Objective: The present study seeks to outline a holistic assessment method that was used in understandingproblems experienced by an adolescent boy and in designing and implementing an individualized educationalprogram. Methods: An adolescent child referred for concerns in learning was screened for learning disability usingstandardized inventories and test batteries. The Connors Parent and Teacher Rating Scales (short forms),Wechsler's Intelligence Scale for Children (WISC), the Vineland Social Maturity Scale (VSMS), and the KineticFamily Drawing (KFD) test were used to assess the behavior, cognition, and social profile of the child. Anindividualized educational program was designed and this intervention was provided for 6 months by usingparents as co-therapists. Participant and parent interview schedules were used in identifying underlying issues ofconcern. The child was reassessed 6 months after the intervention was provided. Results: Findings on the Connors Parent Rating Scale revealed scores that were greater than the 50 th percentile on the domains of inattention and cognitive problems. On the Connors Teacher Rating Scale, weobserved scores greater than the 50 th percentile on the hyperactivity, cognitive problems, and the inattentiondomains. The WISC revealed that the child had a "Dull Normal" Intellectual functioning and there was also adeficit of 2 years on the social skills as tested by the Vineland Social Maturity Scale (VSMS). The KineticFamily Drawing Test revealed negative emotions within the child. Post intervention, we noticed a remarkableimprovement in the scores across all domains of behavior, social, and cognitive functioning. Conclusion: Designing an individualized education program that is tailored to the specific needs of the childand using parents as co-therapists proved to be an effective intervention.