Positive greetings at the door (PGD) is a proactive classroom management strategy designed to target classroom transitioning into learning or an instructional activity. Positive greetings at the door help students engage in academic behaviors and reduce disruptive behaviors (DBs) that can otherwise delay the start of classroom instruction. This study used a concurrent multiple baseline design to evaluate the effects of a combined PGD and behavior-specific praise (BSP) intervention on student academically engaged behavior (AEB) and DB across three general education classrooms in the southern United States. Following the implementation of the combined PGD and BSP intervention, class-wide AEB immediately increased, and DB immediately decreased across all three classrooms. Additionally, teachers found the combined intervention to be socially acceptable. Implications for applied practice and research are discussed.
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