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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Lawson, Abigail"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Emily R. DeFouw, Ph.D., BCBA","D. Joe Olmi, Ph.D.","Zachary LaBrot, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-01-01T08:00:00Z","date_published":"2023-01-01T08:00:00Z","updated_at":"2026-07-24T05:45:40Z","subjects":["Class-wide intervention","teacher greetings","academically engaged behavior"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1015","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Emily R. DeFouw, Ph.D., BCBA","D. Joe Olmi, Ph.D.","Zachary LaBrot, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Lawson, Abigail"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-01-01T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Class-wide intervention","teacher greetings","academically engaged behavior"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1015"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Examining the Effect of Positive Greetings at the Door on Student Academic Engagement and Disruptive Behavior"]}]}],"canonical_facts":{"dc:contributor":["Emily R. DeFouw, Ph.D., BCBA","D. Joe Olmi, Ph.D.","Zachary LaBrot, Ph.D."],"dc:creator":["Lawson, Abigail"],"dc:date.available":["2025-01-01T08:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1015"],"dc:subject":["Class-wide intervention","teacher greetings","academically engaged behavior"],"dc:title":["Examining the Effect of Positive Greetings at the Door on Student Academic Engagement and Disruptive Behavior"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:40Z"}