This stands for Expected behaviours and Unexpected behaviours, so saying them aloud won't be as stigmatizing. The student will soon learn that EBs mean that he/she is progressing on the right track with behaviours that are socially acceptable. You can either flash the EB or UB after a child's behaviour.
These cards are part 2 of 2. There is a board(Part 1) which allows the professional to place either EB/UB on it(with vecro backing) and explain to the student what antecedent precipitated a consequence of either receiving a EB or UB. It is best to laminate it with the thickest 5mm backing possible, as it will be taken on and off the board often, is waterproof, and can be reused.
I had my student monitor his progress by placing the earned EBs on his chart so he can see the collection he has accumulated throughout the day. With this, you can set a pre-determined goal of attaining x amount of EBs before an earned reward at the end of the school/academic day. However, EBs have to be more than UBs in order for this to occur. The student can keep receiving UBs even after attaining the x amount of EBs.