title: Using teacher greetings to increase speed to task engagement.
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.
authors.affiliation: Oklahoma State University, USA. Allan.allday@okstate.edu
authors.forename: R Allan
authors.initials: RA
authors.lastname: Allday
authors.forename: Miranda
authors.initials: M
authors.lastname: Bush
authors.forename: Nicole
authors.initials: N
authors.lastname: Ticknor
authors.forename: Lindsay
authors.initials: L
authors.lastname: Walker
mesh_terms: D000293:Adolescent; D001526:Behavioral Symptoms / Q000503:physiopathology / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D011930:Reaction Time / Q000502:physiology; D013663:Teaching / Q000379:methods*; D016896:Treatment Outcome