The Impact of Teacher Greetings on At-Risk Students at a Residential Treatment Facility

Abstract

The purpose of this study is to determine if there is a relationship between a greeting by a school staff member and the attitudes of the students acknowledged, specifically in a residential treatment setting for adjudicated delinquent youth. Ultimately, this study seeks an answer to the question, "Does a planned but authentic greeting by teachers or administrators to at-risk students entering the school setting make an impact on the attitudes and productivity of those students?" This study uses an ABAB single-subject design. These interactions will take place on a Tuesday, Wednesday, and Thursday of six concurrent weeks. The independent variable in this study will be the greeting the teacher gives to the students. The dependent variable includes a rating scale that a teacher completes at the conclusion of each class period. The rating scale and methods of this study are in place for all students in each of their six class periods throughout the school day as a regular routine, not limited to those who are included in the study.