(Charts trasnsmitted by fax. Some information lost in transmission. Charts and questions are for a chart share, 4/19/99.

Meet Johnson, who came here after about 3 years in a residential setting. Johnson has been in Special Education since kindergarten.

The Aides counted

• cooperation (doing as teacher said, working in class, answering
• inappropriate verbal comments ("I'd kill him too." "How many people died..Ha ha." "I'll just kill/cut myself." "Let's break into the school and spray paint it.")
• inappropriate physical actions (play-fighting with students, jabbing pencil into air, hand, or paper, drawing or making guillotines)

>

I see cycles but can't base them on anything such as days, weeks, monthly patterns. Only possibility I saw was that the single parent could only take so much and then lost patience although did not become openly angry.

The Phase line in November indicates an IEP meeting in which we set a goal of at least two days per week that both inapppropriate behaviors would be at zero. While it seems to have worsened the behaviors, the therapist said November and December have been hard months in at least the five years she's worked with them.

Charting stopped because the mother said Johnson was doing so horribly at school and creating so many problems, she pulled him out of school. The school personnel to a one was shocked. He once spray-painted some of the playground equipment (consequence: remove it on his own time). Another time he brought a knife to school. It fell out of his jacket in front of the principal as he was about to enter tthe school door. The Principal worked it out other than by suspension.

One of my hunches is that his feelings of anger are very high. Aggressive actions vary in frequency; beating brush with a stick while walking. Aggressive talk is often higher than that of the usual 12 year old boy. I think his aggresssive and angry thoughts are, perhaps 300 per day, but that is nothing more than a hunch based on data from other sources (Og, me.)

Right now Johnson is spending about one to two days per week at home and the rest of the time at a neighbor's where he is home-schooled.

My questions:

• What could/should I have done differently? This is a student whose lack of success bothers me. I tutored him individually out of school. One warm-up I use is positive self-statements. He'd mix in a lot of negative ones. I worked with him four times, and stopped (at parent request.)
• What pieces of information am I missing?
• I want a behavioral analysis and keep getting clinical pieces thrown at me. How should I react to these?

I went through the 48 pages of information and marked confirmation of my hunches, new ideas about this project and new ideas about Standard Charting. The quantity and quality of the responses confirms the wisdom and value of Standard Charts, on-line sharing of information, and Chart Chats about the charts.

confirmations of my hunches--19  new information re PT (& info helpful to PT)--14 (For the newcomers: None of us knows it all!) (for me, it was primarily info on endurance & scatterplots)  new ideas re this project--28  new ideas for writing (other topics)--4

Number of Replies: people--9  responses--21  pages of e-mail--40  pages of chart chat--8  chartchat members present: 5 (2 of whom did not send e-mail reply)

Thank you for all your thoughtful responses. Abigail B. Calkin