Verbal and nonverbal praise is provided (e.g., thumbs up, facial gestures); praise is specific (nice job of…, I like how you…), based on desired behavior and connected to class rules/routines.

Constructive feedback/redirection tells students what they should be doing

There is evidence of asking students what they prefer (e.g., pizza parties, erasers)

Individual/group reinforcement systems are used (e.g., point sheets, behavior charts); there is evidence students talk about gains/progress/goals.