Date of Award

Fall 2023

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)



Committee Chair

Emily R. DeFouw, Ph.D., BCBA

Committee Chair School


Committee Member 2

D. Joe Olmi, Ph.D.

Committee Member 2 School


Committee Member 3

Zachary LaBrot, Ph.D.

Committee Member 3 School


Committee Member 4

Michael Mong, Ph.D.

Committee Member 4 School



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.

Available for download on Wednesday, January 01, 2025