1/12/2023 EnchantaVaughn Approved (AM) Upon arrival, client was seen conversing with his peers in his class while finishing his breakfast before the announcements and class time began. Client was in a good mood, as evidenced by his calm and collective demeanor and displaying age appropriate behaviors. Client was supported for staying focused and making good choices in class. Client was having a really good day, without crawling on the floor or being disruptive to others and was praised for his excellent behaviors. Client presents great classroom etiquette and ability to maintain his expectations. Client does not have to be told what to do more than once and this was appreciated by all staff who assists and supports him in school. Client has learned to develop the necessary skills needed to perform well in school. Client is observed in all settings following rules and being a good sport. (PM) Client transitioned to lunch in a happy spirit and was witnessed being courteous to all staff. Client waited quietly in line to pick up his meal. Client displayed appropriate interaction with his peers. Client cleaned up his trash and utilized the remaining lunch period to build new relationships with his peers. Client communicated positive attitude toward faculty and staff. Client was respectful and courteous, demonstrating excellent sportsmanship. Client joined session in a pleasant manner and was excited for today’s psycho-educational activity. Client expressed a good attitude and worked together with his group member to explore new opportunities of learning. Client responded well to feedback and gave his full undivided attention to his group. Client showed his appreciation to counselor by saying “please and thank you”. Client was observed helping others and smiling and laughing. Client was on task and attentive earning himself a few minutes of free time. Client prepared for class time and exhibited low hyperactive behaviors during transition. (EOD) As the client continued to have a wonderful day, he was praised for all of his hard work and improving his behaviors without getting upset or frustrated. Client displayed no symptoms of ADHD as it relates to impulsivity and defiance, exhibiting good self-control. Client appeared to be in a good space. Client displayed good social behaviors and treated his peers with respect. Client was seen paying attention and listening during reading time and individual stations. Client was engaged and focused in class during this time. Client was able to role play skills he learned in yesterday's psycho social and implement them around his classmates. Client was encouraged to keep up the good work and continue enjoying his day. Client expressed he feels good whenever he has a productive day. QMHP supported his optimistic attitude and feeling good in school, in hopes that it would motivate him to have consistent productive days for the rest of the school year. No incidents were reported. Client achieved ISP objectives successfully. (AM) QMHP welcomed client to school and provided support and encouragement to ensure a good start to his day and to be on track with achieving his goals and objectives. QMHP inquired about 3-day weekend activities, asking what was exciting about your weekend. QMHP inquired about morning routine and how client was feeling. QMHP monitored client individualized behaviors in collaboration with his teacher and other mental health professional. QMHP encouraged client to make good choices and to utilize self calming techniques (i.e. counting and deep breathing) and processed with him about last week's behaviors, the good and bad. QMHP challenged client to continue displaying a positive attitude while employing positive reinforcement when client is able to achieve his goals and objectives. (PM) QMHP provided praise when the client continued to display positive behaviors throughout the day, remaining on task and was very respectful to peers and authority. QMHP isolated client from distractions to decrease disruptive behaviors and to reduce excessive talking in class. QMHP explored the client’s capability to cope with his stressors. QMHP brainstormed how to resolve conflict without engaging in aggressive behaviors. QMHP offered help. QMHP encouraged client to continue having a good day. (EOD) QMHP monitored for acquisition of objectives. QMHP redirected client negative behaviors. QMHP encouraged client to stay in class and comply to rules and directives. QMHP encouraged client to be the example. QMHP encouraged client not to follow others that he see are doing wrong. QMHP intervened to assist in explaining behaviors to client. QMHP reflected with client on his day, both happy and frustrating experiences. QMHP encouraged client that tomorrow is a new day. QMHP processed client feelings. QMHP engaged in active listening. QMHP assisted client with recognizing his own personal strengths and how to apply them to reach his goals and objectives. (AM) Client greeted QMHP by saying good morning. Client reflected on his weekend activities. Client said he woke up feeling good and was ready to have a good day. Client expressed positive thoughts about himself. Client stated he didn't need help with anything at the moment but would tell an adult if he needs help. Client communicated by nodding and exhibiting good eye contact. Client verbalized positive feelings about goals and objectives. Client communicated that he wants to work independently. Client displayed good participation in various settings and was responsive to all instructions, interacting well with his peers. Client responded in a positive manner acknowledging the positive reinforcement that the QMHP provided. (PM) Client said thank you and continued to do what he was told. Client said he was going to have a good day and decided to practice yoga poses with group member before returning to class. As the client has made more of his own decisions, he reported increased satisfaction and function. Client responded well to feedback, interacting well with his peers. Client agreed to behave and communicated a positive attitude when reviewing problem solving and self control strategies. Client promised he would try his best to correct himself when faced with conflict. Client was displaying respectful, non aggressive behaviors in lunch. Objectives were being met at this time, dispite stressful environment. (EOD) Client avoided distractions in social setting, while utilizing anger management skills. Client seem to have a big influence on his peers. Client displays leadership skills by helping others and being a good citizen in school. Client acknowledged interventions and verbalized clear understanding. Client engaged in reflective thinking. Client communicated the do's and don'ts. Client was in a pleasant mood after feedback was given. Client was seen having a good evening. Client was able to identify the role he plays in each situation and continues to comply with authority rules and regulations. Client remembered to apply himself and utilize his strengths to focus on meeting his goals and objectives.