In this study, one kindergarten student lacking self-motivation was given instructions to provoke greeting behavior through the use of spoken language towards their teacher in a kindergarten setting.
　When the instructions were given, these were introduced through the use of a visual prompt in the form of a “Good morning card,” and the results from this were examined.
　The results of the instructions provoked greeting behavior through the use of spoken language, and the aforementioned greeting behavior was maintained up until they finished kindergarten after the completion of the final phase (probe) of the study.
　Consideration was given to the requirements for provoking greeting behavior and the factors behind maintaining this.