Clear of Distractions – supports stronger relationships between stimuli and reinforcements

Engaging the students – promotes active participation in the learning facilitated by the instructor

Objectives for learning are presented prior to the facilitation of the lesson so learners know what is expected of them

Objectives indicate a terminal behavior, for the lesson, the overarching unit, and/or the course

Objectives are realistically obtainable for the learners in the group

The instructor uses models, videos, example problems, and other materials to demonstrate the behavior learners need to be able to perform to reach the terminal behavior required at the lesson

The instructor engages the learners with stimuli, such as questions, and gauges their response/behavior to adjust their demonstration if needed

The instructor demonstrates content and material in a way that is easy for learners to follow and comprehend throughout the lesson

Learners are given materials in easily digestible pieces that are broken down and presented in a logical sequence

Learners are assessed on the individual chunks of content that are presented to them

Source materials and content are made easily accessible to learners so that they can practice the desired response and work with the material when needed

Additional practice is provided for students who are in need of assistance with a chunk of content

Reinforcement is consistent depending upon the schedule the instructor uses

Reinforcement is universal; positive reinforcers (such as candy, points, stars, or a combination) are appealing to all learners to better increase their responses towards the terminal behavior

All students have equal opportunity to receive reinforcers for their responses and the distribution of reinforcers is equitable (the same students are not called on every time)

If non-material reinforcement (such as praise) is used, the praise is consistent with all students and meets their needs of a pleasant reinforcer (i.e., some students prefer praise in private, some in public, and those needs are met by the instructor)

Feedback used for correct answers utilizes positive reinforcers, such as praise, to support the learner response

Feedback for incorrect answers is encouraging and constructive and does not belittle the learner that answered incorrectly

Physical and psychological abuse is never used as punishment in the classroom

Punishments are consistent with the response that caused them (not occasional) and the reasoning for the punishment is always provided to better promote behavior decrease and understanding in the learner