MSTT And Esmrel Behaviors

I have reviewed your notes and attached my thoughts. Your intervention are documented well, I just need you to put more emphasis in the behavior, response and plan sections. Again, my thoughts are attached. Should you have any questions, feel free to contact or we can talk about them Thursday afternoon.

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Every child deserves individual attention, and facilities that work with troubled children should have the necessary elements and tools to help them make a favorable change. According to webpage mtsservices “It has been proven to work and produce positive results with the toughest kids. It blends the best clinical treatments—cognitive behavioral therapy, behavior management training, family therapies and community psychology to reach this population.” It is based on evidence that the Multisystemic therapy helps children to stay out of trouble and build better relations with themselves and their families. Also, mtsservices states “Intervention effectiveness is evaluated continuously from multiple perspectives with MST team members being held accountable for overcoming barriers to successful outcomes.” This means that they really pay close attention to their patients by evaluating their continuous effort and developmental accountability. The juvenile justice system should take in consideration of adding the Multisystemic therapy system into their facilities to start making appropriate adjustments.

TSS works one on one directly with a client in the school using 5 most common functions to intervene with child's maladaptive behavior

Antazia is working to complete grade level work. Antazia has reported behavioral issues. Antazia’s number of referrals decrease during this period. The school has reported Antazia’s behaviors include verbal and physical aggression towards peers and adults, defiance and refusal

8. Selenna has displayed disrespect, manipulating and defiant behaviors in the home. MHS report Selenna, refuses to talk about her past traumas to start the healing process.

Jahafraka responded well to the intervention. Jahafraka continues to make progress towards his goals. Jahafraka completed the worksheet. Jahafraka stated, fighting, talking back, refusing to do something, not following the rules, using profanity and teasing. Jahafraka stated, no cell phone use, no fighting, no bulling, and no eating in the classroom, no running in the hall ways, no using profanity, no drug or weapons. Jahafraka state, suspension, expelled, parent being called, being written up and in school suspension. Jahafraka completed the worksheet. Jahafraka answered questions to update his PCP and NC Topps. Per grandma, Jahafraka’s behavior at home has improved a little since last reviewed. Per grandma, Jahafraka continues to get into

The guidance counselor stated that the other three teacher could not attend the meeting however they provided a report about Shonquasia’s grades and behavior in each of their class. Ms. Witkers stated, that the other teaches reported that Shonquasia is not doing well in their class, and that she is often caught sleeping and that she has an aggressive attitude toward the teacher and her peers. MS. Witkers stated, that the other teacher reported that Shonquasia is not complete assignment and homework. RORC teacher reported that Shonquasia is fail his class because she refuse to wear her uniform. Ms. Witkers, recommended that Shonquasia should be encourage to participate in her class, and to be more respectful to other. Ms. Witkers suggested that consequences for behavior and accountability should be reinforced in the classroom and at home. Per mom Shonquasia does not like to be told what to do and that Shonquasia is capable of getting better grades, however she do not want to put in the work required to get better grades. Per mom Shonquasia likes to do her own thing and it is very difficult for her to punish Shonquasia for bad behavior. Per mom, since last CFT meeting Shonquasia s behavior at home and in school has not

MSTT met with Drew and Esmrel regarding Esmrel attention seeking behaviors. Esmrel explained his behaviors were not attention seeking he was just bored within the home. He stated him and his father do things together but he want to do more things together. MSTT asked Drew to explain why he did not follow through with taking Esmrel out a weekend ago. Drew explained him and Esmrel talked and instead of doing things in the community together they are going to attend church functions together. The family just became members of a new church and the church is requiring them to take classes and attend different functions throughout the week. Esmrel and Drew have agreed to attend these functions together improving their relationship and faith together.

Schneider indicated that Matthew is doing very well. There has been a big improvement. He is doing well in school. This summer, he was great when they had him. No problems at day camp. He is doing better with people, both adults and children. No behavioral problems. He seems to be growing up and maturing. The child has had no problems with his father. In the past he had said Robert makes him scared when Robert is angry at him. She and Matthew are getting along. He knows she gets mad when he doesn’t listen. Robert is tolerant of Matthew is not listening. She becomes upset when Matthew is not listening to her. She has been taught Mathew how to communicate. She gets frustrated. He knows she yells to get his attention (after she calls three or four

Currently, Keshawna is enrolled in school full-time, as a 9th grade student at East End Academy in Newport News, Virginia. She is there through the Virginia Independent Clinical Assessment Program (VICAP) process, and she is receiving day treatment services while there. In the last three months, Keshawna has some full day unexcused absences, and there has been intervention by school administration. Keshawna's performance at school is not promising; she is averaging C- or

Presenting concerns/condition: Valdimir placement was at risk for disruption before placement change. Valdimir had several reports of display of verbal and physical aggression. Valdimir refused to comply with rules of the home and community. Valdimir struggle with peer and adult interactions daily. Valdimir had several school reports of inappropriate behaviors and interactions with peers. Valdimir refused to communicate his needs.

A,B,C) MSTT and Sabrina disucss with Esmrel is negative school behaviors and how the breakup and separation is affecting him. Esmrel explained the breakup does not bother him but the separation does bother him, because he want his parents to stay together. Sabrina explained to Esmrel why she has to leave and move on and asked what she could be to help him deal with the situation. MSTT, Sabrina and Esmrel continued the discussion and will contiune to assess Esmrel feeling during the transition

The implications of TEC § 37.007 are apparent in school on a daily basis. Many of the students in which I serve have a Behavior Intervention Plan (BIP). I am required to give the general education teacher a copy of the student’s BIP prior to school starting. Last week, I had a teacher refer a child for disciplinary action. The child’s BIP required that the child use a behavior chart and a daily schedule. I provided the teacher with both of those supports which she does not consistently implement. The student struggles behaviorally due to his disability, deficits in self control, and the lack of consistent implementation of his behavior chart and visual schedule. I shared again with the teacher the importance of fully and consistently implementing the

Focus: Valdimir’s family will be able to utilize coping skills to manage Valdimir’s inappropriate behaviors in diverse setting. Ms. Smalls (MHP), Mr. and Mrs. Bryant (MHS) and Valdimir process recent reports of inappropriate behaviors.