I have copt the 1st portion please as the questions accoring to the screen play posted below 7-10 Questions to help guide our information-gathering process covering three basic components of quality assurance      and     Reasoning behind the chosen questions Student: David Student’s mom: Mary (This scene is set in a large office, lined with windows. This office belongs to Lori, the director of a mental health agency. Lori’s phone rings…) Lori: Hello? Renee: Hi, this is Renee; I’m a teacher at Sunnyside. I have a student, David, who is supported by one of your staff, Sabrina. Lori: Yes, hi Rene! Did you have a question about David’s services? Renee: Kind of, more of a concern. Lori: I see, what’s going on that you have a concern about? Renee: Well, as I mentioned, Sabrina is supporting David and I’m afraid her approach is a little robotic. She really is great at what she does and she knows her strategies inside and out. It’s just that with kids like David, we need to gauge how to approach them because it may not work the same with every child. Lori: I understand where you’re coming from. Can you tell me a little more about your concern? Renee: Sure. Sabrina tends to approach David the exact same way every day and for David, that doesn’t quite work every day. As an example, Sabrina is very good at giving “tough love” and even I learn some valuable lessons from her. Depending on the day, this kind of approach either helps David work better or it sends him into a temper tantrum. Lori: I’m sorry to hear that. Have you had a chance to talk to Sabrina about this in the moment? Renee: I have tried, but I haven’t been able to get very far with her. She doesn’t want to hear what I have to say. I have tried to catch her before she works with David, but she’s usually running about 15 minutes late, so it doesn’t give us much time. Lori: Your concern is valid and I’m sorry you’re experiencing this. I’m going to speak with Sabrina. Is that alright if I follow up with you tomorrow afternoon? Renee: Absolutely. This is the best number to get a hold of me; thanks for your time! (Lori and Renee hang up. Lori calls Mary, David’s mom) Lori: Hi Mary, this is Lori. How are you doing? Mary: I’m doing fine. What can I do for you? Lori: Well, I know David has been working with our staff for a few months now at school and I’d like to touch base on how you feel like it’s going. Mary: That’s so thoughtful. I feel like it’s going alright. It’s kind of hit or miss sometimes. Lori: Really, can you explain what you mean? Mary: David comes home his normal, fun loving self most days. Some days though, he comes home tired and red-faced. On those days, he seems somewhere between sad and mad. I assumed it was him hitting that age when the hormones go crazy, but maybe your staff can help him process through it? Lori: Thanks for sharing that, Mary. I’d like to get some ideas from you about what kinds of approaches work for David the best at home. I have a .

1. I have copt the 1st portion please as the questions accoring to
the screen play posted below
7-10 Questions to help guide our information-gathering process
covering three basic components of quality assurance
and
Reasoning behind the chosen questions
Student: David
Student’s mom: Mary
(This scene is set in a large office, lined with windows. This
office belongs to Lori, the director of a mental health agency.
Lori’s phone rings…)
Lori: Hello?
Renee: Hi, this is Renee; I’m a teacher at Sunnyside. I have a
student, David, who is supported by one of your staff, Sabrina.
Lori: Yes, hi Rene! Did you have a question about David’s
services?
Renee: Kind of, more of a concern.
Lori: I see, what’s going on that you have a concern about?
Renee: Well, as I mentioned, Sabrina is supporting David and
I’m afraid her approach is a little robotic. She really is great at
what she does and she knows her strategies inside and out. It’s
just that with kids like David, we need to gauge how to
approach them because it may not work the same with every
child.

2. Lori: I understand where you’re coming from. Can you tell me a
little more about your concern?
Renee: Sure. Sabrina tends to approach David the exact same
way every day and for David, that doesn’t quite work every day.
As an example, Sabrina is very good at giving “tough love” and
even I learn some valuable lessons from her. Depending on the
day, this kind of approach either helps David work better or it
sends him into a temper tantrum.
Lori: I’m sorry to hear that. Have you had a chance to talk to
Sabrina about this in the moment?
Renee: I have tried, but I haven’t been able to get very far with
her. She doesn’t want to hear what I have to say. I have tried to
catch her before she works with David, but she’s usually
running about 15 minutes late, so it doesn’t give us much time.
Lori: Your concern is valid and I’m sorry you’re experiencing
this. I’m going to speak with Sabrina. Is that alright if I follow
up with you tomorrow afternoon?
Renee: Absolutely. This is the best number to get a hold of me;
thanks for your time!
(Lori and Renee hang up. Lori calls Mary, David’s mom)
Lori: Hi Mary, this is Lori. How are you doing?
Mary: I’m doing fine. What can I do for you?
Lori: Well, I know David has been working with our staff for a
few months now at school and I’d like to touch base on how you
feel like it’s going.

3. Mary: That’s so thoughtful. I feel like it’s going alright. It’s
kind of hit or miss sometimes.
Lori: Really, can you explain what you mean?
Mary: David comes home his normal, fun loving self most days.
Some days though, he comes home tired and red-faced. On those
days, he seems somewhere between sad and mad. I assumed it
was him hitting that age when the hormones go crazy, but
maybe your staff can help him process through it?
Lori: Thanks for sharing that, Mary. I’d like to get some ideas
from you about what kinds of approaches work for David the
best at home. I have a feeling we can improve how we work
with David so we can have more “hit” than “miss” days.
Mary: With David, I have to change my approach day-by-day.
Most of the time, he’s feeling headstrong and meeting him with
a strong approach works. Sometimes, David needs a more tender
touch, so I need to ease up and be more nurturing with him.
Lori: That is really going to help his staff support him on a
daily basis, so I appreciate you taking the time to explain this to
me.
Mary: Feel free to call anytime!
(Lori and Mary hang up. Lori opens up her case management
documentation program. She notes the contents of her
conversations with Renee and Mary. Lori asks Sabrina to come
into her office)
Sabrina: Looking good, boss!
Lori: Thanks, that’s kind to say. Let’s talk about how your time
with David has been going.

4. Sabrina: Oh, he’s a great kid. Sometimes he’s way too stubborn
for his own good, but at the end of the day, he’s worth it.
Lori: I’m glad it sounds like you’re connecting. I got a call
from Renee, David’s teacher today. She mentioned that you’re
having a hard time being on time. Can you tell me about that?
Sabrina: No, no, it’s the traffic. I leave at the perfect time every
day and I hit rush hour every time.
Lori: Have you thought of leaving earlier if you know you will
hit traffic?
Sabrina: No, but I’ll give that a shot tomorrow.
Lori: Thanks for planning to change that. It’s very important
that you try to keep on-time to your appointments. You
represent our agency and being late isn’t professional.
Sabrina: I understand, I’ll do better.
Lori: You mentioned that sometimes David is pretty stubborn.
Have you tried changing the way you approach him in those
moments?
Sabrina: I went to school for 4 years, and I know what
techniques work. If it doesn’t work on a certain day, then David
is going to need to learn how to make it work.
Lori: We are the professional supports in David’s life, Sabrina,
not the other way around. David’s teacher brought up some
concerns about the approach that you have with him and she
said she’s tried to talk to you about it. Is that true?
Sabrina: Yes, but she didn’t get a degree in mental health, so I

5. stuck with what I know to work.
Lori: There are days that it doesn’t work, like you said. I got
some ideas from Mary, David’s mom, about how to approach
him on different days and I believe it’s similar to the ideas that
Renee has been trying to communicate. We all have our styles,
but we are here to serve our clients. There are some days where
your “tough love” approach works wonders, but I am going to
need you to learn when to soften it up with him. So, I’d like you
to work on 3 things: being on time, taking the time to listen to
David’s teacher and change your approach with him as needed. I
think you might have even more success with him.
Sabrina: Fine, I’ll do it.
Lori: I’ll check in with you next Monday at 10am to see how
things are going. Remember, we are all in this together to
support our clients.
(Sabrina leaves Lori’s office. Lori briefly summarizes the
conversation in David’s client notes. Lori details the
conversation in Sabrina’s personnel notes.)
Next day… (Lori calls Renee)
Lori: Hi Renee, thanks for being patient while I get back to you!
I spoke with Mary and got some ideas in how she works with
him best at home and it seems very similar to the approaches
you have with him in the classroom. I sat down with Sabrina
and reminded her how important it is to be open to what you
have to say. Also, her appointments with David should be on
time from this point on.
Renee: Thanks for your support!