Jahafraka Worksheet Analysis

This communication log supports the standards 6.1 and 6.2. This communication log displays my efforts to effectively communicate to help the student succeed academically, functionally, and behaviorally. This communication has helped us to make adjustments to how we handle his behavioral needs and it has allowed him to access more academic content. This communication log also displays how I have used communication to try and build a positive and professional relationship with parents. I frequently communicate with the parent about the student’s day and the academics he is working on.

Juwan responded well to the intervention. Juwan continues to make progress towards his goals. Juwan stated, stress, frustration fear, anger, embarrassment, disappointment, and anxiety. Juwan stated, sadness, crying, depression guilt frustration and embarrassment. Juwan stated, talking about it to his friend, crying, playing video games and exercising by playing basketball with his friend. Juwan completed the worksheet. Juwan completed the activity. Juwan stated, sadness, anger, hurt, anxiety and fear. Juwan stated. “I can’t handle it, I cannot stand this, why is this happening to me and I am a failure”. Juwan completed the worksheet. Juwan stated, by smiling and being appreciative, crying, be alone, fighting, yelling and screaming, eating,

QP asked Dontrell, if he is willing to participate in the IIH services. QP asked Dontrell, how comfortable he feels about talking about his feeling. QP asked Dontrell, if he feeling depress or worried about anything. QP asked mom, to list some of Dontrell’ s behavior she is concerned about. QP listened actively as mom express her concerns and fears. QP asked mom about Dontrell’ s court case. QP mom about Dontrell’ s school attendance, grades, and suspensions. QP asked mom, if Dontrell is engaging in substance abuse. QP asked mom, if Dontrell is being complaint with the rules of the house. QP asked mom about Dontrell interaction with his father, if any. QP asked mom about her disciplining strategies. QP answered questions mom asked about IIH services. QP attend Dontrell’ s court council meeting. QP explained to the court counselor, the services that will be provided to Dontrell. QP informed the court counselor of the goals Dontrell will be working towards. QP listened as the court consoler explained to mom and Dontrell, what he need to do in order to comply with court order. QP ended the session by scheduling the next

CM spoke to Eva, Jy'Nir clinician at YCS Laurie Haven this afternoon. CM asks Eva how Jy’Nir is doing in the program. She reports that Jy'Nir had a rough week last week. She reports that he was verbally aggressive towards staff. She also reports that he shut down in family session when they started to discuss his behavior. Eva states that Jy'Nir had an offsite pass but due to his behavior he will have an onsite visit. Eva reports that Jy'Nir started school yesterday. She reports that he received 16 points out of 21 points. She reports that Jy'Nir had a better day in school today. She states that he received 20 points. She reports that Jy’Nir lost points for singing an inappropriate song in school. Eva also informs CM that Jy'Nir threw a toy

My previous experience as a Business and Employment Specialist performing Reemployment and Eligibility Assessments as part of the REA 2/3 Call Center Team gave me the opportunity to collaborate with management, WorkSource offices throughout the state, and within the REA 2/3 call center team. The result was the inception of the REA 2/3 Workbook. The Workbook is a living document resource designed to assist those assisting providing services to claimants during REA conversations and assessments. This tool became the backbone of quick reference material for the team while aiding in improving efficiency and customer satisfaction of the claimant and the team

Deonte made minimal progress demonstrating positive ways of expressing his feelings. The youth struggled in school when peers teased him during recess. He refused to express his feelings to CSP, MHS and the teachers. CSP and MHS discussed healthy ways are asking for assistance and informing adults of problems. Deonte made moderate progress consistently interact with adults, peer and authority figures in a respectful and healthy manner. The youth interacts with MHS and family, school officials, and adults in the community. Per MHS, the youth demonstrates respect and manners.

Upon meeting (S.D) he verbalized that he has struggled with his school work for a very long time. In fact, (S.D) said that “he hates school” and he wished he didn’t have to go. In session we are working on overcoming his negative outlook about school. This

Through the use of the excel sheet we were able to see the relationship that temperature has on pressure. As a result, we were able to come to the conclusion that the New England Patriots in fact cheated during their 2015 AFC Championship game. We were able to determine that when the temperature decreases the pressure of the ball naturally decreases. According to physics the ideal gas law states that as temperature is reduced, the pressure will also be reduced.

Discussion: The team discussed Josh's behavior in the school and home. Josh reported that he continues to have some challenges with negative behavior in the home. He explained that he's sometimes noncompliant with completing his chore, back talks and gets upset when his screen time is interrupted. Ms. White reported some behavioral challenges in the school as well.

CM contacted Mrs. Mills (parent) regarding a follow-up on Thalia (youth). Ms. Mills informed CM that Thalia is doing well and is balancing school, work, and cross-fit. Ms. Mills explained to CM that Thalia is in school six days a week. Mrs. Mills does not want the youth to become exhausted from school, work, and cross-fit.

Intervention: MHP gave MHS and Valdimir think worksheets to aid Valdimir’s family and Valdimir with progressing reported recent behaviors displayed. MHP, MHS and Valdimir progress the details to the incidents and discuss alternative ways of avoiding making the same mistake. MHP and MHS review noticeable barriers to Valdimir’s ability to comply with the rules and decrease inappropriate behaviors. MHP and MHS discuss motivating Valdimir to comply and respect others.

Jahafraka has made some progress with his on task behavior, however he needs to be more consistent with being compliant even when thing does not go his way or his is angry. Per grandma, Jahafraka has made progress with this goal, but needs to continue to apply and use it more often. Per grandma, Jahafraka has had difficulty with complying the curfew she set for him. Per grandma, they have been several incidents and confrontation about following the house rules since school has been close. Per grandma, Jahafraka has to be reminded of the consequences for being none compliant in order for him to follow through with a give directive. Jahafraka stated that he does follow the house rules most of the time and has made progress in being compliant

During this review period, Kuwan continued to participate in all aspects of the program, doing the program as required with minimal difficulty. Kuwan has not received any room restrictions and received one sanction this review period. He received the sanction for not following instructions for turning around in his seat in the classroom to talk to a peer after being previously directed to focus on his classroom. Overall, Kuwan has exhibited positive interactions with all staff and his peers and improvement in managing his behavior.

Zachariah responded well to the intervention. Zachariah continues to make progress towards his goals. Zachariah stated, completing school work, doing home works, help mom with chores, being complaint with the house rules and behaving good. Zachariah stated, leaving the house without tell his mom where he is going, acting up at school and get suspended, talking back, and being non-compliant. Zachariah stated, refusing to take an exam, not want to clean his bedroom, and using profanity. Zachariah stated being less aggressive, listening and using profanity. Zachariah stated, losing privileges, being suspended from school, and not being able to go outside to play. Zachariah stated, fighting, talking back, using profanity and being non-compliant.

Behavior Progress: During this review period, Connor has continued to participate in all aspects of the program with difficulty. Connor acquired 9 sanctions this review period. A review of Connor’s sanctions reflect that Connor has struggled with following staff instructions and complying with program expectations. In addition to sanctions, Connor also acquired 4 room restrictions during this review period.