ABSTRACT
In this chapter the author describes his experiences in working with Billy, a very bright student with severe emotional and behavioral disabilities. Billy was a 12-year-old Caucasian sixth grader who was referred to the author's school due to behavior problems that included being disruptive in class, refusing to follow directions, talking back to teachers, verbally and physically threatening students, using profanity, and making inappropriate sexual comments to teachers. In the classroom Billy finished assignments in a fraction of the time it took other students. Compacting Billy’s reading instruction was not quite as easy. Due to the remedial nature of the school’s academic program, there was no reading class that could accommodate Billy’s 11th-grade abilities. Billy gradually improved his behavior and reduced his profane language. He enjoyed his self-selected reading assignments and became very helpful with the other students. Billy’s continued success was dependent upon constant monitoring. His academic and behavioral program required frequent modifications.
