Using teacher greetings to increase speed to task engagement

R. Allan Allday, Miranda Bush, Nicole Ticknor, Lindsay Walker

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


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.

Original languageEnglish
Pages (from-to)393-396
Number of pages4
JournalJournal of Applied Behavior Analysis
Issue number2
StatePublished - Jun 2011


  • antecedent
  • task engagement
  • teacher attention

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science


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