97153 Direct Adaptive Behavior Treatment

Session progressed smoothly, with PT demonstrating strong engagement and low prompting across DTT, Social Skills, and Daily Living programming. RBT utilized DTT, prompting, DRA, first/then contingencies, reinforcement procedures, maintenance, baseline, generalization, and teaching strategy supports.

During DTT, PT completed Reciprocate a Greeting/Farewell at 60% accuracy during Gen 2 programming. PT independently completed 20 Questions, Conversations About Non-Preferred Topics, Big vs. Little Problem, Solving Everyday Problems, and Heightened Awareness with 0 prompts. PT completed Expressing Displeasure and Asking Follow-Up Questions to Comments with 100% accuracy during monthly maintenance. PT demonstrated spontaneous generalization during Abstract Language: Real vs. Make Believe in baseline/Gen 1 programming. PT completed Inferring Meaning from Conversational Tone at 90% accuracy, Answering Knowledge Questions at 87% accuracy, and Asks Questions for Info Gathering: Where Are You Going at 100% accuracy. PT completed Ending Conversations Appropriately independently while utilizing verbal/visual teaching strategy supports. PT required verbal prompting during Sustained Eye Contact baseline programming. Prompting remained low throughout session.

During Social Skills programming, PT independently sat appropriately, read a slide, used quiet voice, responded to peers, maintained eyes on board, and selected a brain break at the board. During Daily Living programming, PT independently wiped table and AC unit, put toys away, swept, and cleaned sink and mirror. At 8:49, following a peer sticking their tongue out at PT, PT engaged in yelling on 2 occasions. RBT prompted coping skills, redirected PT to discontinue conversation with peer during learning, and prompted planned ignoring. PT returned to expected participation.

RBT implemented DRA procedures, VR2 schedule during DTT, and edible reinforcement throughout session. All services were implemented in accordance with current tx plan.

97154 Small Group Instruction/Dyad — Main Client

1:00-1:30: During structured game programming, PT participated in group game activities with peers. At 1:28, following peer winning bingo, PT engaged in yelling on 1 occasion. RBT prompted the group to take a deep breath and prompted PT to utilize coping skills. PT returned to expected participation.

1:30-2:00: During outside programming, PT independently demonstrated walking feet and complimented peer during cooperative play. During transition from outside, peer yelled in stairwell and PT responded by yelling back. RBT prompted quiet voice expectations in the hallway and prompted PT to take a deep breath. PT responded to prompting and continued transition. RBT utilized NET, prompting, coping strategies, and DRA procedures throughout dyad programming.

All services were implemented in accordance with current tx plan.

97154 Small Group Instruction/Dyad — Client A

1:00-1:30: During structured game programming, PT participated in group game activities with expected bx. No individualized goals were available to run during this block; however, PT remained engaged and demonstrated appropriate peer participation throughout activity. RBT utilized NET, prompting as needed, and DRA procedures throughout programming.

All services were implemented in accordance with current tx plan.

97154 Small Group Instruction/Dyad — Client B

1:30-2:00: During outside programming, PT participated in peer play with expected bx. PT required 7 vb prompts and 3 gesture prompts to demonstrate walking feet throughout outside activities. RBT provided ongoing prompting to support safe transition and movement expectations. PT responded to prompts and continued participation. RBT utilized NET, prompting, and DRA procedures throughout programming.

All services were implemented in accordance with current tx plan.