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  2. The 3 Best Behavior Charts for Kids of All Ages - AOL

    www.aol.com/news/3-best-behavior-charts-kids...

    Behavior charts track a child’s actions to encourage positive conduct. Learn how to use three different behavior charts for kids: sticker charts, color charts, and weekly points charts.

  3. Progress chart - Wikipedia

    en.wikipedia.org/wiki/Progress_chart

    Chore charts and behavior charts can each be used for several different situations. On the other hand, Homework charts and toilet training charts are used for what their titles suggest. Experts advise only using one chart at a time though, otherwise children can get confused and so can the adult. Charts like these can be found on several ...

  4. Chore chart - Wikipedia

    en.wikipedia.org/wiki/Chore_chart

    Chore charts are also called reward charts, behavior charts, chore calendars, chore lists or task lists. A chore chart is a listing used to track and organize the house work . The chart can be physical or virtual and is often a means used by parents to post chores expected of their children.

  5. Child development stages - Wikipedia

    en.wikipedia.org/wiki/Child_development_stages

    Some children can tell time on the hour: five o'clock, two o'clock. Knows what a calendar is for. Recognizes and identifies coins; beginning to count and save money. Many children know the alphabet and names of upper- and lowercase letters. Understands the concept of half; can say how many pieces an object has when it has been cut in half.

  6. Behavior Rating Inventory of Executive Function - Wikipedia

    en.wikipedia.org/wiki/Behavior_Rating_Inventory...

    The Behavior Rating Inventory of Executive Function (BRIEF) is an assessment of executive function behaviors at home and at school for children and adolescents ages 5–18. It was originally developed by Gerard Gioia, Peter Isquith, Steven Guy, and Lauren Kenworthy

  7. Time-out (parenting) - Wikipedia

    en.wikipedia.org/wiki/Time-out_(parenting)

    In the release contingency condition, children were not released from time-out if they were performing problem behavior during the last 30 seconds of their time-out. The time-out was extended until there were no occurrences of problem behavior for a total of 30 seconds or until the time-out reached the ten-minute mark.

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