Behavioural Exceptionality: the Case of Scott

Identification of the Study

The case study chosen for this paper is presented in the ninth chapter of the “Special education in Ontario schools” and titled ‘The Case of Scott’. The case study examines a boy who is kept in custody for three months; later Scott will go to a school in a different neighborhood. The case study is presented in a chapter that examines students with AD/HD and other behavioral exceptionalities. In the case, Scott is presented as a boy who, supposedly, does not have any learning disabilities, but does experience reoccurring aggressive behavior.

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Brief Summary

During the summer, Scott is going to be kept in custody, but in September, he is going to attend another school that he has not visited yet. Scott is thirteen years old; in September, he will live in a secure group home until it is decided that he is allowed to return to his parents’ home (Bennett, Weber, & Dworet, 2013). Two schools are offered: although in both schools Scott will enroll in a regular sixth-grade class, the first school offers a drop-in room where Scott can relax or work on the materials. Teachers can also send him to this room. The school’s philosophy is the personal development of every individual.

The second school does not have a drop-in room, and the timetable is not rotary. However, the three educational assistants in this school are allowed to move from class to class if needed, while the first school’s educational assistants are assigned to certain classes (Bennett et al., 2013). The principal of the school values the academic achievements of the students, as well as self-reliance.

What are the Behavioural Issues for this Student?

Outbursts of anger are the primary behavioral issue for Scott since his aggressive behavior does not only target girls (as the case study states) but also his parents because he is not allowed to return home. Thus, Scott is also used to rebel against the authority (his parents). He also bullies his classmates and, possibly, hits them (it is not stated, so his attacks can be verbal, but, on the other hand, he was put in custody for three months, which implies that physical assaults have also taken place). All listed issues do not always indicate behavioral exceptionality but only in those cases if they are persistent and frequent (Bennett et al., 2013). It is stated in the study that Scott has a ‘history’ of aggressive behavior, so it is possible to assume all these issues occurred several times.

What Supports Does the Student Need?

The student does not have any learning stabilities, but his behavioral issues do not allow him to study effectively. Thus, instructional, as well as environmental, and assessment accommodations are needed. An instructional accommodation that is suitable for Scott can be implemented through modifications of responses, i.e. Scott will be allowed to provide his response in another form if he finds it helpful (Caring and safe schools in Ontario, 2010).

Good environmental accommodation is offered in the first school, i.e. drop-in room (or a setting accommodation). Here, the location is changed, but the lesson content remains the same. Assessment accommodations can vary (as well as other ones), but for Scott’s case, it would be reasonable to provide additional explanation and secure the test papers so that Scott does not throw or rip them during an outburst.

Moreover, environmental and assessment accommodations can be combined during the test if Scott is interfering with other students. Thus, Scott will be sent to the drop-in room where he can continue working on the test but without his classmates. This method will also help prevent bullying and fights among students (Policy/program memorandum no. 145, 2012). Implementation of these supports will help Scott control his behavior.

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What Other Issues Do You Anticipate for This Student?

As Scott has to deal with aggressive behavior that also affects his peers, friends, and relatives, it is possible that soon he will try to avoid contacts with them (also with his parents) to prevent outbursts or because he is going to associate his outbursts with being in public/with friends. He can also become depressed because of this isolation and feeling of losing control (Hart & Rollins, 2011). When Scott will become older, and the anger issues continue to interfere with his social life, he might be involved in drug or alcohol abuse since drugs (like marijuana, for example) will moderate his rage outbursts; however, alcohol will only worsen them and lead to further isolation.

Scott’s outbursts will also influence his mood so mood swings can become usual for him; anger can be replaced by guilt, sadness, or confusion, and then rage might return. Such mood swings, combined with depression, can lead to nervous breakdowns or assaults on other people. Because such outbursts are extremely energy consuming, Scott might lose motivation to study because it will be too complicated for him to focus on the material.


Bennett, S., Weber, K. J., & Dworet, D. (2013). Special education in Ontario schools. Ontario, Canada: Highland Press.

Caring and safe schools in Ontario. (2010). Web.

Hart, R., & Rollins, J. (2011). Therapeutic activities for children and teens coping with health issues. New York, NY: John Wiley & Sons.

Policy/program memorandum no. 145. (2012). Web.

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"Behavioural Exceptionality: the Case of Scott." StudyCorgi, 9 Jan. 2021,

1. StudyCorgi. "Behavioural Exceptionality: the Case of Scott." January 9, 2021.


StudyCorgi. "Behavioural Exceptionality: the Case of Scott." January 9, 2021.


StudyCorgi. 2021. "Behavioural Exceptionality: the Case of Scott." January 9, 2021.


StudyCorgi. (2021) 'Behavioural Exceptionality: the Case of Scott'. 9 January.

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