9/20/2023 EnchantaVaughn Approved (AM)Upon arrival, client was observed walking into school in a polite and safe manner while waving to teachers and staff. Client picked up breakfast and joined his class for morning special. Client was focused and engaged during morning annoucements, reframing from talking so that he could listen to what was going on for the final upcoming week of school. Client displayed good social skills, interacting well with his classmates. Client was observed exhibiting the correct voice volume. Client have been communicating positive self-talk and affirmations around his peers. Client opened up a lot today. Client did not let challenging tasks change his mood. Client was monitored and supported with completing activity with some assistance. Client was reminded to use his imagination and try his best. Client transitioned to lunch in a calm manner. Client greeted mental health professional by smiling and waving. Client expressed a positive attitude about his morning behaviors. Client was happy to know he was on track with meeting his objectives. Client displayed high self-esteem and confidence, at this time. Client expresses interest in going back to class and participating in recess. Client was excited to go outside. Client earned a reward for completing coloring task during his session time. Client did not have to be redirected for any behaviors. Client was praised for his cooperation and following teacher directives. Client was observed displaying appropriate conflict resolution skills during all activities. Client demonstrates he knows how to work as a team and handle himself appropriately in school. QMHP will collaborate with teacher regarding behaviors and performance. QMHP applauded client for being the bigger person. QMHP modeled language for client to use while in school, home and in the community that will promote pro-social behaviors and effective communication. QMHP reiterated to client the benefits of following the rules and of the privileges he can receive when he does so. QMHP assisted client with identifying privileges that he would like but does not receive due to his negative behaviors; in efforts to stimulate his thinking about cause and effect of his behavior choices. QMHP provided simple non-verbal praises as client was observed displaying positive classroom behaviors. QMHP trained client in taking steps to prevent problems including displaying positive classroom behaviors. QMHP will review and give feedback regarding ADHD and its causes and affect toward client well-being and academic functioning. QMHP will provide client with support and encouragement. QMHP will monitor, observe, and redirect client behaviors as needed. Client was reported displaying age appropriate behaviors and was productive and studious throughout the day. Client thanked QMHP for the support and assistance and helping him stay on track with his goals and objectives. Client was able to be redirected successfully. Client stated he would try better self-management as the day pursues. Client was able to contain impulsive actions. Client was observed having positive interactions with peers and mental health professionals. Client demonstrated responsibility and leadership. Client was acceptive of redirection. Client was able to complete his classwork with less than 3 prompts to redirect his focus to the classwork. Client showed an improvement from previous days experiences in the classroom with client. Client showed interest in building interpersonal relationships with peers and authority to increase support system. Client expressed positive self talk, modeled positive behavior, and good communication skills during role play activity. Client demonstrated more acceptable responses, avoiding anger provoking situations in the classrooms and hallways.