Date of Award
Fall 2023
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
School
Psychology
Committee Chair
Emily R. DeFouw, Ph.D., BCBA
Committee Chair School
Psychology
Committee Member 2
D. Joe Olmi, Ph.D.
Committee Member 2 School
Psychology
Committee Member 3
Zachary LaBrot, Ph.D.
Committee Member 3 School
Psychology
Committee Member 4
Michael Mong, Ph.D.
Committee Member 4 School
Psychology
Abstract
Positive Greetings at the Door (PGD) is a proactive classroom management strategy designed to assist students’ transitioning from a non-academic environment (e.g., physical education, lunch, hallway) to an academic environment (e.g., classroom instruction). PGD can prepare students to engage in academic behavior (e.g., sitting in seat, working on-tasks) and avoid engaging in nonacademic/disruptive behavior, thereby delaying the start of classroom instruction. Such disruptive behavior can lead to teacher frustration, which may contribute to a negative classroom environment. The current study used a concurrent multiple baseline design to assess the effects of PGD (Cook et al., 2018) on academically engaged behavior (AEB) and disruptive behavior (DB) across three general education classrooms. It was hypothesized and found that PGD resulted in an increase in AEB and a decrease in DB across each classroom. Additionally, teachers found the PGD intervention to be socially acceptable. Implications for applied practice and research are discussed. As well, limitations of this study are offered.
Recommended Citation
Lawson, Abigail, "Examining the Effect of Positive Greetings at the Door on Student Academic Engagement and Disruptive Behavior" (2023). Master's Theses. 1015.
https://aquila.usm.edu/masters_theses/1015