3/16/2023 EnchantaVaughn Approved (AM) Upon arrival, client was productive and positive during morning academic hours. Client was observed fully participating in classroom activities. Client displayed positve classroom behaviors. Client displayed appropriate pro-social behaviors towards his teachers and classmates. Client did require to be redirected by QMHP and teacher when it was noticed he wasn't getting along with others. Client was observed not being polite a few times, but quickly got back on track, displaying more respectful behaviors in class. Client expressed excitement for Halloween activities and stated he couldn't wait to dress up and get a bunch of candy. Client was reminded to do good in school and candy will always be there for him as an incentive for his excellent work. Client agreed to keep up the good work, as seen switching classes without running, jumoing, or kicking. Client presents a good attitude in his specials and was given positive feedback from his teachers. Client spoke to QMHP throughout the day and verbalized he was ready to take a break. (PM) Client was observed walking properly in the hallways with his class. Client was observed complying with hallway rules and expectations such as walking in a straight line and refraining from talking. Client enjoyed his lunch and was compliant in the cafeteria by staying seated and utilizing good voice volume. Client went to therapy area in a cooperative manner and began session with his group. Client was supported with working as a team and sharing. Client was observed helping others and communicating good affirmations while playing educational games in the gym. Client demonstrates a jovial spirit during the entire break and was given treats for his positive behaviors. Client presents good collaboration with his peers. Client was respectful and polite to his counselor saying "excuse me" and "thank you". (EOD) Client went back to class with good intentions and showing he is capable of being a responsible student. Client was observed sitting in his seat and working quietly on the classroom activity. Client was observed paying attention to the teacher and asking appropriate questions when it was his turn to speak. Client was cooperative going into dismissal by demonstrating appropriate social skills and exhibiting positive classroom behaviors. Client was able to obtain ISP objectives according to his behavioral contract and dojo report, which is being monitored by TDT staff and parent daily. (AM) QMHP observed client while in the classroom in efforts to determine the need for intervention. QMHP was informed of the clients behaviors. QMHP reviewed the reported behaviors with client in efforts to allow him to express his point of view. QMHP encouraged client to list alternative behaviors he could have participated in. QMHP provided a positive hand gesture such as a thumbs up in efforts to show approval of clients current actions. QMHP did not have to redirect client. QMHP will continue to assist client with managing anger and frustration by reviewing and modeling effective coping skills. QMHP processed and explained the process and importance of coping skills. QMHP prompted client to identify one coping strategy he uses when he becomes upset or frustrated. QMHP processed and explained the effects of positive coping mechanisms with client. (PM) QMHP observed client as he walked through the hallways with his classroom being led by his teachers. QMHP stated simple praises to client as he walked past. QMHP will continue to offer postive reinforcement when observing client adhering to his ISP objectives. QMHP observed client in his classroom in efforts to assist with any negative behaviors towards his classmates or his teachers. QMHP did not have to intervene with clients behaviors as he demonstrated adherance to classroom rules and expectations. QMHP encouraged the client to respect his teacher. QMHP reviewed school rules and expectations with client before walking him into his seat, ensuring that he was safe and comfortable. (EOD) QMHP informed client that he has been showing a lot of improvement in efforts to support his accomplishment. QMHP provided strategies such as positive reframing. QMHP assisted client with practicing reframing negative thoughts with more positive thoughts in efforts to reduce impulsive reactions throughout the day. QMHP implemented positive mantras with client, reminding him to process his ISP objectives. QMHP thoroughly explained negative consequences for negative behaviors. QMHP reviewed expectations while transitioning with client to evening specials. QMHP prompted the client to be mindful of his behaviors and how they affect others. QMHP supported client with packing and putting away his supplies. QMHP was informed that client dismissed without incident by his teachers. (AM) Client transitions smoothly and safely to session area, displaying appropriate behaviors. Client smiled as he saw QMHP's positive gestures. Client greets his group members and waits for instruction. Client expresses good statements about his day saying he was doing his work, using his manners, and being fair to others. Client is more confident at school, as evidenced by assertive and proud tone. Client have been doing a better job controlling impulsive and hyperactive behaviors, due to keeping his hands to himself and staying in designated area. Client reduces sadness and finds more excitement in learning about the events associated with bringing awareness to the less unfortunate and at-risk children. (PM) Client displayed appropriate transition in the hallways. Client displayed excellent rapport in therapy session, as evidenced by his positive attitude and willingness to contribute to discussion. Client accepted responsibility for his angry outbursts and aggressive behaviors. Client stated he will display anger control and not threaten or intimidate others. Client reduced impulsive behaviors after 3-4 prompts from his teachers and QMHP. Client began to show greater control of his anger. Client appeared to decrease the intensity of his anger and frustration. Client was able to reduce negative behaviors and focus on the lesson. (EOD) Client was observed and reported to have been pleasant and cooperative during classroom activities and demonstrated a willingness to adhere to school and classroom rules and expectations. Client listed 3-4 classroom behaviors that he was going to utilize in efforts to remain positive behaviors. Client appeared to be receptive to recieving positive reinforcement from his teacher as demonstrated by his smiling and inviting body language. The client said thank you. The frequency and intensity of the client's defiant affect decreased. Client utilized positive body language as he interacted with his group, taking turns demonstrating each prompt and reflecting on his experience and choices. Client was reported to have dismissed without incident.