1/19/2023 EnchantaVaughn Approved (AM) Client was seen preparing himself for the morning announcements. Client was seen conversing with his peers and practicing responsibility by encouraging them to do their work and pay attention. Client displays leadership skills in the classroom setting and is always volunteering to help his teacher. Client was observed exhibiting appropriate behaviors and being a team player. Client was supported with staying on task and being a team player. Client appeared to be in a content mood, as evidenced by his straight facial expressions and positive body gestures. Client looked very focused and alert at his desk. Client displayed appropriate social skills and showed good mannerisms until it was time for lunch. (PM) Client was reported arriving in an optimistic mood and displaying appropriate manners on the way to class. Client was seen modeling safety plan by being observant to his surroundings and separating himself from undesirable behaviors (e.g. talking out of turn and leaving area without permission). Client was having appropriate conversation with peers. Client was respectful of his teacher. Client was helpful to his peers, as evidenced by him sharing school supplies and personal belongings during the group activity. Client displayed good active listening skills. Client was encouraged to express himself and be confident about his answers. Client returned to his seat with a positive attitude. (EOD) Client expressed positive communication with mental health professional, talking about his day and how well he was doing in class. Client appeared to be in an exquisite mood, as evidenced by his genuine smile and energetic spirit. Client was happy to see his group of friends and supported them during group activity. Client displays an increased pattern of independence through engaging in school activities. Client is making better choices as he heads into the later part of the day. Client showed excellent problem solving skills by challenging himself to work independently without depending on others for help. Client was cooperative until dismissal. Client was praised for his cooperation and efforts ending the day achieving objectives 1, 2, and 3. (AM) QMHP will teach client necessary coping skills to decrease impulses. QMHP will brainstorm strategies with client and encourage self-monitoring. QMHP will provide mediation and relaxation techniques. QMHP inquired about after school activities. QMHP will collaborate with teacher regarding behaviors and performance. QMHP applauded client for being the bigger person. QMHP modeled language for client to use while in school, home and in the community that will promote pro-social behaviors and effective communication. QMHP reiterated to client the benefits of following the rules and of the privileges he can receive when he does so. QMHP assisted client with identifying privileges that he would like but does not receive due to his negative behaviors; in efforts to stimulate his thinking about cause and effect of his behavior choices. (PM) QMHP provided simple non-verbal praises as client was observed displaying positive classroom behaviors. QMHP trained client in taking steps to prevent problems including displaying positive classroom behaviors. QMHP refocused client as he was observed becoming fidgety and restless. QMHP will review and give feedback regarding ADHD and its causes and affect toward client well-being and academic functioning. QMHP will provide client with support and encouragement. QMHP will monitor, observe, and redirect client behaviors as needed. QMHP will build rapport. QMHP will explore positive self-talk, use instruction modeling, and increase social communication skills with positive reinforcement role play activities. (EOD) QMHP used positive regard as he told the client that he appeared to have positive classroom management in class earlier in the day. QMHP informed client of more acceptable and expected responses to classroom and hallway situations that would normally lead client to be triggered and display inappropriate, negative behaviors while in the classroom or hallway. QMHP will educate client on behavior modification to help client identify what behavior he needs to decrease and avoid daily. QMHP will utilize behavior modification system to aid the client with following directions given by authority figures. QMHP will meet with client daily to discuss progress and expectations that are working and not working in school daily. (AM) Client utilized coping skills and impulses started decreasing. Client was observed strategizing a plan to better himself by writing down his thoughts and feelings and exploring his creative side with arts and crafts. Client was taught to deep breathe until he is ready to process his feelings. Client was reported displaying age appropriate behaviors and was productive and studious throughout the day. Client thanked QMHP for the support and assistance and helping him stay on track with his goals and objectives. Client was able to be redirected successfully. Client stated he would try better self-management as the day pursues. Client was able to contain impulsive actions. Client was observed having positive interactions with peers and mental health professionals. (PM) Client demonstrated responsibility and leadership. Client was acceptive of redirection. Client was able to complete his classwork with less than 3 prompts to redirect his focus to the classwork. Client showed an improvement from previous days experiences in the classroom with client. Client showed interest in building interpersonal relationships with peers and authority to increase support system. Client expressed positive self talk, modeled positive behavior, and good communication skills during role play activity. (EOD) Client learned to avoid negative and defiant behavior and comply to rules. Client was seen following directions. Client joined session to utilize and learn new interventions and strategies. Client expressed appreciation to QMHP by smiling and giving good eye contact. Client expressed that he should receive an incentive for his display of desirable behaviors throughout the day. Client did not engage in any disruptive activities or behaviors. Client was able to maintain his composure when he was confronted with the potential for conflict. Client was observed engaging in several conflict resolution skills with peers by walking away and telling an adult first. Client demonstrated more acceptable responses, avoiding anger provoking situations in the classrooms and hallways.