Impulsive Behavior Observation Summary

Intervention: MHS reviewed the previous session. MHS discussed with client about her disrespectful behavior at school. The client’s teacher reported the client has not been doing her work and she has been being very disrespect to adults at school. MHS explained to the client that she will have to learn how to have respect adult at home and at school. MHS discussed listening and obeying and following the rules without any negative behaviors like talking back to teachers and school workers. MHS explained how people don't like to be around rude and disrespectful children and her behavior can be affecting her grades

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.

Meet client at the clinic and worked on community outing. Hilario did a great job following instructions given by DI. Hilario enjoyed coloring pictures of horses printed by DI. Hilario need it echoic prompt, directive prompt, indirect verbal and model promot during the session to ask for a break and practice strategies to used when he is upset or frustrated. No tantrums presented during session.

S: My client appeared to be more confident and enthused about talking about goals and plans to save her marriage and reconnect with parents.

Yuma did not respond well to the intervention. Yuma could not or did not want to explain what he has learned from the intervention. Yuma continues to have difficulty responding in sessions. Yuma is making minimal progress towards his goals. Yuma was provided verbal assistance during the session. Yuma was given chooses on how he can respond to the intervention. Yuma body language and his demean indicated that he did not want to participate in the session. Yuma responded by shaking his head, to indicate a yes to the question asked. Yuma was given examples of situation to choose from on how he may have used time-out during a conflict situation. Yuma was able to choose walking away and listening to music. Yuma was given choices of the answer to

This paper will explore two alternative methods of behavioral therapies that do not involve PE and evaluate each treatment plan in terms of methodology and success rates.

Intervention: MHP, MHS, Ms. Brown and Samantha discuss recent incidents in the home in which Samantha display anger towards MHS. MHP explain to Samantha and Ms. Brown when the increase verbal aggression towards MHS was noticeable and Samantha refuse to comply with MHS requests. MHP and Samantha discuss her emotions and triggers to the anger towards MHS in the home. After progress Samantha’s emotions, MHP share the one on one interaction with MHS and Ms. Brown. MHP valuate Samantha’s emotions about struggling to maintain her happiness and communication with MHS.

Throughout the therapy session, the client had difficulty staying focused and often start talking about subjects unrelated to the session. The clinician addressed her attention difficulties by engaging in a one on one therapy session and providing only minimal feedback to the client’s talking when it was not appropriate. Using these modifications, the clinician did regain the client’s attention and therapy continued.

Goal: Decrease the frequency of impulsive behavior form 3 weekly to no more than 2 monthly.

When the clinical team arrived Astrid was in her room. Astrid walked out her room, pass the clinical team, two times without greeting the clinical team or engaging in eye contact. Mom called Astrid over to join the clinical team at the dining table. Astrid did not comply, it took two verbal prompts for Astrid to sit at the table. Astrid sat across the clinical team with her head looking down into her lap. The clinical team probed greetings and Astrid did not respond. The clinical team presented Astrid with some preferred activities, such as coloring and drawing. These were the only activities Astrid and the clinical team engaged in until the end of the assessment. Astrid's communication were probed. Compliance was probed first. Astrid did not complied with the one step instruction, look at me, nor did she talk unless reinforcer was removed. Even when the reinforcers where moved, Astrid talked in a low voice, similar to a wisper. It wasn't until the clinical team told a few sarcastic jokes and acted silly did she engage.

Intervention: Clinician modeled healthy tones and delivery when communicating with adults and peers. Clinician redirected the youth responses to MHS and body language. Clinician discussed the youth’s hyper behavior during the visit. Clinician encouraged positive healthy behaviors.

The procedure will implement an A-B-A-B withdrawal design. A trained teacher or therapist will first collect baseline (A). Data on target behaviors will be collected in intervals depending on the severity of the participants behaviors (5 minutes – 1 hour). The therapist will conduct a barrier assessment by observation during baseline. Once the baseline is established, the participants will be taught the self-monitoring teaching procedure. The training of self-monitoring will take place at the beginning of the week in short sessions and be tested on the procedure throughout the week to ensure an understanding of self-monitoring. The week following the self-monitoring teaching procedure, the student will be reminded of the rules and will begin the treatment sessions (B). The rating scale provided will be customized to the participants’ level of learning and

Intervention: MHP educated Timothy about socialization. MHP taught Timothy techniques for anger management. MHP discussed with Timothy the importance of education. MHP provided additional educational worksheets on peer engagement. MHP demonstrated the difference between appropriate and inappropriate behavior. MHP instructed Timothy on the benefits of improving his academic performance. MHP provided Timothy with strategies to improve his social skills. MHP provided strategies to improve his study habits. MHP provided positive reinforcements for improved behavior and better social skills.

Child A was observed on Wednesdays and Fridays. Child A was observed while he was being taught, while he was taking test, while he was doing his work, while he was presenting projects and while he was in physical education class. The dates Child A was observed were October 9th, 16th, 21st 28th and November 6th, 13th, 18th 20th. Child A stood out from his fellow classmates for many reasons. Child A is a fun loving child but does have trouble communication with his classmates. Child A always takes an assignment one step further. Child A always does his best and is proud of his work. The observer caught attention of Child A right from the start and knew that Child A would be great for the Child Study assignment. The observer would keep an extra close eye on Child A and his work.

When the therapist asked the client about how he needs the therapist to help him, the client reported that he needs to follow up with him all the time and process his feelings and thoughts when he feels overwhelmed. When the therapist will ask the client about the highest and the lowest moment of the week, the client reported that his highest moment was feeling happy as he is able to do the assignments and the lowest moment of the week when he feels exhausted because of the long time that he is spending at school for five days. When the therapist asked the client about the possible future scenarios either positive or negative about the class, the client reported that he may pass and he may not pass, the client added that he may think about different ways of getting the job done to pass the class. When the therapist discussed with the client the smart alternative ways to do better in the class and study well, the client reported that he can ask for help at college, at the library, ask the educational specialist, or talk to either the foster father and the foster mother or the