2/2/2023 EnchantaVaughn Approved Upon arrival to the school setting, the client appeared to be in a positive mood as evidenced by greeting QMHP-C with moderate emotions. During morning observations, QMHP-C observed the client avoiding to follow classroom rules as evidenced by walking around the classroom and communicating with peers during instructional time. During midday observations, QMHP-C observed the client displaying on task behaviors as evidenced by following directives provided by his teacher during instructional time. During afternoon observations, the client was observed demonstrating on task behaviors as evidenced by following directives given by his teacher, following school rules and appropriately managing his anger. QMHP-C greeted the client upon his arrival to the school setting. QMHP-C inquired about the client's morning. QMHP-C redirected the client to his seat. QMHP-C engaged the client in discussion surrounding the importance of remaining in his seat and paying attention during instructional period. QMHP-C engaged the client in discussion reviewing the importance of following rules set for the classroom setting. QMHP-C encouraged the client to remain focus and continue making positive decisions during afternoon observations. The client responded well towards the interventions as evidenced by positive feedback. The client communicated that his morning was going well. During redirection, the client demonstrated the ability to go to his seat. The client was able to communicate classroom rules. The client explained “why he say something to me? I wasn’t the only one”. During midday observations, the client the client appeared to regain focus and complete objectives as evidenced by following rules, communication feelings appropriately and engaging positively with peers.