Prescriptive treatment was assigned in accordance with the highest mean score of any of the four categories of variables surrounding school refusal behavior: specific fearfulness/general overanxiousness, escape from aversive social situations, attention-getting or separation anxious behavior, and tangible reinforcement. The prescriptive treatment included systematic desensitization/relaxation training, modeling and cognitive restructuring, shaping and differential reinforcement of other behavior, and contingency contracting for each condition. Daily measures of anxiety, depression, distress, and school attendance were taken, and pretreatment, post-treatment, and 6-month follow-up child and/or parent questionnaires were administered. Six of the subjects maintained full-time school attendance by post-treatment and at the 6-month follow-up. All reported moderate improvements in daily levels of anxiety, depression, and/or distress. The implications of a prescriptive treatment approach for school refusal behavior are discussed. 1 note, 4 tables, and 49 references (Author abstract modified)