3/8/2023 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 displaying off task behaviors as evidenced by avoiding to follow directives given by his teacher during instructional time. During observations provided before lunch, QMHP-C observed the client avoiding to follow school rules as evidenced running around his classroom and throughout the hallways. Concluding lunch, the client was observed demonstrating on task behaviors as evidenced by following directives given by his teacher, remaining in his seat and positively engaging with peers. 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 redirected the client to pay attention during instructional period. During midday observations, QMHP-C engaged the client in discussion reviewing the importance of following classroom and school rules. QMHP-C educated the client on appropriate ways to communicate his feelings and emotions. During afternoon observations, 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 regain focus as evidenced by following prompts given by his teacher. During midday observations, the client informed “I don’t know what to do” as his reasoning for running around his classroom and throughout the hallways. The client demonstrated the ability to communicate school rules. During education on appropriate ways to communicate his feelings and emotions, the client explained “she wasn’t listening to me”.