10/5/2023 EnchantaVaughn Approved (AM)At the start of his school hours, client was not polite, positive, or productive today. Client was very disruptive and defiant in class, refusing to listen to his teacher or follow instructions when he was asked. Client required 1-2 prompts of redirection from his teacher. Client displays impulsive behaviors going to lunch, hopping around, cutting his peers in line, pushing and shoving and being silly. Client was directed to stay in line and walk calmly or consequences would follow. Client looked at QMHP with an aggressive expression and slowly got back in line. Client was monitored at lunch. Client held small conversation with peers. Client could not control his voice volume and began to be disruptive again. Client was heard using negative and vulgar language towards peers. Client was engaged in negative social interactions with peers and staff. Client was verbally aggressive as he explained his point of view to QMHP about his reasons for acting out in school. Client was told that his behaviors are going to get him in trouble and if he chooses not to listen he will sit out of every activity and be given alternative work to do that’s not going to be fun. Client was informed that getting kicked out and thinking that when he goes to his sessions mean he will not have to endure the consequences to his actions is a mistake and a poor way to try and manipulate others into giving him his way by trying to play the victim. Client frowned but attempted to regroup himself. Client returned to his class and prepared for the remaining activties. After a few reports from his teacher that he did not get it together, client was escorted out by QMHP for one on one. Client required to be redirected by VACCD staff 2-3 times during this altercation. When client wasn't given the attention he desired, impulsive and defiant behaviors increased. Client was given a brief break to cool down. Client did not want to get in trouble so he decided to relax a little and walk with QMHP to the calming room, where he engages with stress-relief games and toys. After it was clear client was in a better mental state he was returned to class. Client was encouraged to sit down, pay more attention, and show his teacher respect by putting away his anything not related to the topic of discussion and participate with his classmates. Client proceeded to do so, as reported.