Presented by John Daskalakis & Junaid Gilliam

“James” is a 12 years old boy that is currently enrolled as a 7th grader in the Freeport school district. He shows great promise in the classroom. Yet, due to his behavioral issues, he is failing to reach his full potential.

Mother: 45 yrs. old, good relationship *

Stepfather: 34 yrs. old, good relationship

Siblings: 2 sisters **

14 yrs. old, fair relationship24 yrs. old, good relationship

* I.S.S. Room T.A. in the Intermediate School, numerous phone calls

** 14 yr. old is enrolled in BOCES; Diagnosed ADHD, ODD, and is also Bipolar

“James” is a student, if allowed, will put forth minimum effort. He challenges adults and students regardless of being right or wrong. “James” will become loud, disruptive, and will often pout if he doesn’t get his way. He truly wants to make friends with other students. However, he does not know the proper approach in regards to building successful friendships. He needs to take pride in his abilities and use his skills to assist others rather than challenge.

Prior to his father’s death, James was a “typical 5th

grader with a mildly deviant behavior who had a normal IQ and test scores which were on level in comparison to other students”

Towards the end of the school year, it was noted that his behavior worsened

W.I.A.T. II test from his last school

Freeport report card

Worked well with others

Excellent working habits

Very friendly with students and teachers

Few behavioral issues - “average kid who tried to get away with things in class”

Did not have a 1 on 1

Poor working habits: frequently disruptive, missing assignments, unprepared, avoided thought provoking work (groups, Math, Science)

Numerous behavioral issues: picked fights with students and adults, temper tantrums, “spoiled”

Post father’s death: writing skills became poor, grades were below average, problem with decoding polysyllabic words, a 504 was given

Diagnosis: OHI and ODD (sister); 1 on 1 taken away when he was “okay”

Placed in Inclusion classroom: 2 teachers, 2 - 3 aides (depends on the subject)

Tremendous increase in deviant behavior: lies poorly, known to be a “spoiled brat”, often suspended or in detention, always right or never wrong, has a “James” against the world attitude, pouts, wants everything his way or no way; Inclusion classroom aides assist in reprimanding him often

Social skills have worsened: Attempts to dominate students of all sizes with his newly found massive size, physically attacked students and, most recently, two adults; “uses his bullying to mask his lack of self esteem”

Numerous requests have been made by the teachers for him to receive a 1 on 1

Group Therapy/Peer Group Counseling

Needs 1 on 1

Currently, due to his uncontrollable behavior, “James’ is pending a Superintendent’s hearing. Several days ago, while being reprimanded by his teacher in the hallway, “James” proceeded to use foul language and forcefully pushed the teacher to the floor. His future within the school district rests upon the conclusion of the Superintendent’s hearing.