| “Use deliberate practice” | The label omits the target, task, feedback, refinement, provider, and evidence limits; accumulated practice is not a universal cause. | Specify the proposed mechanism and enacted form for this target, or choose another Method. |
| “They need more examples” | Examples may improve representation or preserve cue dependence; the action difference is unknown. | Compare worked explanation, discrimination practice, and independent selection against the observed error. |
| “The score is low, so reteach” | A score can mix arithmetic, recognition, support, access, and measurement error. | Recover the claim-sized starting attempt and live rivals first. |
| “Whole tasks are always best” | Missing prerequisites, overload, or safety conditions can make a whole task unusable. | Prepare the true prerequisite and retain sufficiently whole practice for the contributions that must combine. |
| “Remove all help” | Abrupt withdrawal can test the wrong thing or make practice unsafe. | Select help and its change by target, current knowledge, task, and intended observation. |
| “Feedback works” | A score, praise, or generic comment may not identify the next action. | Specify information content, receiver, correction opportunity, and retest. |
| “Write an if–then plan for any gap” | A plan cannot create capability, access, authority, or an unendorsed goal. | Use planning only for a supported enactment target with detectable cue and feasible response. |
| “The missing project proves low motivation” | No human inference follows from unavailable data or permission. | Return the access condition and retry predicate to its owner. |
| “Select every plausible technique” | The list hides contribution, sequence, burden, and stop conditions. | Keep the smallest coherent Method set and one serious surviving alternative. |