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  2. Progress chart - Wikipedia

    en.wikipedia.org/wiki/Progress_chart

    A progress chart is a reward system. It involves stickers or stars, and a chart that can be either printed off or made by hand. The main goal of a progress chart is to track children's learning or behavior. It can be used to curb bad behaviors and to encourage good behaviors. It is inexpensive and can be changed to fit different situations. [1]

  3. 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.

  4. 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.

  5. Gesell Developmental Schedules - Wikipedia

    en.wikipedia.org/wiki/Gesell_Developmental_Schedules

    The schedules for older children became the property of Gesell Institute of Child Development which was established in 1950. In 1964 Dr. Francis Ilg and Dr. Louise Bates Ames , the founders of the Gesell Institute, refined, revised, and collected data on children 5–10 years of age and subsequently in 1965, 1972, and 1979.

  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. Reward system - Wikipedia

    en.wikipedia.org/wiki/Reward_system

    The reward system (the mesocorticolimbic circuit) is a group of neural structures responsible for incentive salience (i.e., "wanting"; desire or craving for a reward and motivation), associative learning (primarily positive reinforcement and classical conditioning), and positively-valenced emotions, particularly ones involving pleasure as a core component (e.g., joy, euphoria and ecstasy).

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