28, 451-471.
Kearney, C.A., & Chapman, G. (2008). School refusal behavior. The Independent Practitioner, 28, 129-130.
Kearney, C.A., Cook, L.C., Wechsler, A., Haight, C.M., & Stowman, S. (2008). Behavioral assessment. In M. Hersen & A.M. Gross (Eds.), Handbook of clinical psychology, Volume 2: Children and adolescents (pp. 551-574). Hoboken, NJ: Wiley.
Kearney, C.A., Stowman, S., Haight, C., & Wechsler, A. (2008). Manualized treatment for anxiety-based school refusal behavior in youth. In C. LeCroy (Ed.), Handbook of evidence-based child and adolescent treatment manuals (2nd ed.) (pp. 286-313). New York: Oxford University Press.
Kearney, C.A., Wechsler, A.R., & Chapman, G. (2008). School refusal behavior. In F.T.L. Leong (Ed.), Encyclopedia of counseling: Changes and challenges for counseling in the 21st century (pp. 387-389). Los Angeles, CA: Sage.
Kearney, C.A. (2007). Forms and functions of school refusal behavior in youth: An empirical analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48, 53-61.
Kearney, C.A., & Bensaheb, A. (2007). Assessing anxiety disorders in children and adolescents. In S.R. Smith & L. Handler (Eds.), The clinical assessment of children and adolescents: A practitioner’s guide (pp. 467-483) . Mahwah, NJ: Lawrence Erlbaum.
Kearney, C.A., Cook, L.C., & Chapman, G. (2007). School stress and school refusal behavior. In G. Fink (Ed.), Encyclopedia of stress (2nd ed.) (Vol. 3) (pp. 422-425). San Diego, CA: Academic Press.
Kearney, C.A., LaSota, M.T., Lemos-Miller, A., & Vecchio, J. (2007). Parent training in the treatment of school refusal behavior. In J.M. Briesmeister & C.E. Schaefer (Eds.), Handbook of parent training: Helping parents prevent and solve problem behaviors (3rd ed.) (pp. 164-193). New York: Wiley.
Kearney, C.A., & Vecchio, J. (2007). When a child won’t speak. Journal of Family Practice, 56, 917-921.
Vecchio, J., & Kearney, C.A. (2007). Assessment and treatment of a Hispanic youth with selective mutism. Clinical Case Studies, 6, 34-43.
Kearney, C.A. (2006). Confirmatory factor analysis of the School Refusal Assessment Scale-Revised: Child and parent versions. Journal of Psychopathology and Behavioral Assessment, 28, 139-144.
Kearney, C.A. (2006). Dealing with school refusal behavior: A primer for family physicians. Journal of Family Practice, 55, 685-692.
Kearney, C.A. (2006). Solutions to school refusal for parents and kids: Pinpoint and address reinforcers of the child’s behavior. Current Psychiatry, 5, 67-69, 73-76, 78, 83. (Reprinted in part from Journal of Family Practice article with extra material at editor’s request).
Kearney, C.A., & Bensaheb, A. (2006). School absenteeism and school refusal behavior: A review and suggestions for school-based health professionals. Journal of School Health, 76, 3-7.
Kearney, C.A., Cook, L.C., Chapman, G., & Bensaheb, A. (2006). Exploratory and confirmatory factor analyses of the Motivation Assessment Scale and Resident Choice Assessment Scale. Journal of Developmental and Physical Disabilities, 18, 1-11.
Kearney, C.A., Lemos, A., & Silverman, J. (2006). School refusal behavior. In R.B. Mennuti, A. Freeman, & R.W. Christner (Eds.), Cognitive-behavioral interventions in educational settings: A handbook for practice (pp. 89-105). New York: Brunner-Routledge.
Kearney, C.A., & Vecchio, J. (2006). Functional analysis and treatment of selective mutism in children. Journal of Speech and Language Pathology – Applied Behavior Analysis, 1, 141-148.
Lemos-Miller, A., & Kearney, C.A. (2006). Depression and ethnicity as intermediary variables between dissociation, trauma-related cognitions, and PTSD symptomatology in youths. Journal of Nervous and Mental Disease, 194, 584-590
Vecchio, J., & Kearney, C.A. (2006). Selective mutism in children: A synopsis of characteristics, assessment, and treatment. the Behavior Therapist, 25, 102-104.
Kearney, C.A., Alvarez, K., & Vecchio, J. (2005). 3-5-10-15 method for spelling. In M. Hersen, A.M. Gross, & R.S. Drabman (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (Vol. II): Child clinical applications (pp. 1068-1070). Thousand Oaks, CA: Sage.
Kearney, C.A., & Bates, M. (2005). Addressing school refusal behavior: Suggestions for frontline professionals. Children and Schools, 27, 207-216.
Kearney, C.A., Chapman, G., & Cook, L.C. (2005). Moving from assessment to treatment of school refusal behavior in youth. International Journal of Behavioral and Consultation Therapy, 1, 46-51.
Kearney, C.A., Chapman, G., & Cook, L.C. (2005). School refusal behavior in young children. International Journal of Behavioral and Consultation Therapy, 1, 212-218.
Kearney, C.A., & Drake, K.L. (2005). Case study in childhood anxiety. In C.W. LeCroy & J.M. Daley (Eds.), Case studies in child, adolescent, and family treatment (pp. 3-10). Belmont, CA: Thomson Brooks/Cole.
Kearney, C.A., Drake, K., & Linning, L. (2005). Somatic control exercises. In M. Hersen, A.M. Gross, & R.S. Drabman (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (Vol. II): Child clinical applications (pp. 1046-1050). Thousand Oaks, CA: Sage.
Kearney, C.A., Linning, L., & Alvarez, K. (2005). Response blocking. In M. Hersen, A.M. Gross, & R.S. Drabman (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (Vol. II): Child clinical applications (pp. 1000-1002). Thousand Oaks, CA: Sage.
Kearney, C.A., Vecchio, J., & Drake, K. (2005). Ritual prevention. In M. Hersen, A.M. Gross, & R.S. Drabman (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (Vol. II): Child clinical applications (pp. 1009-1010). Thousand Oaks, CA: Sage.
Vecchio, J.L., & Kearney, C.A. (2005). Selective mutism in children: Comparison to youths with and without anxiety disorders. Journal of Psychopathology and Behavioral Assessment, 27, 31-37.
Albano, A.M., Mallick, R., Tourian, K., Zhang, H.F., & Kearney, C.A. (2004). Children and adolescents with social anxiety disorder: School refusal and improvement with venlafaxine ER relative to placebo. European Neuropsychopharmacology, 14 (Suppl 3), S307-S308.
Eisen, A.R., Spasaro, S.A., Brien, L.K., Kearney, C.A., & Albano, A.M. (2004). Parental expectancies and childhood anxiety disorders: Psychometric properties of the Parental Expectancies Scale. Journal of Anxiety Disorders, 18, 89-109.
Kearney, C.A. (2004). Absenteeism. In T.S. Watson & C.H. Skinner (Eds.), Encyclopedia of school psychology (pp. 1-2). New York: Kluwer Academic/Plenum.
Kearney, C.A. (2004). School refusal. In T.S. Watson & C.H. Skinner (Eds.), Encyclopedia of school psychology (pp. 274-276). New York: Kluwer Academic/ Plenum.
Kearney, C.A. (2004). School refusal behavior. In W.E. Craighead & C.B. Nemeroff (Eds.), The concise corsini encyclopedia of psychology and behavioral science (3rd. ed.) (pp. 851-852). New York: Wiley.
Kearney, C.A., & Albano, A.M. (2004). The functional profiles of school refusal behavior: Diagnostic aspects. Behavior Modification, 28, 147-161.
Kearney, C.A., & Alvarez, K.M. (2004). Manualized treatment for school-refusal behavior in youth. In L. L’Abate (Ed.), Using workbooks in mental health: Resources in prevention, psychotherapy, and rehabilitation for clinicians and researchers (pp. 283-299). New York: Haworth.
Kearney, C.A., Lemos, A., & Silverman, J. (2004). The functional assessment of school refusal behavior. The Behavior Analyst Today, 5, 275-283.
Linning, L.M., & Kearney, C.A. (2004). Post-traumatic stress disorder in maltreated youth: A study of diagnostic comorbidity and child factors. Journal of Interpersonal Violence, 19, 1087-1101.
Kearney, C.A. (2003). Bridging the gap among professionals who address youth with school absenteeism: Overview and suggestions for consensus. Professional Psychology: Research and Practice, 34, 57-65.
Kearney, C.A., Sims, K.E., Pursell, C.R., & Tillotson, C.A. (2003). Separation anxiety disorder in young children: A longitudinal and family analysis. Journal of Clinical Child and Adolescent Psychology, 32, 593-598.
Kearney, C.A. (2002). Case study of the assessment and treatment of a youth with multifunction school refusal behavior. Clinical Case Studies, 1, 67-80.
Kearney, C.A., & Drake, K. (2002). Social phobia. In M. Hersen (Ed.), Clinical behavior therapy: Adults and children (pp. 326-344). New York: Wiley.
Kearney, C.A., Smith, P., & Tillotson, C.A. (2002). Assessment and prediction of mental retardation in Saudi children. Journal of Developmental and Physical Disabilities, 14, 77-85.
Kearney, C.A., & Vecchio, J. (2002). Contingency management. In M. Hersen & W. Sledge (Eds.), The encyclopedia of psychotherapy (pp. 525-532). New York: Academic.
Kearney, C.A. (2002). Identifying the function of school refusal behavior: A revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, 24, 235-245.
Kearney, C.A. (2001). Special series: A futuristic look at behavior therapy for persons with developmental disabilities: Introduction. Behavior Therapy, 32, 617-618.
Kearney, C.A., & Linning, L. (2001). Treating anxiety disorders in children. In E.R. Welfel & R.E. Ingersoll (Eds.), The mental health desk reference (pp. 177-183). New York: Wiley.
Kearney, C.A., Pursell, C., & Alvarez, K. (2001). Treatment of school refusal behavior in children with mixed functional profiles. Cognitive and Behavioral Practice, 8, 3-11.
McKnight, T.J., & Kearney, C.A. (2001). Staff training regarding choice availability for persons with mental retardation: A preliminary analysis. Journal of Developmental and Physical Disabilities, 13, 1-10.
Kearney, C.A., & Hugelshofer, D. (2000). Systemic and clinical strategies for preventing school refusal behavior in youth. Journal of Cognitive Psychotherapy, 14, 51-65.
Kearney, C.A., & Pursell, C. (2000). School stress and school refusal behavior. In G. Fink (Ed.), Encyclopedia of stress (Vol. 3) (pp. 398-402). San Diego, CA: Academic Press.
Kearney, C.A., & McKnight, T.J. (2000). Mental retardation. In C. Radnitz (Ed.), Cognitive-behavioral interventions for persons with disabilities (pp. 227-244). Northvale, NJ: Jason Aronson.
Kearney, C.A., & Silverman, W.K. (1999). Functionally-based prescriptive and nonprescriptive treatment for children and adolescents with school refusal behavior. Behavior Therapy, 30, 673-695.
Kearney, C.A., & Wadiak, D. (1999). Anxiety disorders. In S.D. Netherton, D. Holmes, & C.E. Walker (Eds.), Child and adolescent psychological disorders: A comprehensive textbook (pp. 282-303). New York: Oxford University Press.
Kearney, C.A., Bergan, K.P., & McKnight, T.J. (1998). Choice availability and persons with mental retardation: A longitudinal and regression analysis. Journal of Developmental and Physical Disabilities, 10, 291-305.
Kearney, C.A., & Horne, B. (1998). The Daily Life Stressors Scale. In C.P. Zalaquett & R.J. Wood (Eds.), Evaluating stress: A book of resources (Volume 2) (pp. 77-87). Lanham, MD: Scarecrow Press.
Kearney, C.A., & Mizrachi, R. (1998). Interventions with school refusal behavior. In D.A. Sabatino & B.L. Brooks (Eds.), Contemporary interdisciplinary interventions for children with emotional/behavioral disorders (pp. 247-265). Durham, North Carolina: Carolina Academic Press.
Kearney, C.A., & Roblek, T.L. (1998). Parent training in the treatment of school refusal behavior. In J.M. Briesmeister & C.E. Schaefer (Eds.), Handbook of parent training: Parents as co-therapists for children’s behavior problems (2nd. ed.) (pp. 225-256). New York: Wiley.
Kearney, C.A., & Silverman, W.K. (1998). A critical review of pharmacotherapy for youth with anxiety disorders: Things are not as they seem. Journal of Anxiety Disorders, 12, 83-102.
Kearney, C.A., & Tillotson, C.A. (1998). School attendance. In T.S. Watson & F.M. Gresham (Eds.), Handbook of child behavior therapy (pp. 143-161). New York: Plenum.
Kearney, C.A., & Tillotson, C.A. (1998). The School Refusal Assessment Scale. In C.P. Zalaquett & R.J. Wood (Eds.), Evaluating stress: A book of resources (Volume 2) (pp. 239-258). Lanham, MD: Scarecrow Press.
Kearney, C.A. (1997). Response to “A methodological critique of casino gambling in private school and adjudicated youngsters: A survey of practices and related variables.” Journal of Gambling Studies, 13, 91-95.
Kearney, C.A., Albano, A.M., Eisen, A.R., Allan, W.D., & Barlow, D.H. (1997). The phenomenology of panic disorder in youngsters: An empirical study of a clinical sample. Journal of Anxiety Disorders, 11, 49-62.
Kearney, C.A., & McKnight, T.J. (1997). Preference, choice, and persons with disabilities: A synopsis of assessments, interventions, and future directions. Clinical Psychology Review, 17, 217-238.
Kearney, C.A., & Sims, K.E. (1997). A clinical perspective on school refusal in youngsters. In Session: Psychotherapy in Practice, 3, 5-19.
Kearney, C.A., & Sims, K.E. (1997). Anxiety problems in childhood: Diagnostic and dimensional aspects. In J.A. den Boer (Ed.), Clinical management of anxiety: Theory and practical applications (pp. 371-397). New York: Marcel Dekker.
Beasley, J.F., & Kearney, C.A. (1996). Source agreement in assessing youth stress and negative affectivity: New evidence for an old problem. Journal of Anxiety Disorders, 10, 465-475.
Eisen, A.R., Spasaro, S.A., Kearney, C.A., Albano, A.M., & Barlow, D.H. (1996). Measuring parental expectancies in a childhood anxiety disorders sample: The Parental Expectancies Scale. the Behavior Therapist, 19, 37-38.
Kearney, C.A., Drabman, R.S., Joransen, J., Lange, S., & Williams de Coronado, M. (1996). Mitral valve prolapse and symptoms of negative affectivity in adolescents. Children’s Health Care, 25, 133-141.
Kearney, C.A., Roblek, T., Thurman, J., & Turnbough, P.D. (1996). Casino gambling in private school and adjudicated youngsters: A survey of practices and related variables. Journal of Gambling Studies, 12, 319-327.
Kearney, C.A., & Silverman, W.K. (1996). The evolution and reconciliation of taxonomic strategies for school refusal behavior. Clinical Psychology: Science and Practice, 3, 339-354.
Kearney, C.A. (1995). School refusal behavior. In A.R. Eisen, C.A. Kearney, & C.E. Schaefer (Eds.), Clinical handbook of anxiety disorders in children and adolescents (pp. 19-52). Northvale, NJ: Jason Aronson.
Kearney, C.A., & Allan, W.D. (1995). Panic disorder with or without agoraphobia. In A.R. Eisen, C.A. Kearney, & C.E. Schaefer (Eds.), Clinical handbook of anxiety disorders in children and adolescents (pp. 251-281). Northvale, NJ: Jason Aronson.
Kearney, C.A., Durand, V.M., & Mindell, J.A. (1995). It’s not where but how you live: Choice and adaptive/maladaptive behavior in persons with severe handicaps. Journal of Developmental and Physical Disabilities, 7, 11-24.
Kearney, C.A., Durand, V.M., & Mindell, J.A. (1995). Choice assessment in residential settings. Journal of Developmental and Physical Disabilities, 7, 203-213.
Kearney, C.A., Eisen, A.R., & Schaefer, C.E. (1995). General issues underlying the diagnosis and treatment of child and adolescent anxiety disorders. In A.R. Eisen, C.A. Kearney, & C.E. Schaefer (Eds.), Clinical handbook of anxiety disorders in children and adolescents (pp. 3-15). Northvale, NJ: Jason Aronson.
Kearney, C.A., Eisen, A.R., & Silverman, W.K. (1995). The legend and myth of school phobia. School Psychology Quarterly, 10, 65-85.
Kearney, C.A., & Silverman, W.K. (1995). Anxiety disorders. In V.B. Van Hasselt & M. Hersen (Eds.), Handbook of adolescent psychopathology: A guide to diagnosis and treatment (pp. 435-464). Boston, MA: Lexington.
Kearney, C.A., & Silverman, W.K. (1995). Family environment of youngsters with school refusal behavior: A synopsis with implications for assessment and treatment. American Journal of Family Therapy, 23, 59-72.
Kearney, C.A. (1994). Expanding the assessment of persons with severe handicaps: The Resident Choice Assessment Scale. the Behavior Therapist, 17, 195-196.
Kearney, C.A. (1994). Interrater reliability of the Motivation Assessment Scale: Another, closer look. Journal of the Association for Persons with Severe Handicaps, 19, 139-142.
Kearney, C.A., & Beasley, J.F. (1994). The clinical treatment of school refusal behavior: A survey of referral and practice characteristics. Psychology in the Schools, 31, 128-132.
Kearney, C.A. (1993). Depression and school refusal behavior: A review with comments on classification and treatment. Journal of School Psychology, 31, 267-279.
Kearney, C.A., & Drabman, R.S. (1993). The write-say method for improving spelling accuracy in children with learning disabilities. Journal of Learning Disabilities, 26, 52-56.
Kearney, C.A., Drabman, R.S., & Beasley, J.F. (1993). The trials of childhood: The development, reliability, and validity of the Daily Life Stressors Scale. Journal of Child and Family Studies, 2, 371-388.
Kearney, C.A., & Silverman, W.K. (1993). Measuring the function of school refusal behavior: The School Refusal Assessment Scale. Journal of Clinical Child Psychology, 22, 85-96.
Silverman, W.K., & Kearney, C.A. (1993). Behavioral treatment of childhood anxiety. In V.B. Van Hasselt & M. Hersen (Eds.), Handbook of behavior therapy and pharmacotherapy for children: A comparative analysis (pp. 33-53). Boston, MA: Allyn and Bacon.
Kearney, C.A., & Drabman, R.S. (1992). Risk-taking/gambling-like behavior in preschool children. Journal of Gambling Studies, 8, 287-297.
Kearney, C.A., & Durand, V.M. (1992). How prepared are our teachers for mainstreamed classroom settings? A survey of postsecondary schools of education in New York State. Exceptional Children, 59, 6-11.
Kearney, C.A., & Silverman, W.K. (1992). Let’s not push the “panic” button: A critical analysis of panic and panic disorder in adolescents. Clinical Psychology Review, 12, 293-305.
Silverman, W.K., & Kearney, C.A. (1992). Listening to our clinical partners: Informing researchers about children’s fears and phobias. Journal of Behavior Therapy and Experimental Psychiatry, 23, 71-76.
Kearney, C.A., & Silverman, W.K. (1991). The panic controversy continues (letter). Journal of the American Academy of Child and Adolescent Psychiatry, 30, 852-853.
Silverman, W.K., & Kearney, C.A. (1991). The nature and treatment of childhood anxiety. Educational Psychology Review, 3, 335-361.
Kearney, C.A., & Silverman, W.K. (1990). A preliminary analysis of a functional model of assessment and treatment for school refusal behavior. Behavior Modification, 14, 340-366.
Reproduced in Cohen, J.J., & Fish, M.C. (1993). Handbook of school-based interventions: Resolving student problems and promoting healthy educational environments (pp. 193-195). San Francisco, CA: Jossey-Bass.
Kearney, C.A., & Silverman, W.K. (1990). Treatment of an adolescent with obsessive-compulsive behavior by alternating response prevention and cognitive therapy: An empirical analysis. Journal of Behavior Therapy and Experimental Psychiatry, 21, 39-48.
Reproduced in Cohen, J.J., & Fish, M.C. (1993). Handbook of school-based interventions: Resolving student problems and promoting healthy educational environments (pp. 203-204). San Francisco, CA: Jossey-Bass.
