DAP Note 1

Data
Staff met with SF for 4 hours in community home. Staff assisted SF make a schedule for what she wanted to do during the day. Staff played Uno and Sorry with SF. Staff reminded SF multiple times to wait her turn and not to cheat. Staff printed Self Esteem worksheets and supervised SF while she completes them. Verbal prompts were needed for SF to start her worksheet. Staff provided positive reinforcement. Staff supervised SF during snack time. Staff reminded SF multiple times to eat slow. Staff verbally promotes SF to shower. Staff physically assisted SF wash her hair and rinse. Staff verbal printed SF to get out of shower and get dressed.
Assessment
SF made her schedule after being verbally prompted to do so. SF played Uno and Sorry but had a hard time waiting her time and tried to cheat. When staff printed SF to wait her turn and play fairly SF responded positively. SF completed Self Esteem worksheets with verbal prompts. SF tried eating her snack very fast but slowed down after verbal prompts from staff. SF started her shower and washed herself with verbal prompts from staff. SF was appropriate while staff washed and rinsed her hair. SF dried off and got dressed after shower with prompt from staff.
Plan
SF should be reminded while playing games that she must play fair and wait her turn. Staff should continue to supervised SF during snack time to ensure she is eating at a good pace. Staff should continue self esteem exercises with SF.

Data: Met with Client B.S. today at Pleasant Valley High-School today for one hour. B.S. had to decide which way the the mathematical sign went on various pairs of numbers. Either greater than or less than. B.S. also counted the dots on multiple dominos and matched them to the correct number. B.S. was successful in all tasks when working in the classroom one on one.  

Assessment: B.S. was cooperative when doing activities but kept getting distracted. B.S. had to be told various times to keep working. When told to refocus client responded well. B.S. still kept getting distracted and needed one on one to stay focused and keep working. B.S. is at 70% accuracy when the goal is to be at 100%. B.S. seemed to be in a good mood and completed the assignments. 

Plan: B.S. will continue to work on her mathematical skills of learning greater than or less than. B.S. will also continue to work on matching the correct domino to the correct number. B.S. will use this knowledge when going out for work during the week and apply what has been learned when working. 

D-  I met with my client SH on march 22nd, 2018 in her residence.  Staff had to get SH and prepared for her dental visit.  SH refused to get out of bed when asked by staff so that staff could get her showered and dressed. Staff worked on SH goal of limiting verbal aggression.  
 
A-     SH was refusing to get out of bed because she likes to sleep late. Staff knows that SH has a history of wanting to stay in and sleep but, made several attempts to get SH up. Once staff was able to get SH dressed, staff accompanied her to her dental appointment. The dental appointment was cancelled because SH was late getting there. Prior to leaving SH was having difficulty with getting in the van. SH has a bad leg and was afraid of falling despite staff being there to assist her. After coming back Staff suggested SH color because it’s something she enjoys and it relaxes her. Soon after the male clients had come back from their program and started to taunt SH.  Staff told SH if she was getting upset to go in her room. SH asked staff to take her coloring books and assist her to her room.  

P-  Continue with SH on keeping verbal aggression limited.  

Data: Technician worked with DZ in the home for an hour. DZ was asked to choose an activity and used expressive language to select blocks. Technician controlled the number of blocks so DZ would be required to verbally mand for more. DZ reached for blocks, TSS redirected with a verbal prompt requiring DZ to mand for more blocks. DZ successfully manded. DZ was given a two-minute warning to transition to homework. With little resistance, after two minutes, DZ transitioned to working on homework with Technician and was given a consumable reinforcer. DZ completed homework which included verbally identifying numbers and writing them. After homework was completed, Technician presented a scanning activity using a puzzle. Technician prompted DZ to verbally identify (tact) objects in a puzzle piece and then find its match. DZ was able to complete the task with no redirection, so Technician faded prompts; Technician provided verbal praise throughout the activity. Technician used visual cues to encourage DZ to share with his siblings.  Gestural prompts were given to make eye contact and Technician modeled the appropriate verbalizations; DZ then exhibited receptive verbal skills and imitation skills when sharing with siblings.DZ was given a consumable reinforcer after each trial, and, although exhibited some resistance through verbal complaints, was able to engage in joint attention with Technician throughout the discrete trials.   

Assessment: DZ successfully displayed expressive and receptive language skills. DZ was able to transition to activities with little to no resistance and responded to both verbal praise and other reinforcements given. Throughout the session, DZ also displayed imitation skills.   

Plan: For the next session we will continue to work on expressive and receptive language along with functional communication.  

Data: Met with EW for 45 minutes. EW has Down Syndrome and does not have very good verbal skills. TSS tries to get EW to imitate words that are in the story. EW can say the color “blue” very clear. TSS also tries to teach EW some sign language skills. EW sees an ice cream toy and connects the ice cream to eating and pretends to lick the ice cream. EW was not able to make a choice of his own so TSS gave him a choice between a bug and an elephant which allowed EW to decide. EW imitated TSS counting (i.e. 1,2,3 and stop….1,2,3 bugs). TSS tried to get EW to say glue and he was then able to make the “uuue” sound with a model. EW chose to do a puzzle for an activity and was able to match puzzle pieces after shown where to put them.
Assessment: EW has his own ways of trying to communicate to work around not being able to be understood all the time. EW does have some sign language skills. EW can also connect things to real life such as licking a fake ice cream cone.
Plan: TSS will continue to work on verbal skills with EW. Using sign language is a skill that EW is picking up on. EW will work on being able to make his own choices between two objects without prompting.

3/14/18 Met with client for a 5.5 hour work shift at Kinsley’s Shoprite. This is IM’s regular worksite but had two new students and a new job coach with her. IM was very friendly and talkative from the moment the job coach got her from school. She was very helpful showing her classmates and job coach around the store, who the supervisor we should report to was and where the breakroom was located. It was kind of difficult to get her to focus on curriculum which was the first half hour of the work day. Curriculum consisted of a worksheet that had various grocery items where IM had to guess which aisle # the item would be in then we went around the store to check. She took a while to fill in all her guesses and didn’t pay much attention to writing the correct aisle numbers. IM was very initiative with her work up until we went on break 1. We had a half hour working period from break 1 to lunch and throughout that time IM kept going on her phone. She would stop in the middle of aisles and around the store. This caused her to disrupt customers by stopping short and/or running into others. The job coach tried numerous times to redirect her back to her work and to not text and walk around the store. After lunch IM was on her phone less and focused more on identifying the items in her return cart and putting them correctly back on the shelf.  IM showed great initiative at the end of shift by going over to the cashiers and asking if they had returns, since there were no more returns in the designated return cart. IM was on her phone trying to text her mom and ended up running into her in the store the last half hour of the shift. IM’s mom told her to put her phone away and she finished her shift phone free.

IM likes to talk and conversate with friends and peers. It is difficult for IM to let her texts go and identify the appropriate times to check her phone. The job coach put IM in charge of pushing the cart when she wasn’t putting the items away, so she had something to focus on at all times. Her responsibility of pushing the cart and redirection from her job coach made her go on her phone less frequently. What worked the best was when mom told her to put her phone away while she’s working.

IM’s next work shift is 3/19/18. What may be beneficial is having IM keep her phone in her purse and only allow use during breaks. Another beneficial treatment plan may be mom teaching IM the appropriate time to use her phone.