ample expressions of care, compassion and praise. Parental monitoring. It has been shown that aside from supervision or surveillance, child disclosure is an important part of monitoring. This underlines the importance of a good parent-child relationship, with warm, open communication and good listening skills. Setting expectations (rules). Distracting a child with an acceptable toy, object, or activity. Modelling the behavior parents wish to see. Prompting or reminding a child to do something. Feedback on behavior. Praise. Rewards. Goal-setting with the child. Promoting self-management. Promoting problem-solving skills. This can be done by collaborating with children to find solutions for discipline problems e.g. having a meeting with children to discuss the problem of them getting to school late every morning, brainstorming possible solutions with them, and together choosing the solution that would work best Giving appropriate choices. Time-out. There are two kinds, exclusionary (e.g. the child must stay in their room for a few minutes if they lash out and hurt someone) and non-exclusionary (e.g. a time-out from a toy or cell phone if they are fighting over the toy or abusing phone privileges). Time-outs are most often used for aggression or non-compliance. Exclusionary timeouts may be necessary in the case of aggression, but in other situations either kind has been shown to work. The wide variation in timeouts that work suggests that parents can tailor timeouts according to what feels right for them and what best suits their child's needs. Some examples are: time-out in a room, timeout from a toy, screen time, attention, or from playing in a game they are disrupting. Timeouts in the studies reviewed were implemented calmly, not in a harsh or rejecting manner, and work better in a context where interaction between parent and child is usually of good quality (see time-in). Emotion Coaching or teaching children emotional communication skills. This involves the parents developing an emotional vocabulary for themselves and their children, and learning to become comfortable using emotional experiences as teaching and connection opportunities. Other, more technical tools include behavior contracts, utilizing cost, group contingencies, and restorative justice interventions. Quail and Ward suggest that parental attunement is a key parent-skill to effectively use positive parenting tools. Attunement involves giving focused attention to the child's needs behavioral signals, and matching an appropriate choice of discipline tool. They use this example as an illustration: "rewards undermined intrinsic motivation for children who were already motivated, but had