DAP Note 2

Data
Staff met with SF for 4 hours in community home. Staff immediately had to deescalate a situation between SF and another housemate. Staff took SF for a walk to calm her down. Staff returned to the home with SF and began making a schedule for the day. Staff printed and supervised SF while she completed several math worksheets. Staff supervised SF during snack time. Staff had to remind SF once to slow down while eating her snack. Staff supervised SF while she completed a crossword puzzle. Staff played connect four with SF. Staff had to remind SF to wait her turn. Staff verbally prompted SF to shower. Staff washed and rinsed SFs hair. Staff prompted SF to dry herself and get dressed. Staff verbally prompted SF to get ready for bed.

Assessment
SF was agitated as soon as staff arrives. SF responded positively on walk to calm down. When returning home SF created her schedule. SF completed several math worksheets. SF ate her snack and slowed down after being prompted once by staff. SF completed a crossword puzzle. SF played connect four but had to be reminded to wait her turn. SF slowed down after being prompted. SF showered. SF was appropriate while staff washed and rinsed her hair. SF dried and dressed herself. SF got ready for bed by getting a class of water and shutting off her light. 

Plan
SF should be reminded to wait her turn during games. SF should always be supervised during snack time to ensure she is eating at a good pace. SF should continue to receive verbal prompts throughout her day during activities.

Data: Met with Client M.A. at Pleasant Valley High-School today for one hour. M.A. practiced learning the amounts of money in coin value. M.A. also practiced finding and determining the correct prices of items in a grocery flyer onto a worksheet. M.A. struggled with learning and remembering the correct amount of money for certain coins.  
Assessment: M.A. was very cooperative during today’s session. M.A. was very focused when doing these activities and stayed on track. M.A. completed all the assignments. M.A. is at 50% when the goal is to be at 100%. M.A. was in a good mood during today’s session.  
Plan:  M.A. will continue to practice learning and remembering the correct amount of coin value to the correct coins. M.A. will also continue to practice finding and determining the correct price of various grocery items. M.A. needs to work on these skills because she will use them when she goes out for work during the week. 

D-   On Friday March 23rd, 2018 I met with my client SH at her residence. Client did not want to get out of bed to take a shower. SH refused to take shower telling staff to leave her alone and that she was not going to take a shower. SH’s goal is to not be verbally aggressive with other residents or staff in the home.

 A-    Staff told SH it is necessary for her to shower just in case she had visitors. SH then asked staff if they could pick out her clothes for her shower.  Staff then helped SH with her ADLs and got her dressed. SH wanted to then take a shower due to the possibility of visitors that could come to the residence. After SH had her shower staff suggested SH do some coloring activities. SH was cooperative until one of the male clients started to taunt her. SH began to be verbally aggressive toward him. Staff told SH that it would be best to continue at her room.   SH was cooperative with staff and went to her room. 

 P-  Continue to work on goal with SH to limit verbal aggression with other male clients in the house.

Data: Technician worked with client in the library for two hours. To initiate activity, technician verbally prompted DZ to ask for help/ a book from the librarian. DZ successfully manded for help finding a book. Technician and client sat at a table to read a preferred book as well as a non-preferred book. Technician engaged DZ in intraverbal skill training activity while looking at both books. Dz responded to questions and identified objects pictured in the books. Technician used the preferred book as a reinforcer when Dz finished a nonpreferred book. While in the library, Dz transitioned to a play area and engaged in cooperative and parallel play. When prompted to say hello to child, Dz exhibited receptive verbal skills by saying hello. Dz successfully shared toys in the play area before transitioning back to the table to look at books. While looking through multiple books and tacting activities, technician provided verbal praise. Gestural and verbal prompts were given to compel eye contact throughout the interaction with Dz. Although Dz displayed resistance through verbal complaints, Dz was able to engage in joint attention with technician throughout discrete trials. At the end of the session, Dz had difficulty transitioning from the preferred book to the door and had a meltdown which included crying, screaming and throwing himself on the floor until leaving the library with brief moments of cooperation. Technician used a sticker as a reinforcer during calm moments 

Assessment: DZ displayed expressive and receptive language skills throughout the session and was able to display imitation by sitting and reading as well as cooperative and parallel play with other children. DZ had difficulty transitioning from preferred to non-preferred activities when little to no reinforcement was used.  

Plan: In the next session, we will address transitioning to non-preferred activities as well as continue working toward proficient functional communication.

Data: Met with MS for 45 minutes. Today we started by reading a book about a rainbow. MS was very shy at first during this session. TSS tried to ask questions to allow MS to become more comfortable. MS shows signs of echolalia. When prompting MS to say something TSS needs to say exactly what they want them to say. After reading the story TSS has an activity to do with MS that deals with motor skills and knowledge skills. TSS had MS identify colors of the rainbow and paint in the proper spot. MS needs different kinds of prompts such as verbal, gestural, and physical. Towards the end of the session, MS became more independent. Client was only able to sit and do a task for about 7 minutes. After work is completed TSS rewards MS with stickers and allows for some play time.
Assessment: Each meeting with MS it takes some time to get him more comfortable and able to work. After MS gets more comfortable he responds to TSS very well and does what is asked of him. TSS thinks of ways to work around asking questions to improve MS’s echolalia by saying exactly what needs to be said instead of “what is that?” or “say _____”.
Plan: During next session, TSS will work on having client do things more independently without needing prompts. TSS will also try to get client to focus on a task for 10 minutes rather than only 7.

3/14/18 Met with CL for a 5.5 hour work shift at Kinsley’s Shoprite. CL usually works at a different job location but has moved to this one. He was with a new job coach and two of his classmates. CL’s task was to identify return items in the cart, locate the correct aisle where the items are and put the item back correctly on the shelf. For it being a new job task and location, CL showed a lot of initiative in his curriculum worksheet and his job tasks. CL enjoyed pushing the cart around the store and located a lot of the items on the shelf correctly. He was very polite to his classmates and the customers and was very happy with himself for it. CL had one break before lunch, and two breaks after lunch. After lunch we got back to work and CL insisted on carrying baskets and pushing the cart. He did not want to let the other workers push the cart even though they were taking turns. CL was redirected to let another worker push the cart since everyone wanted to do it. CL caught on quickly to the aisle numbers and where items belonged. He excelled at being the first person to find where an item went and was very happy when he was successful. Towards the last hour of his shift the return items were split into two baskets, with each of his coworkers wanting to hold the basket. CL refused to give up his basket but then allowed his coworker to hold it since she kept grabbing for it. CL began to tell his coworkers what to do by taking items out of his basket, handing them to his coworkers and saying “here put this away”. At one point there were no returns left in the designated cart so the students went to each register asking if they had returns. The job coach prompted CL to ask for returns but he stood quiet and wouldn’t do so. CL is usually very outgoing and friendly even to strangers. Another worker ended up asking in place of him to get the job done. At the end of the shift CL told his job coach that when he gets home he is going to take a nap. He did not talk much on the ride home.

CL’s tasks at his normal job site is either wiping tables or being in the dish room. CL was on his feet walking around except for lunch and breaks. CL may of lost determination because he was tired and not prepared for all the walking he did. CL also may of noticed how well he was doing and felt he can be in control of his coworkers. When he was redirected to let other students have a turn CL complied. It is still unclear as to why CL did not want to ask cashiers for their returns, because he was very polite and talkative to customers at the store and workers at his other job that he is not that familiar with.

Next work shift is 3/20/18 at the Kinsley’s Shoprite. This is now CL’s new work site. CL may be able to do other tasks around the store that don’t involve so much walking so he can finish out his shift with the same determination he walked in with. CL will continue to be redirected when he starts to control his coworkers. CL should return to his happy, friendly and hard working self once he gets situated to his new job site.