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The use of 'Positive Greetings at the Door' to increase on-task behaviour in a vocational training centre

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Bowring, Darren L. and Toogood, Sandy (2019) The use of 'Positive Greetings at the Door' to increase on-task behaviour in a vocational training centre. International Journal of Positive Behavioural Support, 9 (1). pp. 38-46. ISSN 2047-0924 .

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Abstract

Background : Preliminary studies suggest ‘Positive Greetings at the Door’ is a simple, low cost, antecedent intervention, for promoting engagement and reducing the risk of disruptive behaviour at the beginning of lessons.
Method and materials : Three single case ABAB reversal designs were used in a vocational training centre for adults with intellectual disabilities. Real time duration recording was used to measure on-task behaviour. Interval recording was used to investigate staff delivery of verbal attention. Functional assessments of off-task behaviour were completed.
Results : Results revealed that staff greetings produced increases in on-task behaviour, during the first ten minutes, from a mean of 54% during baseline to a mean of 79% during intervention phases. Staff greetings appear to set the occasion for staff to interact more frequently with participants.
Conclusions : ‘Positive Greetings at the Door’ may be an antecedent manipulation that is low cost, technically undemanding, function-independent and effective in improving on-task behaviour.

Item Type: Journal Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
H Social Sciences > HD Industries. Land use. Labor
H Social Sciences > HV Social pathology. Social and public welfare
L Education > LB Theory and practice of education
Divisions: Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Library of Congress Subject Headings (LCSH): Occupational training -- Psychological aspects, School psychology, Classroom management, Intellectual disability, Operant behavior
Journal or Publication Title: International Journal of Positive Behavioural Support
Publisher: British Institute of Learning Disabilities
ISSN: 2047-0924
Official Date: 1 March 2019
Dates:
DateEvent
1 March 2019Published
26 July 2019Accepted
Volume: 9
Number: 1
Page Range: pp. 38-46
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
Date of first compliant deposit: 19 September 2019
Date of first compliant Open Access: 26 September 2019
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