3/8/2023 EnchantaVaughn Approved (AM) Upon arrival, client was observed entering school happy and energetic. Client is supported with conversing with peers appropriately. Client was seen preparing for morning activity. Client displayed appropriate behaviors while listening to his teacher review lesson. Client was attentive when teacher was instructing the class. Client was respectful to his classmates and giving them good eye contact when it was not his turn to talk. Client was encouraged to have a good day and get his work done. Client reviewed his morning assignment with his teacher and responded well to feedback. Client was given a thumbs up for having a positive attitude and being productive. Client displayed a high level of participation during educational and fundamental assignments and praise was given. Client displayed cooperative behaviors while listening to teacher give prompts to the class. Client was observed in group setting interacting well with peers. Client is heavily influenced by his peers, when they are working he tend to be working and when they are off task he follows behind them. Client chose to follow behind the good behaviors. Client takes initiative to help others during group activity. Client symptoms of ADHD have been decreasing due to avoiding distractions. Client transitions to speak with mental health professional and attend lunch. (PM) Client was given permission to sit with counselor. Teacher reported client completed all of his work and is having a good day. Client expresses positive and pleasant feelings toward peers and authority, at this time. Client engages in group discussion. Client shares his daily experiences at school in order to reflect and debrief during session. Client inquired about group activity. Client has implemented interventions and strategies taught by QMHP in his daily activities. Client shows great attitude and high level of participation with his peers. Client complies to instruction and is seen working as a team. Client communicates well in group setting, expressing positive thoughts about activity. Client works well with others. Client understands his expectations and leads by example. Client is observed displaying age appropriate manners, avoiding distracting behaviors. Client was given positive feedback regarding the situations in which he has been using his new prosocial behaviors in the group setting. (EOD) Client was observed and reported on task. Client was seen transitioning correctly to his math class and excited to finish his work. Client expressed positive thoughts about school and communicated with his counselor that he wanted to skip his break to catch up in his math work. Client was applauded for making good choices in school and complying to class rules. Client was praised for his commitment with bringing his grades up and have shown excellent conduct throughout the day. Client continues to build new relationships in school. Client demonstrates positive social interactions in his class. Client prepares for the end of the day by organizing his belongings, turning in his work, and preparing for announcements. Client is supported for his cooperation during dismissal and leaving school safely. Client met objectives 1, 2, and 3, as witnessed. (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 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 that this behavior is acceptable and discussed actions and consequences. 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 will teach client necessary coping skills to decrease impulses. QMHP will brainstorm strategies with client and encourage self monitoring. QMHP will provide mediation and relaxation techniques. QMHP inquired about after school activities. QMHP will collaborate with teacher regarding behaviors and performance. QMHP applauded client for being the bigger person. (EOD) 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 encouragment. QMHP will monitor, observe, and redirect client behaviors as needed. QMHP will build rapport. QMHP will explore positive self talk, use instruction modeling, and increase social communication skills with positive reinforcement role play activities. QMHP will educate client on behavior modification to help client identify what behavior he need to decrease and avoid daily. QMHP will utilize behavior modification system to aid the client with following directions given by authority figures. QMHP will meet with client daily to discuss progress and expectations that are working and not working in school daily. . (AM) Client greeted QMHP by saying good morning. 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. Client said he was going to have a good day and decided to practice yoga poses with group member before returning to class. Client utilized coping skills and impulses started decreasing. Client was observed strategizing a plan to better himself by writing down his thoughts and feelings and exploring his creative side with arts and crafts. Client was taught to deep breathe nd count to 10. Client said he went to a boys and girls club program after school and enjoys playing basketball with his peers. Client was reported displaying age appropriate behaviors and was productive and studious in class. (PM) Client said thank you and continued to do what he was told. Client demonstrated responsibility and leadership. Client was acceptive of redirection. 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. (EOD) Client learned to avoid negative and defiant behavior and comply to rules. Client was seen following directions. Client joined session to utilize and learn new interventions and strategies. 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 met with QMHP to discuss progress, setbacks, and improvements. Client understood what he needed to change and planned to fix his mistakes.