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Effects of teacher greetings on student on-task behavior
R Allan Allday1, Kerri Pakurar
1College of Charleston, USA. allan.allday@okstate.edu
Abstract:
A multiple baseline design across participants was used to determine how teacher greetings affected on-task behavior of 3 middle school students with problem behaviors. Momentary time sampling was used to measure on-task behavior during the first 10 min of class. Teacher greetings produced increases in students' on-task behavior from a mean of 45% in baseline to a mean of 72% during the intervention phase. Teacher greetings represent an antecedent manipulation that can easily be implemented in classrooms to improve students' on-task behavior.
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