9/5/2023 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. The client appeared to follow directions on the first prompt during his morning station work. Midday The client was able to remain focused and quiet during resource. In the afternoon he appeared to interact with his peers in a positive manner during recess. QMHP-C greeted client upon arrival to the school setting. QMHP-C provided The client with verbal praise and encouraged him to continue following directions on the first prompt. QMHP-C provided The client with positive reinforcement and prompted him to continue to remain focused and quiet during resource. QMHP-C provided The client with verbal praise to continue positive interaction with his peers. The client responded well towards Therapeutic Day Treatment services as evidenced by positive feedback and participation. The client agreed to continue to follow directions on the first prompt. During midday The client continued to be quiet and remain focused during resource. In the afternoon The client agreed with a “thumbs up” to continue positive interactions with his peers. He agreed to continue to track behavior on his self-monitoring chart. Upon arrival to the school setting, the client appeared to be in a content state as evidenced by greeting QMHP-C with moderate emotions. The client was able to remain focused and quiet while doing class work on the computer. During midday he exhibited positive interactions with his teacher during his station work. In the afternoon The client appeared to have trouble with following directions and accepting the consequences for his actions. QMHP-C greeted client upon arrival to the school setting. QMHP-C provided The client with positive reinforcement and encouraged him to continue to remain focused and quiet while working. QMHP-C provided him with verbal praise and prompted The client to continue positive interactions with his teacher. In the afternoon QMHP-C redirected The client and reiterated the importance of following directions and accepting his consequences. The client responded well towards Therapeutic Day Treatment services as evidenced by positive feedback and participation. The client agreed to continue to remain focused and quiet while doing his class work. Midday The client continued to interact with his teacher in a positive manner. In the afternoon The client was unreceptive to redirection and stated, “I am not doing my class work”. The client was then able to calm down and accept the consequences for his actions. He agreed to continue to track behavior on his self-monitoring chart.