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Using teacher greetings to increase speed to task engagement
R Allan Allday1, Miranda Bush, Nicole Ticknor
1Oklahoma State University, USA. Allan.allday@okstate.edu
Abstract:
We used a multiple baseline design across participants to determine if teacher greetings would reduce the latency to task engagement. Three participants were identified by their respective teachers as having difficulty initiating task-appropriate engagement at the beginning of class. Latency was measured from teacher greeting until the participant was actively engaged for 5 consecutive seconds. Results showed that teacher greetings were effective at reducing latency to task engagement for all participants.
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