Directions: Review the case study about Jasmin, then brainstorm how you will respond to this sexual behavior challenge. Refer to the suggested answers for additional guidance. Share your responses with a trainer, coach, or administrator.

Toddler Case Study: Jasmin

Jasmin is a 33-month-old child in a toddler classroom. Jasmin has delays with social-emotional, fine-motor, cognitive, and communication skills. She can say a few words but does not use them to communicate with others and is not yet able to follow simple instructions. Jasmin pays little attention to peers and adults and prefers to play alone. Staff have been trying to learn more about what Jasmin enjoys doing at home, so they can engage her in more activities while in the program. Jasmin’s favorite play activity is throwing things—toys, cups, and various other objects. The family’s pediatrician told Lauren and Tyler, Jasmin’s parents, that Jasmin “probably has autism” and recommended they have further evaluation at a developmental clinic. Lauren and Tyler were angry when this happened, and have said they are going to, “find a new doctor.” Your program continues to work with the family, but staff are finding it increasingly challenging to care for and support Jasmin’s learning.

Over the past few months, Jasmin frequently has displayed concerning sexual behaviors. She often pulls down her pants and takes off her diaper so she can touch her genitals in a self-stimulatory way. The staff report that it seems like every time they turn around, Jasmin has already taken her diaper off or is in the middle of doing so. Previously, staff would dress Jasmin in a snap onesie under her pants and this prevented her from taking her diaper off. Now that she is more coordinated, she can easily undo snaps.

Describe the behavior:

Often pulls down her pants and takes off her diaper so she can touch her genitals in a self-stimulatory way

 

Responding: In the Moment

Pause

• Keep emotions and tone of voice under control. Children with limited receptive language still often pay attention to these ways of communicating.

 

Redirect

• "Your diaper stays on your body during playtime," as you assist Jasmin with redressing.

 

Listen

• Jasmin cannot tell you what she wants, so it's important to observe her cues for other activities/interests she may want to explore. If she's upset with having her diaper put back on, this is her way of letting you know she needs help processing this experience. Though she is almost 3 years old, she is developmentally like a much younger child and may still need physical closeness (holding, rocking, talking to in soothing way) to calm.

 

Teach

• You can try to engage Jasmin in other activities you know she enjoys. When she explores play ideas, no matter how unpurposeful they seem, join her in this play and try to engage with her. For example, if Jasmin frequently fixates on the threads of the carpet you can join her by doing the activity face-to-face with her while you talk to her about what she's doing. "You're touching the carpet with your hands."

 

 

 

Responding: After the Fact

Reflect

• Though Jasmin's behavior is not harming anyone, it is very frustrating. It feels like you have to watch every move she makes. Though she is almost 3, recognize that she globally has developmental skills like a much younger child. She is not choosing to be difficult, rather she lacks the skills to do what we expect of children this age.

 

Prepare

• Go over your response to Jasmin's behavior with your teaching team and a coach, trainer, or administrator. Use the Pyramid Model framework to decide if a specific targeted support plan (Tier 2) should be put in place to help Jasmin.

 

Communicate

• Designate who will communicate with Jasmin's parents about her behavior and what you are doing to support her. Ask them if they observe this at home and if they can share any succesful strategies.
• Work with your coach, trainer, or administrator to decide if consulting with a specialist may be warranted.
• If the team decides it is not necessary to involve a specialist, a coach or administrator should provide ongoing support and check-ins with this teaching team.