2/13/2023 EnchantaVaughn Approved Upon arrival to the school setting, the client appeared to be in a content state as evidenced by greeting QMHP-C with moderate emotions. During morning observations, the client was able to sit quietly in his seat during in instruction while in the library for resource. During midday observations, the client exhibited difficulty with achieving all of his target goals. the client refused to follow directions to sit quietly in his chair and complete his work. the client then threw his chair at the assistant teacher in his class. During afternoon observations, the client followed directions on the first prompt while completing his station work. QMHP-C greeted the client upon arrival to the school setting. QMHP-C inquired about the client’s morning. During morning observations, QMHP-C provided the client with verbal praise and encouraged him to continue to sit quietly in his seat during instruction. During midday observations, QMHP-C redirected the client and reiterated the importance of achieving all of his target goals. During afternoon observations, QMHP-C provided the client with positive reinforcement and encouraged him to continue following directions on the first prompt. The client responded well towards Therapeutic Day Treatment services throughout the day as evidenced by participation and positive feedback. During morning observations, the client agreed to continue to sit quietly in his seat during instruction. During midday observations, the client was unreceptive to redirection by refusing to talk. the client was then able to calm down and agreed to achieve all of his target goals. the client also apologized to the assistant teacher and agreed to not throw objects. During afternoon observations, the client continued to follow directions on the first prompt. the client also agreed to continue to track behavior on his self-monitoring chart.