DI And Lomax's Dilemmas

The best way to approach this session with Alan (2014) would be to focus heavily on the educational aspect of supervision. Kadushin

Session held at client's home. When DI arrived to session, Lomax's mom need it to prompt him to say "Hi" to DI. Lomax did an amazing job transitioning from one activity to the other. Lomax was able to used his words when he need it a break after done cleaning ups his bathroom and room. 6/8 trails, Lomax was able to follow three step instructions independently with on verbal prompt or proximity prompt. Lomax was exited when he inform DI that he pass his grammar test today 19/20 questions. He told DI that he has not informed mom or dad about his test. When Lomax dad got home he told the great news about his test, Lomax seen happy with his score.

A, B) MSTT met with the caregiver to examine how she plans to increase the supervision and monitoring of the youth while out in public. Caregiver expressed while the youth is at home she is going to speak with her mother and his aunt to help while she's at work. MSTT encouraged caregiver to reach out to the school and ask them if they would be able to supervise and monitor him. Caregiver contacted the school and is waiting to hear a response. MSTT will continue to work with the caregiver in increasing the supervision

Review each scenario below, and choose one to complete for your assignment. Each scenario contains specific questions that will ask you to provide examples, explain your suggestions for improvement, and refer to the lesson. Be sure to respond to each question in complete sentences.

Intervention: Ms. Smalls (MHP), Santonias and Ms. Givens (MHS) discussed Santonias complying with the rules of the home. MHP and Santonias had a discussing about his NFL football team as a way to build rapport. MHP requests feedback on possible goals from Santonias and MHS for Individual Plan of Care. MHP, Santonias and MHS discuss and process an incident that happened at the school’s gym.

Student IEP’s, lesson plans and paraprofessional duties. I provided Brain Breaks for A.O.To work on when he finishes his assigned work. I requested to see lesson plans and she did not have anything prepared for the day.

Session held at client's home. DI worked on establishing report. DI and Sofia worked executive function, social and language. During session Sofia need it 7 directive prompt and 1 partial physical prompt. DI and Sofia look at video for potty training. Sofia did a great job following instructions given by DI. Sofia was able to keep small conversations with DI and client's mom. Sofia's mom assisted, participated and facilitated during session.

You are in a “classroom” observing and observe the following behaviors from students. You are to respond to each of the questions regarding each student scenario.

Interventions provided during this service: WYP patiently waited for the client to walk out of class to the parking lot, but did not see the client for about 25 minutes. WYP proceed to call the client's foster father. The foster father attempted to contact the school to get an update on the client. The foster father called the WYP back and informed him, the youth just walked up to the home. WYP proceed to drive to the client's home. WYP discussed with the client about the meeting. The client informed the WYP he waited for a while, but did not see the WYP and left. The client informed the WYP he got to school at 8:30AM and stayed for an hour. WYP informed the client, if that is true, then the time, as of now, should not be 9:40AM. It takes the client about 25 to 30 minutes to walk home. WYP encouraged the client to be honest. WYP will assist the client to get a watch, in order for the client to keep track of time. WYP dropped off a sleeping for the client (the client is going camping in mid July).

Michael has had a very rough morning. It started during language arts class. Ms. Woods was administering a district wide language arts assessment, and Michael began arguing about the website that he needed to go on. Mrs. Wood's ignored him, and attempted to direct him back to the proper site.

On 6/30/2015, client attended to her ILP meeting with her youngest son Keury. Child was well dress for the weather. Cm observed child very anxiety and he was telling client that he wanted to go to his unit because wanted to watch cartoon.

QP met with Dontrell and his mom for the first time. QP explained to then the services that will be provided. QP discussed the goals that Dontrell will be working towards. QP explained the rules and guidelines needed to be followed in order to participated in IIH Services. QP asked Dontrell these questions to in order to identify some of his problem areas, how often do he feel angry or frustrated, how does he express his anger, what frustrates him most, how does he express his anger at home, what do your family do when he gets angry at home, and on a scale of 1-10 how does he rate his anger. QP asked Dontrell about his relationship with his mom. QP asked Dontrell about his grades at school, QP asked Dontrell, what he would like to do in the future. QP asked Dontrell to list some

In the prior session, the client detailed his family relationships, legal issues, and discussed how his father played a “role” in his life. The activity was selected as a way to get the client to think about someone important in his life and then later process the information. The client was to listen to my prompt and imagine opening an envelope with a letter inside. He would open the envelope, read the letter and visualize the letter for a few moments. After reading the letter he was instructed to explain who the letter was from and what the letter said.

During both sessions I was able to collect data, but was more effect during the second session. Included in this is asking open and closed questions. In comparison to the first video, I felt more comfortable asking open and closed questions. I started it by first find the issue that was causing effecting Ashely. I found out the basics in both video, but did so more efficiently in the second video. In the order to find out the issue you must ask who it involves. In the second video it was about the issues he has been her and her roommates. I then asked why it was bothering her, and was able to get an understanding that it was because of the cleanliness of the apartment. Then asked what have you tried to help fix this issue. The first video I was able to ask these questions but was not very successful to come to a clear understanding. Both video I noticed that I tend to talk with my hands, but Ashley and I made the connect when she started to mirror my body language. I also felt much more comfortable making meaning full eye contact, in the second video. I was able to have better eye contact because I felt so much more relaxed. We broke eye contact because it was not a staring contest, but looked when we were thinking. This is a sign of a proper session that eye contact is made when there is a mutual connection. During the client in both videos was correct because when I watched them again I did notice vocal changes when we were recalling events which also made us hesitate. The second video I was much more successful in paraphrasing what Ashley. In doing this it made me recall what Ashley said, and ask the phrase of did I get this right? I also accepted the value of silence better in the second video. The first video I didn’t like having the silence, because it made it feel awkward. While reviewing the second video I was able to realize that silence is important for both sides in order to

The pre-K3 teacher and her TA did not see eye to eye. As a result the instruction was not quality instruction, transition with the students was a disaster and classroom management was not good “it was like a zoo” said Dr. Johnson. Dr. Johnson, after observing the class a few times, met with the pre-K3 teacher and inquired what the problem was. The pre-K3 teacher told her she was not getting the support she needed from her TA. Dr.