5/15/2023 EnchantaVaughn Approved (AM) Client was observed sitting in his seat eating his breakfast quietly. Client appeared to be in a calm mood, as evidenced by his collective spirit and positive interaction with his peers. Client displayed non aggressive behaviors and was seen following all directions and listening to his teachers, indicating that he was already having a good start to his day. Client was witnessed participating in the sky blue field trip where he was involved in a planting and seeding activity with his peers. (PM) Client was having a great day but his mood changed when thinking about a family member who recently passed away. Client was a little withdrawn, communicating non verbal cues of sadness, and displayed a frown across his face during individual session. Client did not want to talk or engage in the activity. Client exhibited low level of participation and showed little interest in assignment. Client shyed away from QMHP but displayed good active listening skills. Client took a moment to get himself together and was able to talk about his feelings and complete the activity, returning to class in a better mood. (EOD) Client continued to stay focus in class reframing from attention seeking behaviors. Client was able to finish his work and utilized appropriate social interaction with the students sitting at his table. Client demonstrated that he can follow directions and listen to authority without having to be told more than once. Client presented a creative imagination and appeared to be in a joyful mood, as evidenced by him smirking while being in his own space. (AM) QMHP welcomed client to school and provided support and encouragement to ensure a good day and to be on track with achieving his goals and objectives. QMHP reviewed class expectations and challenged client to follow each one. (PM) QMHP monitored client individualized behaviors in collaboration with his teacher and peers. QMHP processed with client about his feelings and how his day was going. QMHP briefly talked about emergency precautions to prepare client for the real world. (EOD) QMHP praised client for displaying age appropriate behaviors and building close relationships in class. QMHP processed with client about his feelings and educated him on the importance of coming to school. QMHP praised client for his cooperation and being a responsible student. (AM) Client greeted QMHP by saying hello. Client verbalized positive feelings about doing his work and showed excellent participation at the start of class. Client nodded in agreement after reviewing goals and objectives. Client displayed high level of participation in class, lunch, and recess settings. (PM) Client was seen in a sad mood, as evidenced by him frowning and slouching in his seat. Client was acceptive to encouragement and got back on task quickly. (EOD) Client expressed he needed a break. Client was relieved after taking a break. Client admitted that he often gets upset when people assume things about him but understood why verbal communication is so important. Client was engaged in individual setting, learning to adapt to his workload by creating a personal experience with his imagination.