2/3/2023 EnchantaVaughn Approved Upon arrival to the school setting, the client appeared to be in a content mood as evidenced by his greeting QMHP-C with moderate emotions. During morning observations, QMHP-C observed the client demonstrating on task behaviors as evidenced by remaining focused and completing assignments during instructional period. During midday observations, QMHP-C observed the client avoiding to follow prompts given by his teacher as evidenced by yelling across the classroom during instructional time. During afternoon observations, the client appeared engaged and on task as evidenced by following school rules and engaging with peers appropriately. QMHP-C greeted the client upon his arrival to the school setting. QMHP-C inquired about the client's morning. During morning observations, QMHP-C encouraged the client to make positive decision throughout the day. During observations provided during midday, QMHP-C prompted the client to utilize his inside voice within the school setting. QMHP-C redirected the client to follow directives given by his teacher during instructional period. QMHP-C reviewed classroom rules with the client. During afternoon observation, QMHP-C encouraged the client to remained focus. Upon arrival to the school setting, the client communicated that his morning was going well. The client responded well towards sessions as evidenced by positive acceptance to redirection. During morning observations, the client communicated “I’m gonna have a good day”. During midday observations, the client responded well towards redirection as evidenced by utilizing appropriate tonality. The client was able to regain focus towards directives given by teacher. The client demonstrated the ability to regain focus and complete objectives for the day.