This paper presents a study of the ALSUP/CPS (The Assessment of Lagging Skills andUnsolved Problems/Collaborative & Proactive Solutions) work primarily conducted on astudent who was facing the difficulty of changing from one mind set to the current lesson.The objective of the study is to investigate and compare the outcomes of the ALSUP/CPSwork by interviewing the student, 3 teachers and the school psychologist. The outcomes ofstudent interview were compared to outcomes that emerged from the teachers interviews andthe school psychologist. The patterns that emerged showed both positive and negative results.The analysis revealed patterns that were significant to both the student and the teachers. Thestudent noticed that his behaviour changed in class which was also highlighted by all threeteachers. It also showed that the student was able to recognize his behaviour and therebymake suggestions for improvement. The ALSUP/CPS model emerged as an evidence-basedtool that is effective in investigating and gauging the student potential to recognize andovercome difficulties. The SNAP (Special Needs Assessment Profile) model underscored thefact that it would be a good and supportive tool to use for identifying the academic difficultiesthat a student may be facing; therefore, both the ALSUP/CPS and SNAP would complementeach other in the areas of behavioural and academic difficulties.