2/16/2023 EnchantaVaughn Approved (A) Client was observed off-task this morning, evidenced by cussing and engaging in horseplay (hitting, running) with a peer while walking from one class to another. (P) Client displayed appropriate classroom behavior, characterized by following directions, and completing his assignments on time. (ED) Client was observed talking with his peers while the teacher was instructing the class, and when redirected by his teacher had to always get the last word in. (A) QMHP redirected the client's impulsive behavior. The QMHP processed with the client the appropriate way to walk the halls and discussed with him the potential consequences of engaging in horseplay. (P) The QMHP provided client with support and encouragement as he continued to display on-task behaviors. QMHP discussed with him the importance of self-control, focus, and completing his assignments with little disruptions or distraction. (ED) QMHP asked the client if he recited 3 classroom rules, would no talking while the teacher is talking, be one of them? The QMHP asked him to consider how his teacher must feel when he breaks the rules. (A) The client had trouble regulating his emotions (anger) during redirection. He spoke to the QMHP with disrespect, saying, "we were not playing in the hall; you don't know what you're talking about". Client acknowledged he understood the consequences and said he doesn't care about them. (P) Client accepted the QMHP's positive verbal feedback with a smile. Client seemed excited about being able to spend some time with the QMHP in the library. QMHP asked if he would continue to work hard the rest of the day, he said, "yep". (ED) The Client recited 3 classroom rules as: stay in your seat, no talking while someone else is talking, nothing on your desk. Client was attentive and respectful during the re-directive process. Client agreed to write his teacher a letter of apology.