5/10/2023 EnchantaVaughn Approved (AM) Upon arrival, client walked into school in a good mood. Client greeted counselor on his way to class. Client debriefed about his morning and stated he was going to have a good day. Client was observed in class listening and following directions and working on his class assignments without getting frustrated or falling asleep. Teacher added dojo point for client being productive, being able to collaborate with others, showing responsibility with his work, and having courage to share his ideas and contribute to class discussion. Client looked extremely happy to be doing good in school, as evidenced by his facial expressions and excitement. Teacher reported client has been great and well behaved and she hasn’t had any problems from him. Client has improved in all subjects. Client was inquired what changed from before. Client say he actually tries and care about school and want to do good. Client was praised for his hard work and dedication. Client was encouraged to keep up the good work. Client was observed being polite in class and listening and following rules. Client appeared to starting of the week with a good focus on how he should behave in order to continue meeting his goals in school. (PM) Client was seen sitting and conversing with peers at the lunch table. Client displayed good behaviors. Client was supported in lunch. Client communicated with QMHP he felt good about the choices he made today. Client was supported with going to class and completing all of his work. Client exhibits excellent rapport with authority and peers. Client was granted with free time for displaying good behaviors in class and dedicating himself with managing his ADHD in a healthier way without interfering with others who are dealing with different issues. Client displays a normal affect going into lunch and recess. Client seemed to be enjoying himself in school today and being sociable with his age group. Client was observed on task for most of the day, and was praised for his excellent behavior and challenging himself to avoid disruptive, impulsive behaviors. (EOD) Client displayed good attitude going into the end of the day, as observed preparing for the next activity. Client displayed good communication in class, raising his hand and waiting for instruction before blurting out loud. Client displayed good posture in his seat. Client exhibits good eye contact and voice tone during group discussion. Client have displayed positive peer interaction and did not have to be reminded to treat others fairly, and the benefit of this was reviewed during his break. Client continues to show excellent participation in class, completing what's asked of him, and doing the right thing. Client was commended for making good choices and dsimissing from school without incident, successfully meeting objectives. (AM) QMHP observed client while in the classroom in efforts to determine the need for intervention. QMHP was informed of the clients behaviors. QMHP reviewed the reported behaviors with client in efforts to allow him to express his point of view. QMHP encouraged client to list alternative behaviors he could have participated in. QMHP provided a positive hand gesture such as a thumbs up in efforts to show approval of clients current actions. QMHP did not have to redirect client. QMHP will continue to assist client with managing anger and frustration by reviewing and modeling effective coping skills. QMHP processed and explained the process and importance of coping skills. QMHP prompted client to identify one coping strategy he uses when he becomes upset or frustrated. QMHP processed and explained the effects of positive coping mechanisms with client. (PM) QMHP observed client as he walked through the hallways with his classroom being led by his teachers. QMHP stated simple praises to client as he walked past. QMHP will continue to offer postive reinforcement when observing client adhering to his ISP objectives. QMHP observed client in his classroom in efforts to assist with any negative behaviors towards his classmates or his teachers. QMHP did not have to intervene with clients behaviors as he demonstrated adherance to classroom rules and expectations. QMHP encouraged the client to respect his teacher. QMHP reviewed school rules and expectations with client before walking him into his seat, ensuring that he was safe and comfortable. (EOD) QMHP informed client that he has been showing a lot of improvement in efforts to support his accomplishment. QMHP provided strategies such as positive reframing. QMHP assisted client with practicing reframing negative thoughts with more positive thoughts in efforts to reduce impulsive reactions throughout the day. QMHP implemented positive mantras with client, reminding him to process his ISP objectives. QMHP thoroughly explained negative consequences for negative behaviors. QMHP reviewed expectations while transitioning with client to evening specials. QMHP prompted the client to be mindful of his behaviors and how they affect others. QMHP supported client with packing and putting away his supplies. QMHP was informed that client dismissed without incident by his teachers. (AM) Client transitions smoothly and safely to session area, displaying appropriate behaviors. Client smiled as he saw QMHP's positive gestures. Client greets his group members and waits for instruction. Client expresses good statements about his day saying he was doing his work, using his manners, and being fair to others. Client is more confident at school, as evidenced by assertive and proud tone. Client have been doing a better job controlling impulsive and hyperactive behaviors, due to keeping his hands to himself and staying in designated area. Client reduces sadness and finds more excitement in learning about the events associated with bringing awareness to the less unfortunate and at-risk children. (PM) Client displayed appropriate transition in the hallways. Client displayed excellent rapport in therapy session, as evidenced by his positive attitude and willingness to contribute to discussion. Client accepted responsibility for his angry outbursts and aggressive behaviors. Client stated he will display anger control and not threaten or intimidate others. Client reduced impulsive behaviors after 3-4 prompts from his teachers and QMHP. Client began to show greater control of his anger. Client appeared to decrease the intensity of his anger and frustration. Client was able to reduce negative behaviors and focus on the lesson. (EOD) Client was observed and reported to have been pleasant and cooperative during classroom activities and demonstrated a willingness to adhere to school and classroom rules and expectations. Client listed 3-4 classroom behaviors that he was going to utilize in efforts to remain positive behaviors. Client appeared to be receptive to recieving positive reinforcement from his teacher as demonstrated by his smiling and inviting body language. The client said thank you. The frequency and intensity of the client's defiant affect decreased. Client utilized positive body language as he interacted with his group, taking turns demonstrating each prompt and reflecting on his experience and choices. Client was reported to have dismissed without incident