Point-and-Calling
Point-and-Calling
Embedded Files
Using Point and Calling...
Makes a behavior concrete
Builds awareness to what actually is happening
Forces the unconscious into the conscious
Implementation
Implementation
Overview
Pointing and calling reduces errors by up to 85% and cuts accidents by 30 percent
If a habit remains mindless, you can't expect to improve it.
Pointing and Calling is so effective because it raises the level of awareness from a nonconscious habit to a more conscious level.
Name your behaviors and call them out to bring them to the present.
The person literally names their habits as they occur and verbalizes them.
Core Components
Must verbally call out behaviors to make them known
Write down what your habits are after pointing and calling to start to build awareness.
Proactive Implementation
Proactively implementing Point and Calling may look like identifying the habits you currently have then labeling them as positive, neutral, or negative. Once they are aware of their habits then they have the ability to point and call out when the habit is occurring.
Responsive Implementation
Responsively implementing Point and Calling may stem from a need to increase awareness of certain behaviors. Point and Calling can be introduced to a student, group, or class as a way of building this awareness of current habits to learn how to change or add to the habit.
Bucket fits
Bucket fits
Connection
If the need is connection then the student or class must hold each other mutually accountable for their habits. Building a culture in the room where others act as accountability partners, naming your habits directly to you can act as a support system.
Skills Training
If the need is skill building. then calling out specific targets or skills can narrow the focus on what a student is trying to improve.
Awareness
If the need is awareness then assisting the student in point and calling can help them understand when a behavior is occurring. The goal is for the student to call it out themselves. Discretely make the student aware and let them call it out.
Emotional Regulation
If the need is regulation then the student may use the point and call as a cue to utilize a regulation or coping break.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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