Staff Training

QMRP Staff Training Notes

Prior to 8:30 am The DSP and QMRP went over the weekly planner that the DSP had completed over the weekend. Three hours of specific sessions were reviewed.

8:30-9:00 The DSP taught motor skills from the Essential Book, page 13, (1-5). Eight clients were in attendance.  After writing the date on the board, the DSP announced to group they would be doing motor skills and listening for directions. Individuals were asked to put away materials on desk. They were then asked to stand-up.

There was a side announcement about using excess towels in washroom.

Lesson completed within 20 minutes. Client # 8 declined from participating. DSP announced that she would model the exercises. After each exercise the DSP went from individual to individual to assure they were following. Intermittently, she invited Client #8 to join. She was able to add light humor in keeping everyone interested and challenged each to go as long as they could. There was one break given where the group could rest and they moaned playfully when getting up. They continued to follow directions and it appeared they were having fun. Most individuals counted their steps backward on the last exercise, the directions were repeated for client #7, client #9 had trouble counting, and client #6 was very unbalanced and needed to hold on to the desk.

8:50 am The group was introduced to free time and a suggestion was given to use the washroom prior to Chapel. Two used the time. The group had trouble with free-time in that they just stared at the DSP until she teased them into talking at least to her. QMRP used the time to assist the DSP in making progress notes.

The DSP announced that she was working on getting a new pencil sharpener with the Administrator. All individuals stood up to leave the group on time after the lights were turned off. Client #9 needed to be reminded to wash her hands.

9:35 am The DSP had started the Social Skills lesson from the grades 7-12 book and she refreshed the lesson for the QMRP. The DSP was working on an adapted version of the social skills goal due to a problem getting some of the people placed in pairs to talk to each other.

Client #3 was able to identify 13 activities that she had done. The DSP volunteered to take a turn and identified nine activities, plus was able to go into five or six extra level details which made her dialogue more interesting. Many of the individuals were animated and identified with activities. Client #6 talked to client #2 (table partner). Client #8 was rocking, Client #9 feigned sleep. Client #2 appeared to listen, but client #6 disrupted her concentration by nudging her elbow impatiently. Client #8, #7, #4 along with the verbal client #5 and client #3 were each listening.

Client #2 was able to identify five activities. The DSP reminded the group that they weren’t expected to be at the center on Monday. Client #6 stated that she watched Power Rangers. Although Client #6 was covering her mouth and was difficult to hear, she relayed five activities. Client #4 relayed five activities plus was sidetracked in giving information on the families’ piano. She also gave information that was more personal such as bumping her head and that her Daddy was sleeping on the couch. Client #9 interrupted the group by showing that she’d only used one paper towel. Client #2 and #6 continued to talk. Client #8 was the next to use the bathroom and she as well came out to display that she was using only one towel. Client #9 had trouble expressing what she did, other than staying at home and having company. She needed to repeat herself 3 times before being understood. Client #7 stood and went to the garbage to throw something. Client #5 talked of watching "Full House" and together with others named characters on the show. Client #7 was asked if she wanted to share. With the assistance of her table partner, client #7 was able to convey four or five activities or details.

9:50 am Client #1 enters. Client #8 declared when asked of her weekend that she didn’t know what she’d done which was followed by a shoulder shrug. Client #1 claimed the attention of Clients #4, #2, and #6. Client #9 continued to feign sleep. The Q was interrupted by a message from up front. The QMRP was asked to volunteer information of her weekend.

The DSP directed the group to convey what they had heard from their peers. When called, client #9 put head down and claimed to be sick. Client #3 asked Client #2 again what she had done and was able to repeat back six activities after listening the second time. Client #4 repeated one activity that Client #6 had repeated herself. The DSP invited Client #6 to come up front and show the color triangles client #6 had worked on over the weekend representing the Power Rangers. She was able to identify each Power Ranger by color and name. She was encouraged by Client #4 and complimented by her DSP’s smile and for giving interesting information.

10 am The formal break was announced by the DSP, she then stated, "Let’s go!" Each got up except client #6 who stayed back just long enough to put her triangles in her backpack. Each person was invited to lead two exercises. Client #3 again positioned herself away from the group. Client #8 again left for the bathroom. The DSP stated that in the future, each individual would need to let her know when they needed to use the washroom.

Client #2 led the exercises. Client #6 left out the door. Client #5. was the next to lead followed by Client #4. Client #4 encouraged her peers, "It’s easy!" Client #6 came back (it appeared she’d just been out in the hall … perhaps, to check on visitors waiting). Client #1 appeared to have an attitude (stating that was enough of Client #4’s exercise). Client #7 bent back for her exercise, but was not able to do a second exercise. The DSP stated she would come back to client #7. Client #1’s turn was next. She started to direct Client #4, but the DSP interceded. Jumping jacks were followed by giggles. Client #8 held back on the exercises by positioning herself on the opposite large equipment and she didn’t volunteer an exercise when asked. Client #3. suggested running and the group took two trips around the gym lead by the DSP. Client #1 complained that she would only go two times. After the group was done, DSP stated to them that they’d done very good.

The group was interrupted by a previous high school councelor entered the room. Several gave hugs including client #8. Client #6 led the last exercise which was from her ballet class, but it proved too difficult for all. Again Client #1 complained she couldn’t do it. Some tried. When the group left the room, client #8 scolded client #7 to follow her.

10:15 The group was lead back to their room and asked to relax. The DSP reminded the individuals to use the washroom and take out their computer skills books. The DSP appeared to be writing down notes. She collected pictures on the side tables and erased the board. Client #8 talked animatedly to client #4. Client #3. talked to client #1, Client #8 talked to client #2, and client #4 talked toclient #2.

The DSP talked out loud about the pencil sharpener. Client #9 wanted to flag the QMRP’s attention. Client #6 took out her lunch and opened containers to show group members. Client #9 communicated that she needed a new book. Client #8 belched inappropriately and seemed to be taunting someone by declaring who they had kissed. Client #1 stated that she "didn’t think the previous teacher wanted us to have new books. The DSP directed that people should let her know if their books were filled. Client #1 showed that on two separate trips that she had two books that weren’t yet filled. DSP relayed that each would get a new book, but if it wasn’t directly needed, she would save the book by placing initials on it. She then went to each individual to check on book conditions. Client #5 volunteered to take a previous client's book to him.

The DSP noted that one of the desk name tags was missing. She announced that they ought to stay on the desks.  Client #1 tries to direct the DSP in replacing in client's #8 book. The DSP followed her own plan. Client #4 took out a pencil bag and showed a peer that she had pencils. The DSP checked for folders. A last bathroom reminder was given at 10:28 am. She tells the group they will all get books on the other side of the hall.

Client #3 attempted to hi-five client #9. She said, "What’s up friend." Client #4 and client #9. talk about staying home on Monday. She also relayed that her mother was feeling better. The DSP led the group by saying, "Ok, its time now." She waits while everyone stands up.

10:30 The DSP noticed Client #9 disappears into the bathroom immediately on getting into the computer room. The DSP talked to her. She states out loud to the group another reminder of staying with the group and letting her know the washroom needs. She reminded them to listen because this was an important reminder. If there were a quick fire drill, the DSP wanted to know where each was.

Client #1 was late in changing rooms, because she paused to write the date on her papers. She apologized to the QMRP for coming in late. Most of the group found a computer. The DSP checked her "Sentence" Goals. Client #8 was heard to be counting out loud; Client #9. was sharpening a handful of pencils. The DSP got her books and wrote on the board. Client #5 and Client #4 were separated from sitting next to each other. They’d already begun to socialize. Client #9 tried to interrupt theQMRP by requesting attention. Client #1 was directing client #3 on what to do. Client #9 distributed the pencils.

The DSP made an announcement that she will call a few people to work on their goals. Client #9 again attempts to gain QMRP’s attention and is redirected to her DSP. The DSP attends to client #9’s question and reminds the group of being ladies. The DSP asks the collected group of clients #3, #5, and #2 what it was that they had discussed in the social skill session earlier. Client #9 wants to know if she should copy from the board and is found to be looking around at group. Clients # 4, #8, and #1 each work on the computers with Client #1 the only one on the new computers. Client #4 and client # 8 are on their money skills. Client #1’s working on change from the cash register. Client #8 is still loud due to her out loud counting. They seem to have learned to put their work from the computer in writing, or vice-versa.

The DSP took dictation from the goal people. The goals group is told they are going to make sentences out of the weekend activities noted during the social skills group that just ended. After about 10 minutes, client #6 comes out of the bathroom. She places her things directly next to client #4 and opens her purse. She takes out her glasses. Client #8 is staring at her dancing fingers.

The goals group is asked to number their papers. A sentence is written on the board. It says, "I play Nintendo with my brother." The DSP asks the group their preference in writing the entire sentence, or going word by word. The group chooses to have the whole sentence written. Client #9 tries to interrupt client #3 when the DSP is turned away. She is now wearing her glasses also. Client #6 looks over at client #8 and pauses. She may be distracted by client #8’s counting.

The DSP tells the goal group that she is looking for quality in their work (letters spaced appropriately and the right size). She says that she will check their work. The DSP again confers with the goals group and a second sentence is written. It says, "I went downtown with my social worker." The DSP checks the work of each. The DSP asks the individuals to go to the board one at a time to check if they are recognizing the words written. Each is given two trials. Each seems to know her words. Client #2 is slow in walking to the board. Client #9 asks to use the washroom again and spends six minutes. The goal group ended within 25 minutes of time. The DSPcomplimented the group and told them to keep their sentences in their folder.

10:58 The DSP checks on client #9 who is still in the bathroom. It’s noted that this time she is washing her hands. Client #7’s words are checked. Apparently she copied the board too. The DSP erases the board. Client #3 and Client #1 talk about who sits where. Client #1 traded computers when Client #3 got up for goals. Apparently, the second computer doesn’t have sound, so is not preferred. The DSP handles the situation by making a note to get the computer fixed. Client #9 tells client #7 what to do, "Take out book." Client #9 asks for a pencil and one is given. Client #9 attempts to talk to client #1 and client #5 asks about the broken computer. Client #4 claims another computer by her isn’t working. Client #9 is telling client #7 to turn the page. The DSP intercedes.

The group returns to their computer work. The DSP and QMRP discuss recording the goals and evaluating goal progress of these three individuals. Discussed also were where goals originated from and when they ended, requesting missing goal data sheets, and other situations that are appropriate to ask for the QMRP’s time. Also, discussed was the process of requesting things to be fixed (computer à Rights, Safety, Health Watch).

QMRP Impression: The lessons were well ordered, the DSP was direct and supportive. The individuals learned and even though Client #8 did not participate directly in all the exercises, it was noted that she was interested. It appears client #8 becomes upset at having to put away her morning supplies. She also seems to utilize non-work times to taunt the her peers or gain their attention. The DSP handled the situation with her in a forward and encouraging manner.

The DSP appeared tense when QMRP suggested the use of a timer (while the DSP was in lesson), but eventually did take the timer out to nearly use. It seemed that after this one incident the DSP made self more available for comments.

Directions were clear and modeled well, follow-up was excellent (individual attention), positive atmosphere, and sessions cut-off in time to provide and organizational/rest break, and leave for chapel on time. Each lesson started promptly and goal work was completed and recorded. The DSP appeared for the most part on "top" of the group, but the group sometimes took advantage of her in that individuals were picked on (Clients #2, #7 and #9) The main perpetrators were clients #9 and #1. The DSP should bring behavioral challenges or lack of interest to the appropriate QMRP’s. In addition, it was noted that #1 had a very negative attitude and often stated out loud what she couldn’t or wouldn’t do.

It appeared that the DSP was doing an excellent job on bringing out the best of many individuals and the sessions were interesting. There will need to be a better plan on how to listen to individuals who had impediments in their speech. There were some good "new" rules established that ought to be rehearsed again, perhaps also placed on board or handed out by form of a duplicated note. Progress notes were taken care of and goals noted. The DSP made good in-roads to the bathroom problems, but there are still individuals in the group using the bathroom quite frequently, and after having been given a specific 15 minutes between groups, two of the individuals needed to go to the washroom immediately after crossing the hall. Why? The DSP should seek out the QMRP’s also in the clarification of goals. When and if the DSP decides something needs changing with individuals, she should note the first step is bringing the individual to consciousness. They may not be aware of their problem or how to resolve it. Overall, the QMRP was terrifically impressed with the DSP this day. She seemed eager to do a good job and was quick and creative.

Continue:

• order
• directness
• supportiveness
• forward and encouraging manner
• clear & well modeled directions
• excellent individual attention
• positive atmosphere
• prompt (sessions started on time)
• "on top group" – about 67%
• interesting sessions
• good "new rules" à rehearse/write out
• recorded progress notes & goals
• eager, quick & creative

Challenges

• Client #8 lack of participation & taunting peers
• Client #1’s over dominance & negative attitude
• Maintain availability to QMRP's
• Watch for people being bullied (client #7, #2, and #9)
• Communicating with people who have speech impediments (client #7, #9, #5, #6)
• Bathroom problems (client #9, #8, #6)

Be Aware

• To help individuals surpass/change poor behaviors, help them to be conscious/aware of the issue, then structure a means that both of you will work on to resolve problems. Look for upfront agreement to change. It needs to be their goal. We are there to assist.